Материалдар / Hobbies and Leisure

Hobbies and Leisure

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This lesson plan is designed for Grade 7 teachers on the topic "Hobbies and Leisure ".

Сабырханова Шынар Омирбековна

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29 Қаңтар 2019

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Short-term plan

Term 1. Unit 1: 7.1A: Hobbies and Leisure (Language with content)	School:
Date:	Teacher’s name:
CLASS: 7 __	Number present:	absent:
Creating a survey about the hobbies/leisure pursuits of either family and friends or the whole school.
Aim of Professional Development
Learning objectives(s) that this lesson is contributing to	7.C3 respect different points of view;7.S1 provide basic information about themselves and others at discourse level on a range of general topics;7.S2 ask simple questions to get information about a growing range of general topics;7.UE2 use quantifiers including more, little, few, less, fewer, not as many, not as much on a growing range of familiar general and curricular topics;7.UE5 use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics.
Lesson objectives	All learners will be able to: respect different points of view; provide basic information about their leisure pursuits and pastime; ask simple questions to know about classmates’ leisure pursuits and pastime; use simple quantifiers they knew; use tag questions to get some information.
	Most learners will be able to: respect other’s points of view and agree or disagree; provide specific information about their leisure pursuits and pastime; ask different questions to know about classmates’ leisure pursuits and pastime; use quantifiers they learned from the lesson; convert any types of questions to tag questions to get some information.
	Some learners will be able to: respect other’s points of view expressing agreement or disagreement successfully; provide detailed information with examples about their leisure pursuits and pastime; ask complex questions to know about classmates’ leisure pursuits and pastime; use quantifiers they learned from the lesson accurately; use tag questions without any help to get some information.
Assessment criteria	Learners have met 7.C3 if they show tolerance to other’s point of view;Learners have met 7.S1 if they can talk about themselves and their leisure pursuits, answering at least to 3 questions appropriately;Learners have met 7.S2 if they can ask simple questions to get information from their classmates;Learners have met 7.UE 2 if they use in their speech and report at least 5 quantifiers;Learners have met 7.UE 5 if they use at least 4 tag questions and if they are able to convert questions into tag questions.
Language objectives	The majority, most, quite a few, about half of, hardly any, almost no one
Value links	Respect other’s point of view, cooperation through group work
Cross curricular links	Math, Art
ICT skills	Audio-visual skills
Plan
Planned timings	Planned activities	Resources
Beginning10 min	Warm-up – “Pass the Paper” T greets Ss, checks their hometask and gives feedback.Then explains rules of the game “Pass the Paper”. Instruction for the teacher:Play the music and pass around a piece of paper. Whoever has the paper when the music stops, must do what the slide says.... Continue playing.Then T sets the learning and lesson objectives of the lesson and presents assessment criteria.	PPT 1“Pass the Paper”
Middle10 min 5 min 5 min 10 min 5 min 10 min 15 min 10 min	T imposes “Tag questions” and clarifies details of tag question’s usage:You speak English, don't you?A tag question is a special construction in English. It is a statement followed by a mini-question. We use tag questions to ask for confirmation. They mean something like: "Is that right?" or "Do you agree?" They are very common in English.The basic structure of a tag question is: Answering Tag Questions Ss make notes in their copybooks. Then exercise using tag question (W). The moon goes round the earth, doesn't it? Yes, it does. The earth is bigger than the moon, isn't it? Yes, it is. The earth is bigger than the sun, isn't it? No, it isn't! Asian people don't like rice, do they? Yes, they do! Elephants live in Europe, don't they? No, they don't! Men don't have babies, do they? No, they don’t. The English alphabet doesn't have 40 letters, does it? No, it doesn't. We aren't late, are we? The bus isn't coming, is it? Julie isn't an accountant, is she? The weather is really bad today, isn’t it? I like chocolate very much, don’t I. Differentiation by supportT presents useful vocabulary (T explains meaning of the quantifiers giving examples in English, for less-able Ss T gives quantifiers’ translation in their first language) and informs Ss that they must use at least 3 of them in their report, Ss write them in their copybooks:The majority – большинствоMost - большая часть, наиболее, многиеquite a few - довольно многоabout half of - около половиныhardly any - вряд ли кто либоAlmost no one - почти никто “Find out whose …”T presents the theme of the survey “The hobbies/leisure pursuits of either family and friends” and encourages Ss to form questions, then to turn them into Tag questions:What is your hobby?What is your brother’s hobby?What is your sister’s hobby?What is your friend’s hobby?Your brother’s hobby is playing football, isn’t it? T monitors for correct usage. Break After that T splits Ss into 2 or 3 groups to conduct survey. Then T gives directions: Ask each of your classmate; Put down received information accurately; Use at least 3 topic vocabulary; Report your results in 5-7 sentences; All members should speak. T distributes handouts and sets a time limit: Ask each of your classmate and put down received information accurately – 10 min;Report your results in 3-5 sentences using at least 3 topic vocabulary – 5 min.Ss discuss and tally the results (G). Time limit: 5 min. They prepare a bar graph to present received information and protect their poster (G, 6-9 min).T gives feedback.“Speaking time”T gives Ss speaking cards and explains assessment criteria and descriptors:T deals speaking cards. Ss start doing conversation and after, they assess their speaking partner.	PPT 2 PPT 2 App 1 App 2 “Speaking cards” App 3“Peer-assessment card”
End 5 min	Reflection Hometask: Conducting survey: “Hobbies/leisure pursuits of either family and relatives” Form questions; Ask at least 5 members of your family or relatives; Put down received information accurately; Use at least 3 expressions of quantity from the lesson; Report your results in 5-7 sentences; Make a poster with a bar graph and short report.	PPT 2Reflection form App 4
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 students’ learning?	Cross-curricular linksHealth and safety checkICT linksValues links
Challenge and support for different learners are built in through teacher monitoring, interaction and the format of the tasks and the lesson. Teacher monitoring: the teacher can help learners with content and language if need be, and challenge learners through language, and the use of learning skills throughout the lesson as necessary. Interaction: Group work allows both stronger and weaker learners to make contributions at their own language level. It also gives weaker learners the chance to prepare answers which address the task directly and which are linguistically correct. Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended.	Opportunities for formative assessment are embedded in this lesson. Learners and teacher gain feedback on learners’ abilities to plan, organise, cooperate, respect different opinions and solve problems as they work in groups. The designing and solving of definitions provides evidence of learners’ understanding of content and their ability to use language to explain it.	Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect NIS values as suggested in the NIS Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for G8 English.
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? 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.

Summary evaluationWhat two things went really well (consider both teaching and learning)?What two things would have improved the lesson (consider both teaching and learning)? What have I learned from this lesson about the class or individuals that will inform my next lesson?

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