Theme:'' Hobbies''

LESSON: Module 1 Lesson 1

Vocabulary “Hobbies”

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Learning objectives that this lesson is contributing to

9.6.15.1- use infinitive forms after a growing number of adjectives and verbs; use gerund forms after a growing variety of verbs and prepositions; use an increased variety of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics;

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

9.1.9.1- use imagination to express thoughts, ideas, experiences and feelings;

9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics;

9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support

Most learners will be able to:

identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support

Some learners will be able to:

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Previous learning

character and plot vocabulary from previous section

Plan

Planned timings

Planned activities

Excel
Resources

Teacher’s
Notes

Beginning the Lesson

Read the title of the module Hobbies & Qualities 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.

Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed.

Ask questions to check Ss' understanding.

- To present vocabulary for hobbies

• Go through the list of words and explain/elicit the meanings of any unknown words.

• Then ask Ss to read the phrases a-e and look at the pictures and complete the task.

Expressing preferences

• Ask Ss to talk in pairs about which of the activities in Ex. 1 they like/don't like doing and why, using the phrases provided.

• Monitor the activity around the class and then ask some Ss to share their answers with the class. About hobbies

• Explain the task and read out the adjectives and explain/elicit the meanings of any unknown words.

• Ask Ss to ask and answer in pairs following the example.

• Then ask some pairs to share their answers with 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 engage in whole class checking and plenary activity with supportive questioning

check pronunciation of new words and reinforce with drilling where necessary

cross curricular links: languages [world literature]

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

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.