Target Language
Answer:
|
1. vocabulary: hobbies. swimming, basketball, painting, gaming, roller blading, and biking.
2. I often swim... 3. I like to play Basketball sometimes.. 4. You can paint as a hobby sometimes. 5. I strongly advise you not to play games too often. 6. Why don't you go outside and ride a Bike sometimes? 7. It's good for your health to ride Roller Blades sometimes. |
5
Anticipated Problems
Answer:
|
- I might have trouble with explaining these new vocabularies.
- confusion between often and sometimes. - students might try to gesture than to speak. |
Comment: Here you need to say what you expect students will struggle with during the lesson – this could be difficulties with activities, or with the form, meaning or pronunciation of the target language. Your target language is hobbies, and they will also be using language they have learnt previously (the present simple and present continuous (positive, negative and question forms), adverbs of frequency (often, sometimes, etc)). What mistakes could they make? If you anticipate problems, it will help you to deal with them better when they arise. Please try this question again.
Solutions
Answer:
|
1. a dictionary for them to look up would be a great idea.
2. photographs or drawings of people enjoying their hobbies. 3. bring in realia. 4. draw a simple picture on the board, often is a lot and sometimes is little. 5. correct students from gesturing and refer back to drawings on the board or dictionary often to drill. |
Comment: Here, for each of the anticipated problems you state, write how you will deal with them. Please try this question again.
8
Answer:
|
Lesson Plan 1: Hobbies
Stage | Activity Interaction |Timing 1 | Warmer: Question about students favorite hobbies. T-S 5 Ask them to draw themselves enjoying their hobby. -------------------------------------------------------------------------------- 2 | Lead-in: Draw a picture of a boy on the board. T-S 3 Show pictures of what she likes the most and what she likes least. What she likes the most could be a hobby. ------------------------------------------------------------------------------- 3 | Presentation: Ask the students listen for the new vocabularies (hobbies) and pronunciation. Play a recording of him saying: -I often swim... T-S 5 -I like to play Basketball sometimes.. -You can paint as a hobby sometimes. -I strongly advise you not to play games too often. -Why don't you go outside and ride a Bike sometimes? -It's good for your health to ride Roller Blades sometimes. -------------------------------------------------------------------------------- 4 | Pairwork: give handouts and have them underline PW 5 hobbies mentioned in the recording as best as they could and play the recording one more time. -------------------------------------------------------------------------------- 5 | Plenary: correct any mistakes/errors made on the T-S 3 handouts. Write up all the sentences on the board S-T and drill them as a class. -------------------------------------------------------------------------------- 6 | Presentation: Show the vocabularies of popular hobbies, T-S 5 gesture the hobbies if necessary,and drill the words that are new to them. -------------------------------------------------------------------------------- 7 | Presentation: Point to a student and ask him/her to T-S 5 raise their drawing of their hobby and say (elicit often/sometimes) "he______watches movies" Drill the students loud and clear where its necessary. -------------------------------------------------------------------------------- 8 | Pairwork: Pair the students and monitor them as they PW 5 ask each other gap fill questions how frequently they ingage with the hobbies that are listed on the handouts (sometimes, never, always, often, rarely, etc.) I_______ play basketball -------------------------------------------------------------------------------- 9 | Production: have the students write a few sentences S 5 about a member of a family or a friend how frequently they engage in their hobbies. -------------------------------------------------------------------------------- 10. | Plenary: correct any mistakes/errors overheard from T-S 3 pairwork. Write up all the sentences on the board S-T and drill them as a class. Also get feedback by asking the students what was helpful to them. -------------------------------------------------------------------------------- 10 | Homework: Research and write what famous people do for T-S 1 their hobbies (include frequency). |
Comment: This is a good attempt but the stages do not follow a logical progression and some of them are not relevant to the objective of the lesson.
Here is the suggested staging:
Warmer
A quick review of the adverbs of frequency
Set context (through pictures)
Elicit vocabulary (elicit what they know and give them what they don’t know)
Drill chorally and individually
Give the written form (for students to refer back to)
Controlled speaking practice
Freer practice
Controlled written practice for homework
Please try questions 3, 5, 6 and 8 again.
I have to inform you that you only have one more attempt at this module so please read my comments carefully and make sure your answers are based on the correct target language.
Best wishes,
john doe
Online TEFL Tutor
Here is the suggested staging:
Warmer
A quick review of the adverbs of frequency
Set context (through pictures)
Elicit vocabulary (elicit what they know and give them what they don’t know)
Drill chorally and individually
Give the written form (for students to refer back to)
Controlled speaking practice
Freer practice
Controlled written practice for homework
Please try questions 3, 5, 6 and 8 again.
I have to inform you that you only have one more attempt at this module so please read my comments carefully and make sure your answers are based on the correct target language.
Best wishes,
john doe
Online TEFL Tutor
And heres my third attempt which i havent turned in yet. hoping to get some feedback too -____-;
3
Marks: 9
Target Language
Answer 1. Subject + like/don't like + preposition (to) + verb + hobbies (I like to swim./I don't like to play basketball.)
2. (Question word) + subject + like + verb + hobbies (Do you like to paint?)
3. Subject + verb + hobbies + adverbs of frequency (I play the guitar often./I go biking sometimes.)
4. (Question word) + adverbs of frequency + verb + hobbies (How often do you go biking?/Do you always paint?)
5. Short answers: Positive/Negative + adverbs of frequency + verb + hobbies (Yes, I often go biking./No, I rarely go climbing.)
6. List vocabularies of hobbies: singing, dancing, painting, swimming, playing basketball,
2. (Question word) + subject + like + verb + hobbies (Do you like to paint?)
3. Subject + verb + hobbies + adverbs of frequency (I play the guitar often./I go biking sometimes.)
4. (Question word) + adverbs of frequency + verb + hobbies (How often do you go biking?/Do you always paint?)
5. Short answers: Positive/Negative + adverbs of frequency + verb + hobbies (Yes, I often go biking./No, I rarely go climbing.)
6. List vocabularies of hobbies: singing, dancing, painting, swimming, playing basketball,
5
Marks: 5
Anticipated Problems
Answer: 1. Students may position the preposition 'to' before or after expressions of positive or negative (I to don't like swim./I don't to like swim.)
2. Students may have difficulty in distinguishing when to use the correct adverbs of frequency (always, usually, often, rarely, sometimes, frequently.)
3. Students may be unclear when to use verbs or when to combine verbs with hobbies (I like pictures./I like to take pictures./I like movies./I like to watch movies.)
2. Students may have difficulty in distinguishing when to use the correct adverbs of frequency (always, usually, often, rarely, sometimes, frequently.)
3. Students may be unclear when to use verbs or when to combine verbs with hobbies (I like pictures./I like to take pictures./I like movies./I like to watch movies.)
6
Marks: 5
Solutions
Answer: 1. Point out to students that 'to' is used before the verb. Drill.
2. Provide a bar graph indicating with a percentage or by height what each adverbs of frequency roughly equate to. Teacher can also use greater than or less than symbols to detail definition of adverbs of frequency (ie. "Always" is greater than "sometimes" is greater than "rarely").
3. Point out there is a difference between liking the noun and liking the action.
Show diagrams depicting the differences. Diagram 1 "I like pictures.": Person looking at a picture with a heart above his/her thoughts. Diagram 2"I like taking pictures.": Person taking a picture with a heart above his/her thoughts. Go over the diagrams and discuss the differences.
2. Provide a bar graph indicating with a percentage or by height what each adverbs of frequency roughly equate to. Teacher can also use greater than or less than symbols to detail definition of adverbs of frequency (ie. "Always" is greater than "sometimes" is greater than "rarely").
3. Point out there is a difference between liking the noun and liking the action.
Show diagrams depicting the differences. Diagram 1 "I like pictures.": Person looking at a picture with a heart above his/her thoughts. Diagram 2"I like taking pictures.": Person taking a picture with a heart above his/her thoughts. Go over the diagrams and discuss the differences.
8
Marks: 55
Answer: Stage Activity Interaction Timing
1 Warmer: Play "Who can look up the words in the T-S 5
dictionary fastest". (words from the hobbies)
-------------------------------------------------------------------------------
2 A quick review of the adverbs of frequency: T-S 3
-Activities with pictures posted on the board,
along with a list of adverbs of frequency students
will need to use to answer teacher’s questions.
Q&A about how frequent students conduct these
activities. (Example: point to picture of somebody
brushing their teeth. Ask students how often they
brush their teeth. Students will say “I always
brush my teeth.”)
--------------------------------------------------------------------------------
1 Warmer: Play "Who can look up the words in the T-S 5
dictionary fastest". (words from the hobbies)
-------------------------------------------------------------------------------
2 A quick review of the adverbs of frequency: T-S 3
-Activities with pictures posted on the board,
along with a list of adverbs of frequency students
will need to use to answer teacher’s questions.
Q&A about how frequent students conduct these
activities. (Example: point to picture of somebody
brushing their teeth. Ask students how often they
brush their teeth. Students will say “I always
brush my teeth.”)
--------------------------------------------------------------------------------
3 Set context (through pictures): Use pictures or S-T 5
mime to elicit activities (hobbies) e.g. dancing,
reading, gardening, knitting, painting, watching
movies, singing.
--------------------------------------------------------------------------------
4 Elicit vocabulary: Elicit what they might know T-S 4
and work on vocabularies that are new to them by
writing on the board and have them copy as you
say them out loud.
--------------------------------------------------------------------------------
5 Plenary: correct any mistakes/errors made. Write T-S 3
up all the sentences on the board and drill
them as a class.
--------------------------------------------------------------------------------
6 Give the written form (for students to refer back to) S 5
Get students to write down some unusual things they
can do. Help them if they don’t know the words
in English.
--------------------------------------------------------------------------------
7 Controlled speaking practice: Put students in pairs. PW 9
Ask and answer questions about hobbies/activities.
--------------------------------------------------------------------------------
8 Freer practice: Set up milling activity with a bingo S-S 10
sheet. Each square of the bingo sheet contains list
of hobbies. Students need to go around to find
classmates that match the hobbies in the squares in
order to complete their Bingo sheet to get a prize.
--------------------------------------------------------------------------------
9 Set worksheet for homework. T-S 1
Examples: Gap fill exercises with pictures and have
students fill out the activities/hobbies. Free
writing exercise by describing student activities/
hobbies and the frequency of the activities/hobbies.
mime to elicit activities (hobbies) e.g. dancing,
reading, gardening, knitting, painting, watching
movies, singing.
--------------------------------------------------------------------------------
4 Elicit vocabulary: Elicit what they might know T-S 4
and work on vocabularies that are new to them by
writing on the board and have them copy as you
say them out loud.
--------------------------------------------------------------------------------
5 Plenary: correct any mistakes/errors made. Write T-S 3
up all the sentences on the board and drill
them as a class.
--------------------------------------------------------------------------------
6 Give the written form (for students to refer back to) S 5
Get students to write down some unusual things they
can do. Help them if they don’t know the words
in English.
--------------------------------------------------------------------------------
7 Controlled speaking practice: Put students in pairs. PW 9
Ask and answer questions about hobbies/activities.
--------------------------------------------------------------------------------
8 Freer practice: Set up milling activity with a bingo S-S 10
sheet. Each square of the bingo sheet contains list
of hobbies. Students need to go around to find
classmates that match the hobbies in the squares in
order to complete their Bingo sheet to get a prize.
--------------------------------------------------------------------------------
9 Set worksheet for homework. T-S 1
Examples: Gap fill exercises with pictures and have
students fill out the activities/hobbies. Free
writing exercise by describing student activities/
hobbies and the frequency of the activities/hobbies.
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You need to list all the hobbies you want your students to learn. Please try this question again.