My class's hobbies and interests. CLASS: 6

LESSON: Unit 1 Lesson 1

My class's hobbies and interests.

School:

Date:

Teacher name:

CLASS: 6

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

С9 L1 S1 S6 S7 W8

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe

class's hobbies and interests accurately in response to prompts and in production tasks

Most learners will be able to:

identify most specific information from the text and use a range of target vocabulary to describe hobbies and interests in response to prompts and in production tasks

Some learners will be able to:

Identify all specific information from the text and use a range of target vocabulary to describe class's hobbies and interests accurately in response to prompts and in production tasks

Previous learning

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

Plan

Planned timings

Planned activities

Resources

Teacher
Notes

Beginning the lesson

S7

What’s in this unit?

Read the title of the unit Our Class and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

To present vocabulary for hobbies and interests

• Play the recording. Ss listen and repeat chorally or individually.

• Draw Ss’ attention to the pictures and elicit which hobby or interest is which.

Class CD

Class CD

Main Activities

L1

S6

S7

S1

C9

W8

To present/practise vocabulary related to class's hobbies and interests

• Play the next recording. Ss listen and repeat chorally or individually. Elicit the L1 equivalents from various Ss.

• Explain the task and read out the headings, translating them if necessary. Read the example sentences aloud and then Ss work in closed pairs and write the words under the headings and make sentences of their own.

• Ask various Ss around the class to read their sentences aloud to check Ss’ answers.

( Our interests, our future)

Teacher can use this for some ideas:

http://www.buzzle.com/articles/popular-hobbies.html - most popular hobbies in the world

To predict the content of a text

• Direct Ss’ attention to the pictures and elicit what they show. Ask Ss to say what hobbies

• they really like or not using key phrases. Give prompts if necessary. Ask: Which of the hobbies or interests are you into? Which of them don't you like?

• Complete the table about class's hobbies

and make the conclusion about popular class's hobbies and interests.

• Direct Ss to the 5 sentences about classmates, read them to the class and guess who they are.

To read for specific information

• Allow Ss time to read the sentences again and answer the questions.

• Check Ss’ answers.

Class CD

Vienne Diagram

To check comprehension of a text

• Allow Ss two minutes to go through the questionnaire. Ss guess the meaning of some adjectives describing a personality and try to use them speaking about their character.

• Ask some pairs to report back to the class.

• Play the video. Ss watch it then answer the questions that accompany it.

Video

Ending the lesson

S6

To develop critical thinking skills

• Explain the task and read the prompts aloud.

• Brainstorm with Ss for interesting ideas.

• Allow Ss time to write their sentences, then ask various Ss around the class to read their sentences aloud.

A conceptual table

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
Health and safety check
ICT links
Values links

support less able readers by encouraging them to confirm with another learner where target information is in text

monitor groups as they complete comprehension tasks and check understanding through follow-up questions in checking plenary

Cross-curricular links:

P.T, Culture, Art.

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

Breaks and physical activities

challenge more able learners by adding two or three more words to the final task e.g. outside space.

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

monitor pronunciation in checking final sentence task and highlight any word stress issues on board

• Monitoring

• Feedback on the work

ICT links

Smart board for showing a presentation, getting additional information, playing the audio files.

Values links:

Healthy lifestyle.

Health and safety check:

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

Reflection

Were the lesson objectives/learning objectives realistic?

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?