Unit:1 Hobbies and Leisure

School: T.Bigeldinov

Date:

Teacher’s name: Muldasheva G

Grade: 7

Number present:

Absent-

Theme of the lesson

Discussion about hobbies and leisure activities

Learning objectives(s) that this lesson is contributing to

7.C4 evaluate and respond constructively to feedback from others

7.S2 ask complex questions to get information about a limited range of general topics and curricular topics

7.L1 understand with little support the main points in extended talk on a limited range of general and curricular topics

Lesson obectives

All learners will be able to:

• Recognize specific information including ask complex question according to the topic “Hobbies and leisure” with support

Most learners will be able to:

• Identify with little support the main points in extended talk including ask complex question and give constructive feedback according to the theme “Hobbies and leisure” with some support

Some learners will be able to:

• Apply getting information and support the main points in extended talk including ask complex question and give constructive feedback according to the theme “Hobbies and leisure” without support

Assessment criteria

• Recognise the content of an extended conversation using some supporting information and give constructive feedback to each other

• Provide a point of view in discussions including ask complex questions during in pair and group work and connected information with ideas of other people

Value links

“Mangilik Yel” Patriotic Act Value 2 – National unity, peace and harmony in our society.

Cross-curricular links

Kazakh, Russian

Previous learning

Grade 6^th Hobbies and free time activities

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5 min

5min

Organization moment

Teacher greets students; students respond to greeting and take their places

‘‘The circle of joy’’ strategy

All students stand in the circle and say compliments to each other, psychological mood at the lesson, the method helps learners create collaborative atmosphere in the class

Method: “Magic box”

Lets divide into two groups, take one of these cards in the box, who take the Present Simple tense sit here, who took the Present Continuous tense sit there

Check up homework by method: “Throwing a ball”.

• Take a paper and write questions about hobbies.

• Do as a ball and throw the next group.

• Next group have to answer the question.

They will use to be keen on, Present Continuous tense and Present Simple tense and to talk about favorite hobbies.

Brainstorming: I ask questions about their free time

Cards

Appendix1

Middle

5 min

10 min

10 min

Task 1. Pre-listening:

Check the vocabulary by strategy “Key language”. Write on the board any words not already covered that you think your students may not know. Give each group one or two words to look up in their dictionary. Then have students explain the meaning of their words to the class. Help with understanding and give further examples where necessary.

Key words: Swim, horror films, soap operas, fly,

watching sport, see, play football

While-listening. Play the recording. Listen to two people talking about their free time. Are the sentences true (T) or false (F)? You will listen to the recording twice.

Post-listening

Differentiation by type of the task

Less able learners will listen twice and write true or false

Example: Jack likes rock music. __T____

1. Jack does not love watching sport._______

2. Jack loves horror films. ________

3. Jack sees his sister every week. _______

4. Jenny likes Chinese food and Jack loves Mexican food. _______

5. Jenny loves soap operas. _________

6. Jenny likes flying _____

More able students have one chance to listen and complete the sentences with the correct form of the verbs in the box

Listen to two people talking about their free time and complete the sentences with the correct form of the verbs in the box

not love, likes, loves, sees, likes, loves, likes

1. Jack _______ rock music.

2. Jack does _______watching sport.

3. Jack_______ horror films.

4. Jack _______ his sister every week.

5. Jenny _______ Chinese food and Jack loves Mexican food.

6. Jenny _______ soap operas.

7. Jenny _______ flying

Descriptor: A learner

• Listen to the audio attentively

• Work in group

• Write true(T) or false (F)

• Complete the sentences with the correct form of the verbs in the box

Group assessment: learners change their exercise books and check their work. Then evaluate with “tick and cross”.

Task 2. Speaking: “What should you do in your free time? ”

Method: “Talk to neighbors”

Differentiation by group abilities

More able learners: Students will choose one picture and make up sentences without support

Less able learners: translate the words in the picture and talk about it with some support or teacher’s support

Descriptor: A learner

• Make up sentences by using grammar structure

• Discuss given task

• Work in a pairs

AFL: The teacher will use such oral forms of formative assessment as “Well done!”, “Super!”, “Good!”. In this way the teacher encourages learners to actively participate in the lesson

Appendix2

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End

5 min

Concluding the lesson

Feedback

At the end of the lesson, students reflect on:

I ask each group to assess the lesson with an activity

‘‘Pyramid’’

Teacher gives them picture card with pyramid.

Learners must write your ideas about the lesson

Giving the home task.

Find information about their admirable person and his or her hobby. They will share it with their classmates.

Copybooks

Feedback sheets

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?

Health and safety check

Differentiation by type of the task

My less able learners will listen twice, but More able students have one chance to listen and complete the sentences with the correct form of the verbs in the box

Differentiation by group abilities

More able learners: Students will choose one picture and make up sentences without support

Less able learners: translate the words in the picture and talk about it with some support or teacher’s support

The teacher will use such oral forms of formative assessment as “Well done!”, “Super!”, “Good!”. In this way the teacher encourages learners to actively participate in the lesson. Therefore, during the lesson curried out group, peer and individual assessment were used using special assessment descriptor.

Feedback ‘‘Pyramid’’

Teacher gives them picture card with pyramid.

Learners must write your ideas about the lesson

• Sit straight

Don’t swing the chair and run in the classroom

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson