LESSON PLAN GROUP 3
Lesson title: Vocabulary Length of lesson: 25 minutes
Topic: Musical Instrument
Aims: “Introducing and practicing new vocabulary.”
Objectives: By the end of the lesson, the students will be able to:
- Identify and pronounce 5 words correctly: drum, violin, flute, guitar, piano.
- Recognise the sound and write down the words correctly for each instrument.
- Act role-play conversations based on the vocabulary they have just learned.
Age group: Secondary students
Level: A2
No. of students: 30
Materials: Laptop, PowerPoint, Projector, Paper, Gifts.
Detailed Lesson / Activity Plan Steps
Lesson
Time Content/ Objectives Students will… Role of the teacher
Activity Stages
5 mins Lead-in - Activate students' - Listen to a - Play a 15 seconds
interest and curiosity symphonic music clip symphonic music clip.
about the lesson and make predictions
topic. about the topic.
- Set the context for
learning about - Guess the lesson’s - Encourage students to
musical instruments. topic based on the share their guesses
music they hear. without concern for
accuracy.
- Conclude the activity by
revealing the topic:
“Today, we’re learning
about Musical
Instruments.”
10 mins Presentation - Introduce words of - Follow to the - Show the picture of an
musical instruments instruction of teacher instrument (e.g., drum),
and have students to learn the word. play its sound, and reveal
repeat them. the word on the slide.
- Introduce students - Pronounce the word
to the simple clearly and ask students
definition of each to repeat.
word. E.g: “This is a drum.
Repeat after me: drum.”
- Give students the Ask students to repeat
connection between together and individually.
the words indicating
musical instruments
and the sounds that - Highlight the sound of
instrument makes. the instrument and link it
to the written word.
E.g: “The drum makes
this sound: play sound.
This is how you spell it:
D-R-U-M.”
- Giving students a
chance to discover the
words by themselves.
E.g.: “I make music, you
play me with your hands
on the keys, what am I?”
- Giving students a
connection between
actions and sounds so that
they can remember the
words better (TPR
approach).
- Teacher pretends to play
a drum without saying
anything. The students
may say: “It’s a drum.”
5 mins Practice 1 Group work: - Ss follows the task of - T asks Ss to divide into
Describe the pictures T. 4 teams.
and guess the words.
- Ss try to remember - T shows a list of sounds
all of the sounds words for each musical
in 5s. instrument and gives 5
seconds to remember:
+ Drum: Bum bum
bum
+ Violin: Veeeee veee
veee
+ Flute: Fuuuuu fuuu
fuuu
+ Guitar: Ching ching
ching
+ Piano: Pling pling
plong
- Ss takes a look at the - T calls one member for
other members in class each team to come to the
and guesses the words board.
through the sounds. - T asks other members to
say the sounds that
describe the pictures.
- Ss try to raise their - T asks Ss to raise their
hands as fast as hands to give the answers
possible to answer as fast as possible.
through the sounds of
other members.
- Ss read again each - T writes the point for
word following T. each team and asks all
students to repeat each
word.
- Ss reads again 5 - T asks Ss to read again
words on slide and helps them to read
followed by T. words aloud and
correctly one by one.
5 mins Practice 2 Make the sentences - Ss work in groups. - T divides the whole
(production) based on the class into 4 groups.
vocabulary they have - Each group will write - T asks Ss to make and
just learned. as many sentences as write as many sentences
possible with the 5 as possible with the 5
given words on paper. given words on paper.
- Ss have 1 minute and - T sets 1 minute and half
half to do this activity. for Ss to do this activity.
- After 1 minute and - After that, T asks each
half, a representative group to present and give
from each group will feedback.
present their sentences
in front of the class;
the other groups will
listen carefully.
- T asks Ss to summarize
what they have learned in
the last minutes.
