LESSON: Unit 1. Hobbies and leisure

LESSON: Unit 1. Hobbies and leisure

School: Mahmud Kashgariy 

Date:

Teacher name: Abduraimova Makhsura

CLASS: 7

Number present:

Absent :

Lesson title

Discussion about hobbies and leisure

Learning objectives(s)

that this lesson is contributing to

(link to the Subject program)

7. S.2 Ask complex questions to get information about a limited range of general topics and some curricular topics

7. R.1 understand the main points in texts on limited range of general and curricular topics.

7.L.1 understand with little support the main points in extended talk on a limited range of general and curricular topics

Level of thinking skills

Higher level of thinking skills

Lesson objectives

All learners will be able to:

• Name the kinds of hobbies and leisure

• Read and find out the key words connected with hobbies and leisure

• Listen and match the words with their definitions

Most learners will be able to:

• Talk about their own hobbies using the key words

Some learners will be able to:

• Describe the activities connected with hobbies and leisure

Assessment criteria

• identify the main idea in the texts on general and curricular topics

• identify the main idea in extended talks with little support

• show an ability to ask different types of questions including complex

Values links

Health is above wealth

Crosss-curricular links

Physical Training, self-learning

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your

Planned activities)

Resources

Start

5 min

1. Greeting and asking organization moment’s questions

2. To inform Students with Lesson Objectives 3.Brainstorming

“Images” – Activity

Teacher shows some pictures of hobbies and leisure time activities and asks students to say what activity is it, thus students find the theme of the lesson

Differentiation questions for more able student:

1. How much free time do you have in a day?

2. Will your hobby help you in your future?

AFL – oral feedback according to the Student’s ability

Pictures of Hobbies and Leisure time Activities

Middle

5min

5 min

10min

10min

5min

(I) Drilling activity

Listen and read the words.

Swimming riding drawing driving dancing singing

Differentiation task for less able student:

Check the meaning of these words in a dictionary.

Swimming riding drawing driving dancing singing

Differentiation:

More able students add other hobbies and leisure activities to the list and make up 2 sentences with them.

AFL oral comments

(I)Task 1 . Listen to the teacher and match the words with their definitions

1. Swim a) to travel on a horse

2. Ride b) to make pictures with a pencil

3. Draw c) to make music with your mouth

4. Drive d) to move through water

5. Dance e) to move around in a car

6. Sing f) to move your body while listening to

music

AFL Laminated papers

(I)Task 2. Describing activity. Choose one of the cards and describe the activity.

Differentiation for less able students: to find the key words of this action

Descriptor: A learner

- chooses the card

-describes the activity

(G)Task 3. “Scanning” activity. Read the text and find the key words . Talk about your own hobby using key words.

HOBBIES

Different people like doing different things. So they have different hobbies. There are many hobbies for example, travelling, gardening, reading, sports and music. Some people prefer reading books, newspapers or magazines. Somebody likes listening to music, others prefer singing, dancing. Many people especially boys are fond of sports; they go in for football, tennis, hockey. Girls prefer cooking, music, and gardening. Collecting is one of the most popular hobbies. We can collect stamps, badges, coins. Collections may be thematic.

Differentiation: teacher helps the students to understand the meaning of some words by giving the translation

My hobby is…        

I like to ……              

It is really interesting to ...

Descriptor: - A learner

-reads the text

- identifies the key words

- talks about own hobby using the key words

(P)Task 4. Face to face

Stand in two lines face to face. Have one minute to talk to the person directly facing them about their hobbies. The first line asks the second line answer. Then the first line move one place to the left so that they are now facing a different person. They repeat the conversation again. After they swap their roles.

Probing questions

What is your hobby?

When do you do it?

Why do you like this activity?

AFL – peer assessment

Descriptor: A learner

• Chooses a partner

• Asks and answers questions about partner’s hobby

• Listens to the partner

Excel 7.

Exercise 1. WB

Page 4

Excel 7.

Exercise 4. WB

Page 5

Excel 7.

Exercise 8. WB

Page 7

End

4-5 min.

Feedback .Thumbs

Teacher asks Students to show their “Thumbs”

- Thumbs up – if you understand the idea of the text correctly;

- Thumb down – if you do not understand the text properly

Afterwards Teacher encourages more able learners to help those students who need some help

Giving home task.

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

“Images” activity

- Differentiation questions for more able student:

1. How much free time do you have in a day?

2. Will your hobby help you in your future?

“Drilling” activity

- Differentiation task for less able student:

Check the meaning of these words in a dictionary.

Swimming riding drawing driving dancing singing

Differentiation:

More able students add other hobbies and leisure activities to the list and make up 2 sentences with them.

Task 2.

Differentiation for less able students: to find the key words of this action

Task 3.

-Differentiation: teacher helps the students to understand the meaning of some words by giving the translation

AFL – oral feedback according to the Student’s action

AFL oral comments

AFL Laminated papers

AFL – peer assessment

Be careful while acting the dialogue out

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the 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?

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

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