Hobbies and interests

LESSON: Unit 1 Lesson 3

Hobbies and interests

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C1 L1 L2 S1 L6 W3 UE9

Lesson objectives

All learners will be able to:

use and pronounce some target structures accurately in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in controlled tasks with little support

Previous learning

basic uses of active vocabulary and structures on the topic "Hobbies and interests"/ using of Present Simple.

Plan

Planned timings

Planned activities

Resources

Teacher
Notes

Beginning the lesson

L1

W3

5 min

To present a mind - map

• Ask Ss to complete a mind - map and choose a hobby they are into.

• Read the examples in the table aloud and then elicit the answers to complete their own diagram.

A mind - map

"Hobby and interest"

Main Activities

S1

L2

L6

C1

C1

UE9

Ending the lesson

To practise active vocabulary

• Explain the task Study Strategy and read the example aloud.

• Ss complete the task.

• Check Ss’ answers.

To practise vocabulary through personalisation and pair group

Favourite Hobby activities.

• Teacher organises group work on topic from the site www.buzzle.com. (G) Learners are divided into small groups of 3-4; and are given the instructions: surf the internet to find information on a given topic. (if the Internet connection is not available, teacher can use information from Appendix 1). They should prepare mini-research poster.

• (G) Learners work in the following directions and arrange information:

Group 1: Hobbies related to nature

Group 2: Observational Hobbies

Group 3: Health-related hobbies

Group 4: Hobbies related to Computers and Technology

• (G) Learners distribute the roles in the group

Student 1 – timekeeper

Student 2 – researcher

Student 3 – designer

Student 4 – painter

PAIRWORK

Unit 1

S.B. p.201

Cluster

http://www.buzzle.com/articles/popular-hobbies.html

Appendix 1

Working with a questionnaire in pairs using a photo ( Ex.4 p.12)

• Look at the photo and guess the hobbies and interests of people. I think, her hobby is...

• Listen to the dialogue and complete tasks

• Read the sentences aloud and write 3 or 4 questions to know the details of class's hobbies.

• Ask different Ss to read the questions aloud, then elicit some examples answers from the class.

Student's Book

Ex.4 p.12

To practise using Present Simple

Allow Ss some time to speak about their interests in the Present Simple.

Check Ss’ answers.

Whiteboard

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

Social Studies, Languages

monitor less able groups in controlled tasks and provide support through further modelling and drilling

monitor pair sentence completion tasks and encourage learners to give feedback to each other on answers

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

provide extra challenge by getting more able learners to use a mind - map, done personally to make a topic or a dialogue.

check pronunciation in whole class feedback and remodel/drill use of ending ‘s’ .

ICT links

Projector or Smart board for showing a presentation

• Create mixed ability groups for discussion. Ensure they are not always in the role of timekeeper.

• More able learners:

Try to justify their opinions while labelling or making any choice

• Group assessment sheet

• Observe learners when participating in the discussion.

Learners managed to understand the rules and do the tasks.

Values links

Responsibility, Global Citizenship, Kindness, Friendship.

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from the lesson about this class or individuals that will inform my next lesson

Answer the most relevant questions from the box on the left about your lesson.

Critical thinking on this lesson lies in doing writing exercise and it is based on accuracy, relevance and fairness.