Lesson Plan Preparation: Hobbies Level Elementary Lesson length 45 minutes Objective To learn vocabulary of popular hobbies and

to review adverbs of frequency Target language List of hobbies: Playing football, swimming, going to the cinema, listening to music, reading, watching TV, riding a bike, skateboarding, playing tennis, playing the guitar, going shopping Present simple and present continuous (positive, negative and question forms) Adverbs of frequency (often, sometimes, etc) The students have learnt to phrase questions using do and adverbs of frequency e.g. How often do you go to the cinema, Do you play tennis? Anticipated problems The students may use direct translation from their mother tongue, for example in French taking photographs would be I make photos Problems with sentence structures and order of words. (E.g. I daily play football) Problems with pronunciation and spelling of certain hobbies (e.g. guitar) Students may try to put the preposition 'to' before the verb used. (E.g. I never to play football) Students may use certain adverbs incorrectly e.g. I don't never go shopping Drilling the proper construction of sentences. Revision and drilling of the use of adverbs of frequency in a sentence. Drilling of pronunciation and writing the hobbies on the board so they can see the spelling Encourage them to try to make sentences using various hobbies and adverbs when carrying out practice activities. Preparation and Aids Realia: e.g. a football, a tennis ball & racquet, a musical instrument (a flute). Pictures of people engaged in various activities (hobbies). Flashcards of the hobbies Picture handout. Warmer worksheet Find someone who Adverb of frequency scale Black/white board, board pens/chalk, board eraser

Assumed knowledge

Solution

1. Warmer Play Find Someone Who Use the game to revise adverbs of frequency and the assumed knowledge (past & present tenses, like & dislikes) e.g. Find someone who usually walks to school; ____ always hands in homework on time; ____ likes watching movies; ______ had a dog. S-S 5 minutes

2. Lead-In Use realia, flashcards/pictures or mime to elicit hobby activities. e.g. The football (Show the football and mime dribbling it into the goalposts of a chair), pretend to play a musical instrument (use realia flute), mime swimming the breaststroke and freestyle etc. T-S S-T 5 minutes

3. Presentation Introduce new target language. Teach the individual names of different hobbies. Present
each word individually, with flashcards, and drill chorally and individually for meaning and pronunciation.

Stick the flashcards on the board as we go through them. Concept check: point to a picture at random order and ask a student to name the hobby. T-S S-T 8 minutes

4 Presentation Put new vocabulary into sentences with adverbs of frequency. Ask students individually how often they do the hobbies stated in the target language. Put up adverbs of frequency scale on the board to guide them. e.g. I sometimes/never/always play football Drill individually. T-S S-T 5 minutes

5. Controlled Practice: Place students into pairs, provide them with a handout showing pictures that represent the hobbies learnt in the presentation stage. Practice asking each other about hobbies and how frequently they do them. PW 5 minutes 6 Plenary: Ask students about their findings. Write up target language on board T-S 2 minutes 7. Production: Milling/Find someone who... activity. Ask students to write a list of four activities that they do. Students are to try to find as many other students as possible who also sometimes do the things on their list. Students should also find out how often these activities are done and take notes on extra information in the space provided. S-S. 10 minutes. 8. Plenary: Students provide feedback on what they found out about other students in the previous activity (e.g. Lucy occasionally does shopping; Tim sometimes skateboards, but he has never played football). S-T. 4 minutes. . 9. Homework: Free writing exercise to write a short paragraph of activities that you do or have done and the frequency you carry out these activities. Comment on any other plans to do with these activities. T-S. 1 Minute.

Lesson Plan 2

To revise vocabulary of animals (bear, dog, fox, crocodile, etc) at the end of a week. Choose a suitable game to do that and plan a 30-min lesson based around the game. Continue the pre-plan below: Level: Beginner Age: 7-8 (young children) Timing: 30 mins Objective: primary objective - to consolidate vocabulary of animal names; secondary objective to practice basic grammatical structures Target language: no new language is taught Assumed knowledge: twenty common animals have been taught in the last week; students know basic structures: This is a, These are, I can see, I have, and personal pronouns. Anticipated Problems Some students may not be willing to participate in the game. Students may not understand the game Students may not remember the names of the animals Students may have problems constructing grammatically correctly sentences Students may have problems with irregular plurals e.g. sheep

Solutions Make it a rule that each student has to ask at least 1 question so that everyone participates. Teacher to explain and then demonstrate the game In the presentation stage review animal vocabulary Practice putting sentences together Practice plurals
Preparations and aids

Large board game Worksheets of board game Flashcards of animals Action cards Markers and coins

The teacher uses a board game as a means of reviewing animal vocabulary and basic grammar structures with a beginner class of young children. Stage 1. Warm-up. Use Pictionary: Split the class into teams - one player from each team comes to the front and the teacher shows them a word. They return to their team to mime or draw the word; the first team to guess wins a point. S-T S-S 4 mins. Stage 2. Introduction. Announce the board game to be played later in the lesson using names and pictures of animals. Show them the giant pre-prepared board game and ask if the students know the game. T-S 1 min. Stage 3. Drilling. Animals. Teacher shows a flashcard with an animal and the students say what it is. T-S 3 mins. Stage 4. Plenary. Teacher writes the names on the board T-S 2 mins. Stage 5. Drilling. Simple structures. Teacher shows an action card. e.g. a boy holding a dog: Teacher: What does the boy have? Student: He has a dog e.g. a girl pointing at a cat Teacher: What does the girl see? Student: She sees a cat T-S 4 mins. Stage 7. Plenary. The teacher writes the forms of the structures elicited on the board: e.g. This is a bear; He has a dog; I can see a cow T-S 2 mins. Stage 8. Lead-in to the game. Explain/elicit the rules of the animal board game. Elicit by mimimg tossing a coin, moving forwards and moving backwards to mimic how the markers move on the board. Point to the giant board game. Mime to students tossing the coin. When you land on the square, mime a correct answer:

What is it? Its a crocodile or What are they? They are sheepgood stay on the square. Mime a wrong answer, What is it? Its an oxen Look at the students and see if they spot the mistake. When its clear its wrong, say ok move back (move back to the square you were on before). Check understanding Demonstrate using a student to take a turn tossing the coin. T-S 4 mins. Stage 9. Game. Divide the class into two teams and play the game (different teams from the warmer game). Each team puts their marker on the START box and the first team tosses the coin to get the game started. Team members take turns naming the animals in the box or describing the action in the box (depending on what the command on the board game says). In case of mistakes encourage self and peer-correction. S-S 10 mins. Stage 10. Follow-up activity. Ask students to draw a picture in their notebooks of an item they saw from the game. Then get students to walk around testing their classmates! What is it?/What are they?