5. Checkpoint Five Lesson Planning and Cultural Awareness.docx

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Tuesday, 13 July 2010, 05:00 PM

Completed on

Sunday, 18 July 2010, 04:07 PM

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4 days 23 hours

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Lesson

Objective

Some assumed knowledge 
(You may need to add more.)

Level

1) Hobbies

To learn vocabulary of popular hobbies and to review adverbs of frequency

Present simple and present continuous (positive, negative and question forms), adverbs of frequency (often, sometimes, etc)

Elementary

2) Travelling by train

To be able to understand a timetable, make enquiries at the Information Office and buy a train ticket

Present simple question forms, numbers, times (4:30, 10:15, etc)

Elementary

3) Comparisons

To be able to compare objects and people, to learn the comparative form of adjectives

A range of simple adjectives (one-, two- and three-syllable ones)

Elementary

Elementary (Teenagers: 14-19)

To learn vocabulary of popular hobbies and to review adverbs of frequency. The students will be able to recognize and identify them.

Vocabulary: playing football, playing guitar, reading books, listening to music, playing computer games, kayaking, hiking, cycling, bungee jumping, swimming, horse riding, cooking, fishing, collecting stamps
Adverbs of frequency: sometimes, often, never, always

Present simple and present continuous (positive, negative and question forms), adverbs of frequency (often, sometimes, etc.)
Students are familiar with the basic vocabulary related to hobbies. 

1. Students might be not interested in the lesson
2. Students speak more of their native language than English
3. When making questions, they may try to use the modal verb 'can' (Do you can play guitar?
4. Different levels of student.

1. Provide a good and interesting presentation. Provide a variety of activities, tasks and pace of work, monitor and evaluate student’s progress. Treat all student questions seriously. 
2. Make a rule that they have to use English only, even if it is difficult.
3. Practise making questions. Error analysis exercises.
4. Divide the students into some groups and have the strong ones to be the head of the group and help the weak ones.

Pictures of people doing particular hobbies, worksheet with pictures, slices of paper with the name of one hobby,

WARM-UP (5 minutes):
(T-S) 5 minutes: I would rearrange classroom seating and form a circle with one chair less than people in the class. I would give a topic (it depends what has been taught in the previous lesson) and start the game by telling sentence, e.g. Change chairs if “you are going to the swimming pool sometimes”. There should be one person left standing up who is supposed to say the next sentence. 

PRESENTATION (12 minutes):
(T-S) 5 minutes: I would start by telling my students name of the hobby and miming it. Their task is to observe and remember it (name and activity.) 
(T-S) 7 minutes: Then I would put on the board pictures of different kinds of hobbies and elicit from my students the activities. Simultaneously I would use prepared slices of paper with the hobbies’ names and pin them under proper pictures. 

CONTROLLED PRACTICE (15 minutes):
(S-S) 4 minutes: Once everything has been drilled I would check their comprehension by taking off all of the pictures and handing out one slice of paper with hobby to each student. Then I would divide the board in two columns (indoor activities, outdoor activities) and have my students to come up to the board and assign their own slice of paper to correct column. 
(S-S) 5 minutes: After that I could give him a handout with pictures presenting things without which the certain hobby cannot be done (e.g. rod-fishing). Under the pictures would be listed all of the target language vocabulary. The students are expected to look at the jumbled words, comprehend the meaning implied, and name the pictures by finding correspondent words.
(S-S) 6 minutes: I would put students in pairs and ask them to make up a short questionnaire which would help them determine whether his/her colleague like to do certain thing or not. The questions could be “Do you like cycling?”, “I like playing computer games. What about you?”

PRODUCTION (13 minutes):
(T-S) 6 minutes: I would divide the classroom into four sections and give a name for each: “Sometimes”, “Often”, “Never” and “Always”. Then I would start the activity by asking: How often do you cooking? The students are supposed to stand in the proper section according to frequency of doing something (cooking). 
(S-S) 7 minutes: I would continue this activity with some more questions and then extend it a little bit and have my students ask some questions individually e.g. two students are standing in the “often” corner. One of them says: I often go swimming. What about you? Another student is supposed to answer and say something about what he/she is doing “never”, “always” or “sometimes” and then move to appropriate corner. At the end I could also elicit from the students what they found out about their colleagues.

Homework: Have students to describe their favourite hobby. It can be done in bullet points.

1. 
Useful For: Vocabulary, adjectives, adverbs, verbs, creativity
2. 
2 minutes:
I would give each student a piece of paper to write a verb. Once they ready I would divide the board in two and tell my students to come up and write their examples on the left side. 
2 minutes:
Then I would elicit individually a few examples of adjectives and have my students created adverbs by adding the “ily” and write it down on the right side of the board. 
5 minutes: 
Next I would divide whole class into 6 groups and give each group a pile of adverbs and a pile of verbs (I would prepare them earlier). The main task is to get every team to practice a verb and adverb by choosing one of each, combine and try to act it, e.g. washing dishes angrily. Some of them would be really funny, so the students would enjoy the exercise better. 
6 minutes:
After that I would organise a competition. I would have 1 and 2 group compete between each other, so 3, 4 and 5, 6. Then get one pair of each team to choose a verb for one person and adverb for another. Both of them are supposed to act at the same time, whilst the other team has to connect their acts and guess the combination. The group solving the most combinations wins.
3. 
The game seems to be appropriate for pre-intermediate students. They still might have problems to distinguish some of the verbs and adverbs.
4. 
I do not really see any age barrier in this game, though I think teenagers and adults would enjoy that better.
5. 
I planned that game for 15 minutes, though it would still have the same effect without the very last part, which is to make the whole game more challengeable.
6. 
It could be used after presentation, when the adverbs have been introduced to check out students’ comprehension (controlled practice). It might be a really good warm-up as well, because there is not much to be prepared. 
7. 
I would simply present the game rules on myself by picking up some adverb, showing what is on the paper and acting it. Then I would repeat the same steps with the verb. After that I would tell my students that I am going to combine them and act it. The last instruction could be to tell students not showing what their picked up, just act the combination and let the others to guess. Then ask a pair of my students as an example to check if the...