What are you into

LESSON: Unit 1 Lesson 2

Reading. What are you into?

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S1 S3 R2 S7 UE9 W1 W6 W8

Lesson objectives

All learners will be able to:

use, pronounce and spell some target vocabulary accurately in production tasks with support

Most learners will be able to:

use, pronounce and spell most target vocabulary accurately in production tasks and integrate with some success in extended writing task

Some learners will be able to:

use, pronounce and spell a range of target vocabulary accurately in production tasks and integrate to good effect in extended writing task

Previous learning

vocabulary for describing people, places, things / hobby/interests/ free time/ I really like / to be into/ to be fond of/ have got

Plan

Planned timings

Planned activities

Resources

Teacher
Notes

Beginning the lesson

S7

5min

• Teacher suggests singing a song as a warm-up for the lesson.Learners sing A Free Time Song (Hobbies + Pastimes)

To present vocabulary for free - time activities

• Draw Ss’ attention to the picture. Play the recording.

• Ss listen and repeat chorally or individually.

Class CD

https://www.youtube.com/watch?v=lfLGtb258fM

Main Activities

C6

R2

W8

S1

W6

UE9

To categorise vocabulary

• Write words "Hobby" and "Interests" and give associations with these words. Speak about your hobby.

• Ss look at the photo on p.10 for a minute and guess three people's interests. Ss copy the headings into their notebooks and try to list as many words as they can remember under each heading. Ss in pairs check their answers and add more words under each heading.

To activate and consolidate vocabulary

• Explain the task and read the text aloud.

• Ask various Ss to say what the people's interests are.

Cluster

" Hobby and Interests"

Write about friend's hobby or interest

• Explain the task and allow Ss some time to speak about 3 people's interests. Ss then compare with their partner their interests and note the similarities and differences.

• Ask various pairs around the class to present their friend's interest to the class.

• Alternatively, assign the task as HW and check Ss’ answers in the next lesson. Display the conceptual tables to the class.

• Ask Ss to make a dialogue with a structure have got and prepositions: of, about, by

Presentation

"Prepositions"

Ending the lesson

S3

W1

Game

A Play in teams. One team says a letter from the English alphabet. The other team says a word which starts with this letter and is related to hobbies or interests. If the team can’t think of a word within 5” they miss their turn. Any correct answer gets 1 point. The team with the most points wins.

Team AS1: S!

Team BS1: Skateboarding!

" Spelling Bee" (competition)

B Play in class. Take a card, give it to the teacher. The teacher says a word, you in turn spell this word.

A: Taekwondo

B:T -A-E-K-W-O-N-D-O.

Whiteboard

Class CD

Cards

Word list

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

P.E., Social Studies, Languages

support less able learners by getting them to highlight problem parts of word spellings e.g. double letters, long vowel sounds

monitor learner spellings in categorisation task and provide remedial support

Health and safety check

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

provide challenge for more able learners by getting them to present information about class's hobbies and interests.

check learner pronunciation in whole class feedback and drill and highlight word-stress to board as necessary

ICT links
Projector or Smart board for showing a presentation

• Provide less able learners with the names of the hobbies for kids and teens

• Create mixed ability groups for discussion

Values links

Responsibility, Global Citizenship, Respect

Reflection

• Were the lesson objectives/learning objectives realistic?

• Did all learners achieve the lesson objectives/learning objectives? If not, why?

• Did my planned differentiation work well?

• Did I stick to timings?

What changes did I make from my plan and why?

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

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?