ГЛАВНАЯ Образцы планов Ағылшын тілі | Английский язык Английский язык 7 класс краткосрочные планы на год English grade 7

Английский язык 7 класс краткосрочные планы на год English grade 7

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Lesson plan

 

 

Unit of a long term plan  School:
Date: Teacher name:
CLASS: 7 Number present: absent:
Lesson title Hobbies and Leisure. Diagnostic test
Learning objectives(s) that this lesson is contributing to (link to the Subject programme) 7.C4 evaluate and respond constructively to feedback from others

7.S1 use formal and informal registers in their talk on a limited range of general and curricular topics

7.L2 understand with little support most specific information in extended talk on a limited range of general and curricular topics

 

Level of thinking skills Comprehension, Application, Evaluation
Lesson objectives They will learn types of leisure activities names.

They will talk about how they like to spend their free time.

They will describe the benefits of hobbies and why people need to have a hobby.

 

Assessment criteria They get acquainted with topical vocabulary and pronounce them correctly.

They can differentiate the usage of “do, play, go” in describing their favourite type of hobby.

They can tell about the benefits of hobbies using special phrases.

 

Differentiation Less able students will know the meaning of hobbies names and make up sentences with like, dislike, to be fond of, to be keen and so on.
More able students will narrate heard information from recording and retell it to the class.
Most able students can describe benefits of hobbies and do a survey to the whole class.
Values links The strategy “Mangilik Yel”. To invite students to manage their time appropriately. To respect art crafts and heritage of our ancestors.

 

Cross-curricular links Art, Music, Sport, Sociology, Psychology
Previous learning Test for students vocabulary stock
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start

 

10mins

 

 

 

 

 

10mins

 

Organization moment.

Checking for their attendance and  home task.

Diagnostic test. Pair work.

 (Ask them how they spent their holiday and where). Students are warned to use past simple tense, if necessary revise the form of it. A student listens to B student and make it down to retell to the class what his partner did in summer.

Brainstorming. Write free time on the board. Say one true sentence about your free-time activities,e.g,I read a lot in my free time. or, In my free time I watch films on DVD. Write the names of the activity on the board: reading or films, or whatever you said. Ask: Who else likes reading/films;’ .. ? Add two or three more simple names of popular activities which you think some of your students may like : football, walking, dancing, drawing. For each of them ask: Who likes… ?Then add the word activities (and the hyphen in free-time) to the board to complete the title of the lesson: free time activitis. Say: Today we’re going to talk about free-time activities.

Board, copybooks

 

Test sheets

 

 

 

5mins

 

 

 

 

 

 

6 mins

 

 

 

 

 

 

 

 

 

 

5mins

 

 

 

 

Vocabulary teaching.

Students are provided with eight pictures to each and match 8 words to photos (from the box).

Peer assessment.

Encourage them to compare answers in pairs before

checking as a class. As they finish they pronounce them with the help of the teacher.

Descriptor
1 All hobbies are matched with the pictures correctly.
2 Sound the words clearly

Pair work. Learners tell about which sports and hobbies can they do:

1.      At home?

2.      Outside?

3.      On your own?

4.      Team?

His partner may express his opinion if he disagrees with him.

Descriptor
1 They can use modal verbs correctly.
2 They can differentiate types of hobby.

 

Listening task.

Less able and more able students listen to four teenagers and tick to the names of teenagers which sport or hobby is each person interested in.

 

Most able students give recommendations to teenagers using phrases below:

 Your hobby …

helps you deal with stress.

• relaxes you. • challenges me.

• means you can meet new people.

• keeps you fit. • gets you out of the house.

• helps you forget about my worries.

• makes you feel free.

Handout with pictures

 

 

 

 

 

 

Handout with pictures.

 

 

 

 

 

 

 

 

 

Sheets with tasks

End

4mins

Concluding the lesson

Assessment Peer and self assessment chart

Giving the home task

Write a short article for the English school magazine about your hobby. Write: name of hobby, how you do, play it, why you like it.

Copybooks

 Peer and self assessment charts

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

 

 

Group, peer and individual assessment were used using special assessment descriptor.  

 

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?

 

 

 

 

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:

 

 

 

 

 

 

 

Short term plan

 

 

Lesson plan

 

 

Unit of a long term plan School: 
Date: Teacher name:
CLASS: 7 Number present: absent:
Lesson title Discussion about hobbies and leisure activities.
Learning objectives(s) that this lesson is contributing to (link to the Subject programme) 7. L4 Understand with little support some of the implied meaning extended talk on a limited range of general and curricular topics.

7. S2 Ask complex questions to get information about a limited range of general topics and some topics.

7. C4 Evaluate and respond constructive to feedback from other.

Lesson objectives All learners will be able to:  understand  the  main idea  of  the  text  on  a  limited  range  of   general  and  curricular  topics.

Most learners will be able to: make  a  dialogue  using  complex  question on  general  and  curricular  topics

Some learners will be able to:  demonstrate their hobby and evaluate  others in  giving  feedback.

Assessment criteria -Recognize the  main  idea  of  given text

-using  complex  questions  makes a  dialogue

— evaluate  others in  giving  feedback..

Level of thinking skills:   Knowledge,   Application.
Values links Most important condition for improvement health care.
Cross-curricular links Sport,   Geography.
Previous learning Introduce the main  sport of hobby and leisure.
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start

 

 

5min

 

2min

 

 

3min

 

 

 

5min

 

 

 

10min

 

 

 

 

 

 

5min

 

 

 

Organization moment:

T: Good morning children!

S: Good morning teacher!

T: How are you today?

T: Who is on duty today?

T: Who is absent today?

Checking home task!  Write a short article for  the  English school  magazine  about  your  hobby.

Write  name of  hobby how  do you do, play it , why  you  live  it.

Brainstorming:  Describe your hobby choosing these pictures.

Ex: Me and my hobbies.

My hobby is shopping. I like to go to supermarkets. Because there are many fashionable clothes and I like wearing fashionable.

T: Pupils, make a circle and divide into two groups choosing cards with the names of hobbies and leisure.  

Hobby: paint, read the historical books, collect stamps, collect the mark of cars.

Leisure: do homework, play football, cooking, writing.

T: Ok, children sit seats by your chosen cards.

I.                   Students  listen and read the text “Paint wars” carefully, then after finishing mark the sentences true or false

T& F

·         Jack plays games of paintball during the week.

·         Jack’s team often wins the games.

·         A game of paintball can take a long time.

·         Paintball is an expensive hobby.

Speaking: Tell the class two reasons why you like/ don’t like each of these hobbies.

For.eg: I like paintball because it’s exciting and fun

             I don’t like paintball because it’s dangerous.

            I don’t like video games because give more time in your life.

 

 

 

 

TPR

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Text book: “students”

Listening and discussion.

Middle

 

5min

 

 

 

 

 

 

 

 

5min

 

Task .2 Pair work. “Stand  up , hand up,  Pair up” 

Pupils ask and  answers  questions  to  get  information from peers about  their hobbies and   leisure  activities.

Every   student has a list of words:

·         Archery                              jewellery  making

·         Golf                                   playing

·         Kart racing

·         Gardening

·         painting

Example: A: Do you like archery?

B: Not really. I find it difficult.

 

Task 3. Ask students to choose one new hobby from the  list of “Choosing  a hobby quiz’’ that   they`ll  find it useful in  the   future.  Ask  students  to  describe  the   various   in  their   chosen  hobby.

Example: Doing  knitting  regularly  I  can  make  money  and relive  my stress. And this develops my creativeness.

 

End

 

 

3min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2min

Feedback:

Tree wish.

Self  and Peer  assessment

  Descriptor Task mark
1 Do  the ‘true’ or ‘false’  exercises correctly 1  
2 Ask  and answer the questions 2  
3 Do  the  quiz 3  
4 Describe about one new hobby 3  

 

Assessment criteria:

 

 

 

Name

of

pupils

T.1 listen and read T.2

Stand up,hand up,pair up.

T.3 ‘’choosing  a hobby quiz’’ Evaluation
1          
2          
3          
4          
5          

 

Homework:  Ex:9 write  a  short  topic your  hobby.

 

Stiker

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

Less able students: Say the name of hobbies and discuss.

Hand-gliding, model –making,  dancing,  kayaking,  Bungee- jumping, windsurfing, snowboarding,  rock-climbing, collecting seashells

More able students:  listen  and  read.pupils  divide  into  two  group with picture. First  group ‘’Paint wars’ the  second group the  text ‘ Super gaming ‘’ After  finishing  Mark the   sentences  true  or  false.

 

Self and  Peer  assessment  

SPORT

GEOGRAFIA

Reflection

 

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson 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?

 

 

All  lesson  and  learning  objectives were met. The lesson  was  exciting .  Students were always in  action and interaction.

Game style lessons  prove to be very  useful

 
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 this lesson about the class orindividuals that will inform my next lesson?

 

 

 

 

 

 

 

 

Short-term plan

 

Unit Unit 1: Hobbies and Leisure School
Date 23/06/2017 Teacher
Class 7 Present: Absent:
Lesson title Presenting a table of information and statistics about young people in Kazakhstan (This relates to Maths)
Learning objectives(s) that this lesson is contributing to 7.R2 understand specific information  and detail in texts on a range of familiar general and curricular topics;

7.S2 ask complex questions  to get information  about a limited range of general topics and some curricular topics;

7.UE12 use comparative degree of adjective structures with regular and irregular adjectives on a range of familiar general and curricular topics

Levels of thinking skills HOTS
Lesson objectives All learners will be able to:
separate the specific information about hobbies;

explain the formation of degrees of adjectives

Most learners will be able to:
ask and answer the questions about hobbies;

choose the correct degrees of adjectives

Some learners will be able to:
compare the details given in the text;

prove usage of degrees of adjectives

Assessment criteria §  identify the key information about hobbies

§  discuss the text, ask and share opinions with other groups

§  form and compare the degrees of adjectives

§  explain the main details of the topic with some support

§  create a table of information about hobbies

Language objectives specific topical vocabulary
Values links ·         to spend and organize free time effectively

·         to take care about healthy way of life

Cross-curricular links ·         Maths (common and decimal fractions )

·         Geography (regions and cities)

Previous learning: ü  use degrees of regular and irregular adjectives

ü  talk about hobbies

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning 4 mins Organization moment

Greeting with students.

A brief talk with students.

T: Q1. What does your friend do for fun in his/her free time?

Q2. Why do you think so?

Q3. What useful sides of your hobby can you say?

Increasing students` psychological motivation.

T: Stand in a circle. The first student says the phrase «I believe you can….. » to the second student and the second student says, «Yes, I can» and this continues in the chain circle.

S1: I believe you can do the best in this lesson.

S2: Yes, I can! I believe you can answer all the teacher`s questions.

Questions
6 mins Dividing into groups  «Picture sort»

T:   Look at the pictures and say about them.

S1: I can see the pictures of hobbies.

S2: They are types of hobbies.

T:   Take and name the hobby in the picture and divide them into two groups: winter and summer time hobbies.

Warm up «Catch the Ball»

T: I give you the soft foam ball. The first person takes the ball and must tell short information about his/her hobby and throw the ball to the second person. The second person does the same and throws it on to the next person.

F. ex: S1: My hobby is playing chess. Because it will help me to think widely and solve the problems easily.

Identifying the objectives

T: Do you have any ideas about today`s objectives.

S1: Objectives are connected with hobbies.

S2: Types of hobbies.

Students are introduced with the objectives and learning outcomes.

Pictures of hobbies

 

 

 

Ball

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Middle

10 mins New lesson.

(I, P, G) Brainstorming  Think, Pair, Share

T: Skim the text about hobby statistics and identify the key information.  Choose the main details and compare them with the partner. Then express the opinions in the group and discuss them.  Groups share the conclusion with the other groups.

T: Answer the questions.

1.      What information can you find?

2.      How do you identify them?

3.      What facts do surprise you and your partner?

4.      What contrast ideas do you name?

Text

Questions

Board

8 mins (I, G)  The Group of Stickers

T:  Read the text and find out the information about hobbies. Then write them on stickers.  Each group separates the ideas into three categories. And stick them on the board.  You chart the table of hobbies providing the detailed information in a group. Describe the statistic information about hobbies among Kazakhstani young people. The groups explain the ideas.

Ø  A students – name types of hobbies

Ø  B students – reasons of choosing hobbies

Ø  C students – detailed information

Text

Poster

Markers

Stickers

 

5 mins (I) Fill in the gaps

T: Fill in the gaps with degrees of comparison of adjectives.

The first task is a test; students choose the right degree of adjectives from the given answers.

In the second task, students should form the right degree from the adjectives in brackets on their own.

In the third task there are no given adjectives; students should find the suitable adjectives by themselves.

Ø  A students – choose the right degree

Ø  B students – form the necessary degree of adjectives

Ø  C students – put the suitable adjectives

three types of worksheets
End 4 min Concluding the lesson    «60 seconds»

Choose a few students and give each 60 seconds to summarize important concepts that they have covered during the lesson.

2 mins Assessment

Giving smile stickers at the every stages of the lesson.

Self-assessment chart.

Smile stickers

Charts

3 mins Giving the home task.

Students collect information about their family`s hobbies and make a report.

Student`s book
3 mins Feedback  

Plus/Minus/Delta  (+/-/∆)

Slips of paper
Descriptors A leaner

ü  finds out the necessary information and speak about it.

ü  answers the questions.

ü  expresses own opinions.

ü  chooses the suitable adjectives.

ü  forms the degrees of adjectives correctly.

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

 

More support

Explain the definitions of some hobbies

Some questions and tasks are difficult for less able students:

ü  wait  time

ü  reformulate the questions

ü  giving clues for tasks

ü  support of more able students

More-able students

ü  ask summarizing opinions

ü  give more difficult exercises

Self-assessment chart

Stickers

to lead a healthy way of life

 

 

 

 

 

Reflection
Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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 the class or individuals that will inform my next lesson?
1.

 

2.

 

 

 

 

Lesson plan

 

 

Unit of a long term plan School:
Date: Teacher name:
CLASS: 7 Number present: absent:
Lesson title Getting to know about global leisure pursuits. Continuation
Learning objectives(s) that this lesson is contributing to (link to the Subject programme) 7.UE12 use comparative degree adverb structures with regular and irregular adverbs on a range of familiar general and curricular topics

7.S1 use formal and informal registers in their talk on a limited range of general and curricular topics

7.C8 develop intercultural awareness through reading and discussion

Level of thinking skills Comprehension, Application, Evaluation
Lesson objectives To do grammar exercises on adverbs with support

To hold a discussion on their favourite hobby from the picture

To practice new words by doing exercises and  discussion

Assessment criteria They could use correct form of adverb in writing exercises

They coped with discussion task very well

Differentiation All learners will be able to: Understand the meaning of the new words and word expressions.
Some learners will be able to: Use formal and informal expressions
Most learners will be able to:  Took part in discussion using grammar about poster
Values links The strategy “Mangilik Yel”  Global citizenship
Cross-curricular links Sports, Medicine, Art, Design.
Previous learning Hobbies benefits expressions.
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start

5mins

 

 

10mins for preparation

 

12 min for presentation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2mins

Organization moment.

Checking for their attendance and homework

Warm up

Group work

Bring a photo showing people doing different types of hobbies. Students in a group choose only one of them and create a poster. They should imagine that they are promoting their chosen hobby by recommending it. They need to put down benefits expressions from the previous lesson.Comparative degree adverb structures with regular and irregular adverbsare essential here too in order to be able to compare one specific hobby with other hobbies in the picture. Then remind them use gestures and high voice if necessary to attract the audience. All members of the group have to take part in the task.

Note: comparative degree adverb structures with regular and irregular adverbs must be revised together before hand.

Group assessment

Descriptor
All members of the group expressed their points of view
More than 5 new words were used in their presentation
Copybooks

 

 

 

PPT with photo

 

Middle

 

 

5mins

 

 

 

 

 

 

 

 

5mins

 

 

 

 

 

 

 

 

 

 

 

 

2mins

Consolidation exercise for new words from previous lesson.

Individual work. They do it on their own.

Complete the sentences with: breathtaking,   bright,  popular,  dive ,returns,  proud.

1. The sport of falconry is ……………………… in Kazakhstan.

2   I am very ……………………… of my country.

3   There is a ……………………… view from the top of the mountain.

4   The eagle always ……………………… to thefalconer.

5   The sun is so ……………………… today that I need sunglasses.

6   Birds of prey ……………………… from highup in the sky.

Grammar revision. Individual work

Fill in the correct comparative forms.

1   Those earrings are  ………………………………….

(nice) than these ones.

2   Ann’s much  …………………………………………..

(beautiful) than Mary.

3   Today is  ……………….. (hot) than yesterday.

4   These shoes are  ……………………………………..

(cheap) than those shoes.

5   Tom’s photos are ……… (bad)  than Mike’s!

6   Kelly is  ………………………………….. (popular)

than Jill in the team.

 

Self-assessment

Descriptor
I completed the statements with the appropriate words
I could use comparative adverbs and adjective structures well.
PPT

 

 

Active board

 

 

PPT with this example

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Descriptor sheet

 

 

 

 

End

4mins

Concluding the lesson

Assessment

Self , peer, groupassessment chart

Giving the hometask

Write an email to your English pen-friend

describing your hobby (60-80 words). Use your answers to Ex. 3and the plan. Pay attention to punctuation.

Para 1:   greetings, reason for writing

Para 2:   name of your hobby, how/where you do it, equipment

Para 3:   how your hobby makes you feel

Para 4:   closing remarks

copybooks
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

When the learners are  doing group work (poster) less able students will supported with words to remind them Group, peer and individual assessment  will use using special assessment descriptor. I  ‘ll   remind my students to keep health safety regulation if they start to take up new hobby.
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?

 

 

Summary evaluation

 

 

What two things went really well (consider both teaching and learning)?

 

1:

 

2:

 

What one thing would have improved the lesson (consider both teaching and learning)?

 

1:

 

 

 

Unit: Hobbies and leisure
Theme: Creating a survey about the hobbies/leisure pursuits of either family and friends or of the class or the whole school (This relates to ICT)
Date: Teacher name:
Grade:

 

Number present:      absent:
Learning objectives: 7.C 4 evaluate and respond constructively to feedback from others.

7.W 8 spell most high-frequency vocabulary accurately for a growing  range of familiar general and curricular topics.                                                                        7.UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions on a growing range of familiar general and curricular topics.

Lesson objectives: All learners will be able to:

ü   use expressions and phrases about hobby and leisure.

ü  spell most high-frequency vocabulary

Most learners will be able to:

ü  write use  infinitive forms after a limited number of verbs and adjectives, gerund forms after a limited variety of verbs and prepositions .

ü  respond constructively on the questions about hobby and leisure

Some learners will be able to:

ü  evaluate and respond constructively to feedback from others.

ü  create a survey about hobby and leisure.

ü  use adjectives, gerund forms and prepositions in their speech.

 

 Assessment criteria

ü  understand and know  most high-frequency vocabulary

ü  can make up their  own sentences  about  hobbies/leisure.

ü write infinitive forms and  gerund forms  after a limited variety of verbs and prepositions .

ü  analyze given feedback. Form opinion and give constructive answers to feedback.

Level of thinking Application, analysis
Cross-curricular links Geography, History, PE, painting, music
Value links National unity, peace and harmony in our society.
Previous learning Holidays and hobbies.
 

Plan

Planned timings Planned activities Resources
·         Warm up. Pair work. Find description and act out a dialogue using these descriptions.

… is a variant of open-wheel motorsport with small, open, four-wheeled vehicles

… is a variant of open-wheel motorsport with small, open, four-wheeled vehicles

… is a variant of open-wheel motorsport with small, open, four-wheeled vehicles

… is a variant of open-wheel motorsport with small, open, four-wheeled vehicles

… is a variant of open-wheel motorsport with small, open, four-wheeled vehicles

…- is a club and ball sport in which players use various clubs to hit balls into a series of holes on a course in as few strokes as possible.
…- is the practice or skill of using a bow to shoot  arrows. The word comes from the Latin arcus meaning ‘bow’ or ‘arch’.
Talk about your hobby and leisure time
… is the practice of applying paint, pigment, color or other medium to a solid surface .

 

… is the act of moving on ice by using ice skates. It can be done for a variety of reasons, including exercise, leisure, traveling and various sports.
…is the activity of growing and maintaining the garden, but even more, it is a metaphor for investment, patience, and bringing out beauty in an independent other.
… is the science, art, application and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                   Descriptor
Finds  the description
Act the dialogue out with peer

 

 

 

 

White board

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Middle

15min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Group work:

To  present their “ Multi-media presentations”

Group Assessment criteria

yes no
Poster of the learners had many interesting ideas.
Learners spoke clearly and understandable.
Learners used topical vocabulary
Learners give constructive answers to feedback.

 

·     Learners work in the following directions arrange information:

Group1: Creating a survey about the hobbies/leisure pursuits of either family.

Group2: Creating a survey about the hobbies/leisure pursuits of friends.

Group3: Creating a survey about the hobbies/leisure pursuits of the class or the whole school.

Description
 Use of  topical vocabulary
Make posters and present it to other group

 

 

 

 

I’LL show the video   about  “Three Gerund Rules” then I”ll  check their understanding.

 

·         Individual work:

Exercise 1.  Identify the gerunds. Write them on a sheet of paper. (Task for less learners.)

Guide Questions: (Task for more learners)
1. What hobbies does each of the children have?
2. What does Gabriel say about gardening?
3. What does Michael find thrilling?
4. What is your hobby? Why do you enjoy it?
5. Why do you think hobbies are worthwhile?

 

·    Using “method of fan” learners could reach variety of   questioning techniques.

                      Descriptor
1 Find  gerund, adjective, preposition and write them.
2 Use gerund, adjective, preposition and answer them.

 

 

 

 

 

White sheet

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teach with video httpps://www.youtube.com/watch?v=8nGCRGZFuUQ

 

 

 

 

 

Sheet paper

 

End

 

5 min

 

 

 

 

 

 

 

 

Feedback:

(2 stars and a wish)

 

1.positive

2.should improve

3.reccomendation

 

Descriptor:   A learner

1.uses vocabulary: hobby and leisure time.

2.interacts with peer while collecting information;

3.works cooperatively in a group

 

stickers

 

 

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

Teacher  should circulate the theme constantly offering support to for less able students and encouraging stronger students to write more complex, abstract thoughts.

For more able students: can be encouraged to use more difficult writing structures, vocabulary etc. Weaker students can be supported by the teacher when writing, and the complexity of the tasks could be reduced or adapted.

Group, peer, individual assessment will use by formative assessment and descriptor I will remind them that they use hobbies and leisure for a healthy lifestyle.
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. 
 
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 this lesson about the class orindividuals that will inform my next lesson?

 

 

 

 

 

 

 

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