Lesson Plan
Topic: Musical Instruments Grade: 8
Aim: At the end of the lesson I would like that my pupils Level: Elementary
should be able to identify and name common musical Age: 12-14
instruments Number of students: 35
Teacher’s aim: to reduce TTT Students’ L1: Portuguese
New structure: This is a… School: Mandume
New Vocabulary: piano, guitar, violin, saxophone, flute, Time: 45`
trumpet, drum Period: Morning (07.30 - 08.15)
Materials: Pictures Date: 20/05/2026
Recent Work: Describing hobbies Teacher’s name: Lucas Lutucuta
The following table:
Stage Time Tasks (Teacher) Tasks (Pupils) Interaction Purposes/Aims
Revision 3’ Elicits Qs and asks about describing hobbies. Asks Qs to each other. T-P, P-T, P- To check if PP can
e.g. asks 'What do you like doing?' P ask and answer Qs
about describing
hobbies (previous
lesson).
To make them
aware of the last
language.
Lead-in 5’ Show a sample picture of a band. Ask: Listen and answer. T-C, C-T To arouse interest
Who can you see? in students.
What are they holding? (Set time 1 min.) To introduce the
Elicit a few instrument terms students already topic and get the
know. pupils interested in
the topic of the new
lesson.
Presentation 12- Introduces the new topic by saying today we Listen. T-C, P-T, C- To introduce the
15’ are going to talk about musical instruments; T, T-P new topic and make
them aware of what
Teacher clarifies the new topic by showing a They listen carefully to teacher clarification. they are going to
picture of instruments; talk about.
Teacher checks understand of the new topic Listen carefully and Answer teacher questions. To make the new
by asking concept questions: topic clear.
Do we use them to make music?
Can you play them?
To check if they
Teacher presents and introduces the new They listen carefully how the words are understood well the
vocabulary using pictures. pronounced. new topic.
Teacher checks understanding of the new They listen carefully, pay attention and To clarify the
vocabulary by asking concept questions: answer the questions. meaning of the new
Is a piano big or small? vocabulary
Do you blow into a flute? providing them the
Do you hit a drum? possibility of getting
the words in a
Teacher drills the pronunciation of the new They listen carefully and repeat after the particular context.
words chorally and individually. teacher.
Teacher focus on the form of the new They observe how the new vocabulary is To check if they
vocabulary by writing it on the board. written. understood the
meaning of the new
Teacher focus on the structure of the new They listen attentively to the short story read vocabulary.
topic by reading a short story: by the teacher
Hello! I love music. To let them know
This is a piano. how the new
This is a guitar. vocabularies are
This is a drum... pronounced.
.
Teacher asks concept questions to check They listen and answer the questions pose by To let them see how
understand: the teacher the new vocabulary
What is this? is written.
.
Teacher focus on the pronunciation of the new They listen and then repeat the pronunciation To show to students
structure by asking pupils to listen and then of the short story. how the new
repeat the short story. language function in
a real context.
Teacher focus on the form of the new They copy from the board the summary and
structure by writing the form on the board the new structure within the time set by the To see how well
and capitalize the new structure: teacher. they have
THIS IS a piano. understood the new
Teacher sets them time to copy. structure.
To let them know
how the new
language is
pronounced.
To check
understanding of
the written form of
the new structure.
Controlled- 5’ Teacher gives students a worksheet with Listen to teacher instruction and do the T–C, P-P, T- To provide
Practice pictures to fill the gaps with the correct exercise. P, Pair maximum control of
instrument word: work the new structure
This is a ----------. (piano). Listen to teacher instruction carefully and do within controlled
This is a ----------. (drum). the activity in pairs. but realistic and
contextualized
Students check answers with a partner. framework.
Teacher gives students a small card with one
instrument on it.
To build confidence
Teacher asks students to walk around and ask in using the new
classmates yes/no questions to guess the language.
instrument.
Student A shows a picture.
Student B as WH questions to guess.
When student B thinks knows the answer they
say: This is a guitar.
Freer 10’ Teacher asks students work in small groups They listen to teacher instruction and do the Group work To give students the
Practice where each student has to introduce their activity freely in small groups. opportunity to
favorite instruments using the target language. practice the new
Example: language freely in a
This is a guitar. I like it. more creative way.
This is a drum.
To motivate
students and also to
help them integrate
new with old
language.
Feedback 10’ Ask some volunteers to perform in front. Go in front and demonstrate what they did in P-P To check how much
group. they have really
learned.
Homework 2’ Teacher asks students to choose a picture of a Listen and copy. T-C To make them be in
band and to write a short paragraph of 5-6 touch with what
sentences using This is… ´ to describe the they have learned in
instruments in the picture. the classroom at
home and further
practice.
BOARD WORK
Lesson no. Wednesday, 20th May 2026.
Summary: Musical Instruments
New structure: This is a…
New Vocabulary: piano, guitar, violin, saxophone, flute, trumpet, drum;
Homework Teacher asks students to choose a picture of a band and to write a short
paragraph of 5-6 sentences using This is… ´ to describe the instruments in the
picture.
Anticipated Problem Reason Possible solution
Students may say ´ It is a guitar ‘instead of ´This is a guitar It is more natural in their L1 to Accept ´It is as partially correct
say It is… but model ´This is… repeatedly,
use choral drilling
Words like violin/saxophone/flute may be mispronounced unusual sounds Model, drill, and mark stress: use
(saxophone/flute) phonetic hints on board