Daily Lesson Plan

Teacher (Student, Trainee): Danijela Vukovi

School:
Date: ___________________________
Class: (+ number of learners): 8, 8th year of learning (24)
Topic of the lesson: Pets
Type of the lesson: presentation and practice
Goal: to practice speaking and listening; to develop critical thinking on the topic of animal rights; to practice a grammar structure (question tags)
and its adequate application in a sentence
Objectives (aims): By the end of the lesson, the students will have raised awareness on the topic of animal rights. They will be able to use topic
related vocabulary and discuss different aspects of animal rights. The students will have revised and improved their knowledge of question tags
and its adequate application. The students will also have practiced their speaking and listening abilities as well as productively working in groups
and pairs.
Literature: Way to go, 5 plus, udbenik i radna biljenica za 8. razred osnovne kole, Biserka Deba, Maja Mardei, kolska knjiga, Zagreb,
2013.

A) Lesson outline

Lesson stages/ Aims (individual

Timing
tasks)

Procedure (short description

of steps)

1. Introduction
(10 min)

Activity 1. (1 min)

At the end of the

lesson, the
students will
know more about
other students and
their stands on
animal rights.

The teacher asks the students

to open their textbooks to page
87 and to name the animals in
the pictures at the top of the
page. The teacher asks the
students to name some other
animals that can be kept as pets
(a snake, a rabbit). The
teacher writes the name of the
topic (Pets) on the blackboard.
Activity 2. (5 min)

Methods and
techniques

Social forms
(Classroom
organization)

Teaching
aids/Materials

speaking

individual
work

textbook,
blackboard

discussion,
writing,
speaking

group work,
individual
work

textbook,
pencils

Q&A, speaking

whole class

.
The teacher instructs the
students to form groups of 6.
Each group answers questions
from Task A1 in their
textbooks (p. 87). The students
note down their answers in the
textbooks. After they finish, the
teacher instructs the students to
individually do the Task A2.
Activity 3. (4 min)
The teacher and the students
comment on the results of the

Didactic
commentary

2. Main part
(30 min)

At the end of the

lesson, the
students will
know what PETA
is. They will be
able to present
and support their
own opinion on
animal rights. The
students will be
able to connect
their own
experience to the
topic of the
lesson.
The students will
have revised and
improved their
knowledge of
question tags and
its adequate use.

previous two tasks.

Activity 4. (6 min)
The students do an exercise in
their workbooks in pairs
(workbook, p. 64, Task E).
After they finish the task they
individually and silently read
the complete text.

reading, writing

work in pairs,
individual
work

workbook,
pencils

Q&A, speaking

whole class,
individual
work

textbook

The teacher picks two students

to read an interview If Animals
Could Talk (textbook, p. 89,
Task B) to the class.
Activity 7. (4 min)

reading,
listening

work in pairs,
whole class

textbook

The teacher picks a different

student to complete one of the
sentences from Task C
(textbook, p. 89).
Activity 8. (5 min)

Q&A, reading,
speaking

individual
work

textbook

reading

individual
work

blackboard,
textbook

Activity 5. (5 min)
The teacher asks questions
(textbook, p. 88, Task C)
related to the task the students
have just finished and the
students answer them.
Activity 6. (1 minute)

The teacher writes Question

tag on the blackboard. Using
the Grammar Spot (textbook,

p. 90, Task D) the students

refresh their knowledge of
question tags and underline all
the question tags in the
interview If Animals Could
Talk (textbook, p. 89, Task B).
Activity 9. (9 min)

3. Conclusion
(5 min)

At the end of the

lesson, the
students will

The students complete Tasks A

and B in their workbooks (p.
62) and Task C in their
textbooks (p. 90). After
finishing each task, the teacher
picks a student to read the
answers. If necessary, the
teacher corrects the answers
and explains the mistakes.
Activity 10.
The teacher shows the students
pictures using a PowerPoint
presentation. The students
describe the pictures using tag
questions.

reading, writing,
speaking

individual
work

textbook,
workbook

speaking,
describing,
imagining

whole class

computer,
projector

B. Detailed lesson plan

Procedure (short description of steps)

Didactic commentary

I. Introduction
Step 1.
The teacher greets the students and asks them to open their textbooks to page 87 and to name the animals in the
pictures at the top of the page (cat, dog, turtle, hamster, canary). The teacher asks the students what all these animals
have in common. (They can be kept as pets.) The teacher asks the students to name some other animals that can be
kept as pets (a snake, a rabbit). The teacher announces the topic and writes it on the blackboard.
Step 2.
The teacher tells the students to form groups of 6. Each group has to do Task A1 in their textbooks by finding out
information about each student in the group (How many in the group are vegetarians/would like to have a fur
coat/enjoy going to the circus/have a pet). The students note down their answers in the textbooks. For this part of
the activity the students have 4 minutes. After they finish, the teacher instructs the students to individually do the Task
A2. The students have 1 minute to finish the task.
Step 3.
The teacher and the students comment on and compare the results of the previous two tasks. The teacher asks one
person from each group to present the results of their work by reading their answers to Task A2. (Group 1: Most of us
have a pet. Group 2: All of us have a pet.)

II. Main part

Step 1.
The teacher instructs the students to open their workbooks to page 64, Task E. The students are told that they
will be working in pairs; both students (A and B) have the same text but different words are missing from
each text. The students are to read their texts aloud to their partners and help them to fill in the missing
words. When both students have filled in the missing words in their texts they each silently read the text
once more. The students have 5 minutes to do the task and 1 minute to read the text.
Step 2.
After the students have read the text, the teacher asks them questions from their workbooks (p. 88, Task C).
Teacher: What is PETA? Student: PETA is an animal rights organization.
T: What does PETA believe? S: PETA believes that animals have rights and deserve to live their lives
regardless of whether they are useful to humans.
T: What has PETA made hundreds of companies do? S: PETA has made hundreds of companies sign a
statement that they will not use animals for product testing.
T: What is PETA strongly against? S: PETA is strongly against the use of animals in circuses or any other
forms of entertainment.
Step 2.
The teacher picks two students to read an interview If Animals Could Talk (textbook, p. 89, Task B) to the
class.
Step 3.
The teacher picks a different student to complete one of the sentences from Task C (textbook, p. 89). (The
dog is angry because Student: his owner doesnt take care of him. Monica gets angry when Student: the
dog hides her things.)
Step 4.
The teacher writes Question tag on the blackboard and instructs the students to refresh their knowledge of
question tags by using the Grammar Spot (textbook, p. 90, Task D). The teacher tells the students to ask if
there is anything they do not understand. The students have 3 minutes to finish this task. When the students
finish their task the teacher tells them underline all the question tags in the interview If Animals Could Talk
(textbook, p. 89, Task B). To help them, the teacher tells the students that there are 11 question tags in the
text.

Step 5.
The students complete Tasks A and B in their workbooks (p. 62) and Task C in their textbooks (p. 90). After
finishing each task, the teacher picks a student to read the answers to these, as well as one student to read all
the question tags from the previous task (from the interview). If necessary, the teacher corrects the answers
and explains the mistakes. The students have 6 minutes to finish the tasks and 3 minutes are left to correct
the mistakes.
III. Conclusion
Step 1.
The teacher shows the students pictures using a PowerPoint presentation. The students describe the animals
in the pictures or guess what the people in them are doing or feeling using tag questions. (Picture 1 shows a
dog. Student: That is a golden retriever, isnt it? Picture 2 shows a person carrying a cat carrier. Student:
He took his cat to the vet, didnt he? Picture 3 shows a dog and a cat sitting side by side. Student: They are
friends, arent they?)
Blackboard (or whiteboard) organization

PETS
QUESTION TAGS