Lesson plan. LESSON: Module 1 Lesson 9. Lesson objectives. Planned activities. Excel Resources. Main Activities. To read for specific information

LESSON: Module 1 Lesson 9

Writing 1g “My favourite hobby”

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9. L5 recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics

9. R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics

Lesson objectives

All learners will be able to:

use some target language correctly in response to speaking and writing task prompts

Most learners will be able to:

use a range of target language correctly in response to speaking and writing task prompts

Some learners will be able to:

use a range of target language correctly in response to a wider range of speaking and writing task prompts

character and plot vocabulary from previous section

Plan

Planned activities

Excel Resources

1 To read for specific information

Ask Ss to read the text and then elicit what Nurlan's favourite hobby is.

2 To read for structure and content

• Explain the task and ask Ss to read the text again and match each paragraph to what it talks about.

• Check Ss’ answers.

• Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.

To identify adverbs

Ask Ss to scan the text for three adverbs and elicit the answers from ss around the class.

Main Activities

To read for specific information

To write a blog entry about one's favorite hobby

• Explain the task and give Ss time to write their blog entries using the plan and the blog entry in Ex. 1 as a model.

• Remind Ss to also use appropriate adverbs.

• Check Ss* answers.

То understand a quotation

Ask Ss to read the quotation and then discuss in pairs what they think it means. Elicit answers from Ss around the class.

To discuss personal qualities and their effect on achievement

• Ask Ss to read the list of qualities and then discuss in pairs how each one can help a person to achieve their dreams.

• Monitor the activity around the class and then ask various Ss to tell the class.

Alternatively, assign the ask as HW and check Ss‘ answers in the next lesson

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

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning    

provide sentence starters for final writing task

monitor for spoken accuracy in plot prediction task and use a range of oral correction techniques

cross curricular links: languages [world literature]

challenge more able learners to structure final writing to include key words

take in extended writing to assess

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.  

LESSON: Module Lesson 10

 “My favourite hobby” Project work

School:  

Date:

Teacher’s name:

CLASS:   

Number present:  

absent:  

9. C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9. L5 recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. S3 explain and justify their own and others’ point of view on a range of general and

curricular topics

Lesson objectives

All learners will be able to:

use some language from the module to express views and pose some relevant activity accurately

Most learners will be able to:

use a range of language from the module to express views and pose a range of relevant activity accurately

Some learners will be able to:

use a wide range of language from the module to express views and pose a range of relevant activity accurately

vocabulary related to explaining character, plot, theme and genre in literature from previous sections

Plan

Planned activities

Excel Resources

То talk about life in the past

• With books closed, initiate a discussion about what life was like for people 150 years ago.

• Explain that the years 1837-1901 are known as the Victorian era because this was the time when Queen Victoria reigned in Great Britain. Ask Ss how periods of time are referred to in their own cultures.

• Ask Ss to look at the pictures and identify the main activities. Elicit various answers from Ss around the class.

Main activities

a) To discuss leisure activities; to present

vocabulary related to seaside activities

• Ss work in pairs to complete the task. Elicit Ss' guesses as to what kind of people went to Swansea and what they could do there.

• As an extension, ask Ss which of the activities they enjoy doing.

To recognise sports activities

• Tell Ss to read the text and match the information in the paragraphs to the headings.

• Explain that each heading relates to a key point in each text. Refer Ss to the four possible titles. Elicit possible meanings for each (e. g. 'By the sea! ’- near the coast, etc).

Give Ss time to read the text again and match each paragraph to a heading.

Use large pictures of people participating in different sports activities (e. g. cricket, rugby, football, lacrosse, athletics, gymnastics) to present different sports and games. Say then, write on the board: We play games. We do sports. Use the pictures to drill the structures (e. g. T: football Ss: We play football. T: gymnastics Ss: We do gymnastics, etc).

• Ask Ss to work in pairs and identify the activities in picture B, listing them as sports activities and games.

• Elicit answers from various Ss around the class. Then ask Ss which of the activities people do today and how the activities may have changed.

To present Victorian hobbies

• Allow Ss time to list the activities individually.

If the class is large, divide it into groups of 3-4.

Then ask various groups to present the Victorian’s hobbies to the class

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

prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz

monitor question production in group activity

values links: benefits of hobbies

challenge more able learners to write different types of quiz question e. g. multiple choice complete the missing word etc..