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Lesson Plan Unit 4a

This lesson plan outlines a lesson on farm animals for young students. The plan includes pre-teaching, while-teaching and post-teaching activities. Students will learn to identify farm animals, ask what an animal is using simple present tense questions, and practice conversations. Assessment is incorporated throughout the lesson.

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Nur Komala Sari
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
7 views

Lesson Plan Unit 4a

This lesson plan outlines a lesson on farm animals for young students. The plan includes pre-teaching, while-teaching and post-teaching activities. Students will learn to identify farm animals, ask what an animal is using simple present tense questions, and practice conversations. Assessment is incorporated throughout the lesson.

Uploaded by

Nur Komala Sari
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

Unit 4A – What Is It?

School : ______________________________________________
Grade/ Semester : 1/1
Theme : Farm Animals
Day : 7
Allotted time : 2 x 35’

Standard Competence
1. Memahami instruksi sangat sederhana dengan tindakan dalam konteks kelas.
2. Mengungkapkan informasi sangat sederhana dalam konteks kelas.

Basic Competence
1. Merespon dengan mengulang kosakata baru dengan ucapan lantang.
2. Bercakap-cakap untuk meminta/ memberi informasi secara berterima yang melibatkan tindak tutur:
menanyakan seseorang.

Indicator of Communication and Language Objectives


1. Merespon dengan mengulang apa yang diucapkan guru atau didengar dari CD dengan suara lantang dan
pengucapan bahasa Inggris yang benar.
2. Mengungkapkan berbagai tindak tutur: menanyakan seseorang.

Learning Aims
 To identify and pronounce farm animals
 To ask about farm animals using simple present “What is it?”
 To listen and practice simple conversation

Teaching Aids
 White board
 Markers
 Tack-it
 Pictures
 Slides
 Pieces of paper

Learning Activities

No. Descriptions References Time


PRE-TEACHING ACTIVITIES
1. Context building A picture of a 5’
farm
 Bring a picture of a farm. Print it out or put it on a slide show. Flashcards of
 Tell the class that today they will visit a FARM (write the word on the animals in the
board) and show them the picture. In the farm, there are many animals. farm
 Paste the animal flashcards one by one and ask the class, “What is it?” Whiteboard
 Write the name of the animal under the picture. SB p. 28
 Point to the flashcard and say the name of the animal. Get the whole class
to repeat.
2. Listening SB p. 28 5’
(Vocabulary)
 Ask the class to open p. 28 (Vocabulary).
 Tell them to number the picture based on the listening passage they are
about to hear.
 Play the audio (twice).
 Ask the class, “What animal is no.1?” Let them answer together. Write the
answers on the board. Continue to no. 6.
 Prepare number cards (1 to 6).
 Show one of the cards. The students say the animal.

WHILE-TEACHING ACTIVITIES
3. Presenting the language SB p. 28 10’
(Language)
 Show one of the animal flashcards and ask the class, “What is it?”
 The students answer “Cat” (most probably). If you have a one-word answer,
repeat their answer in a full sentence, “It’s a cat.” Ask the class to repeat.
 Do the same procedure with another picture.
 Take one picture and go to one of your students. Ask her, “What is it?”
Have her answer your question in a complete sentence. Go around asking 4
more students.
 Take a different flashcard and go to one of your students. Tell her, “Now
ask me the question.” If your student does not understand, ask her to
repeat your question. You answer the question.
 Go around to get some students ask you a question.
 Write the question and answers on the board.

4. Practice 1: Listening SB p. 29 10’


(Listening)
 Put the class into pairs (the ones sitting next to one another). Audio
 Tell them that they are going to listen to a conversation. Their task is to put
the correct number into the blank bubbles.
 Play the audio.
 Check the answers.
 Have the class read the lines after you.
 After that, put the class into 6 groups (A to F).
 Groups A and B act conversation in box no. 1.
 Groups C and D act conversation in box no. 2.
 Groups E and F act the conversation in box no. 3.
 Begin the conversations on your cues only. Say “question” and “answer” for
conversation 1 and 2. Say “the boy” and “the man” in conversation 3.
 Repeat the conversation as necessary by swapping the roles.

5. Practice 2: Speaking SB p. 29 15’

 Show the slide of a farm again. Point to one animal and ask, “What is it?” Animal cards
Let the class answer. Ask 2 other animals.
 Put the class into pairs again. Share each pair 6 animal cards. Each student
gets 3 cards.
 Demonstrate the activity. Go to one student’s desk.
 Put one card on the desk and ask, “What is it?” She should answer “It’s a
mouse.”
 Ask the student to put one card on the desk and ask you, “What is it?” and
you answer “It’s a fox.”
 Make sure the class knows what to do.
 Tell the pairs to start on your counts.
 Monitor the activity.
 Gives necessary feedbacks.

6. Practice 3: Read and check WB p. 20 D 10’

 Copy p. 20 D. Enlarge the copies. Cut as per number.


 Retype the statements A and B in big fonts.
 Paste pictures no. 1 and the statements under it.
 Put the class into 2 big groups, A and B.
 Group A asks the question and B answers it. You tick the correct box.
 Paste pictures no. 2. Now ask one student to come to the front.
 Group A and B read the lines and the student tick the correct box.
 Do the rest in the same procedure.

POST-TEACHING ACTIVITIES
7. Trace and read WB p. 20 E 10’

 Ask the class to open Workbook on p. 20 E. If the students do not have the
Workbook, copy the page for them.
 Tell them to work individually.
 They trace the lines in 5 minutes. You will choose 3 neatest tracing.
 Stop them when the time is up.
 Put them into A and B groups.
 Get them read the question and answer in turn.
 Swap the roles and read again.

Assessment

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