Hobbies lesson plan - TEFL, please advise :)

I've submitted this and received this feedback, please can you give me a bit of guidance? Sorry about the length - I've put in my original lesson plan for answer 8 and how I've updated it since the comments.



7

Preparation and aids


Answer:

• Adverb of frequency tables A and B. The two tables have a different set of questions to be answered. • Picture handout. • Fill in the gap worksheet.

Comment: Ok but if you are teaching hobbies, what is the main thing you will need in the lesson?



I've noticed that I somehow completely omitted including flashcards of the hobbies. Is there something else that I should be including as well as these or is that all I'm missing?







8 (original answer)




Now write a lesson plan for a 45-minute-long lesson on the chosen topic in the space provided below. Click here to remind yourself of the model structure for a lesson plan. To pass this task, make sure each stage of your plan includes an activity description, the type of interaction, and the timing.

For example:
1. Warmer. Play pictionary using the words taught in the previous lesson. S-S 5 minutes





Answer:

1. Warmer: Students put in pairs. Adverbs of frequency chart A given to one student in each pair and chart B to the other. Students must answer the questions, completing the ‘You’ column and using adverbs of frequencies learnt in the previous lesson. Students then ask their partner the questions and complete the partner column. S-S, PW. 5 minutes. 2. Lead-in: Show a picture of a girl; ask students what her name is and what she likes. Elicit some likes and write them on the board. Use blue for likes that could be hobbies and black for all other likes. T-S. 2 minutes. 3. Presentation: Erase any of the girls likes from the board that aren’t relevant. Introduce new vocabulary. Refer back to girl from last stage. Tell class she has lots of hobbies. Using flashcards and mime where appropriate, try to elicit all vocabulary from target language. Feed any hobbies the students don’t know. Drill chorally and individually. T-S. 6 Minutes. 4. Presentation: Elicit present simple sentence structures (e.g. ‘I love horse-riding. I don’t like cooking’) and the question and answer form (e.g ‘Does she go shopping often?’, ‘she doesn’t go shopping often’). Drill students chorally and individually. T-S. 4 minutes. 5. Presentation: Elicit present continuous questions and answers (What book are you reading’ and ‘I am reading a book about sports’ or ‘We’re cooking this evening’). Elicit the reply ‘Yes, I like…’ or ‘no, I don’t like’. Ask questions and drill answers chorally and individually. T-S. 4 minutes. 6. Controlled Practice: Place students into pairs, provide them with a handout showing pictures that represent the hobbies learnt in the presentation stage. Practice using hobbies in the past simple form. Students must formulate a present simple sentence based around that hobby (e.g ‘Do you hate cooking?). S-S, PW. 4 minutes. 7. Controlled Practice: Students are given a fill in the gap present continuous worksheet. In new pairs, students must fill in the gaps of present continuous question and answers (e.g. ‘What are you ____ to? I’m ___ to The Strokes’. S-S, PW. 3 minutes. 8. Plenary: Write up target language on board in substitution table. Give feedback on controlled practice activities and as a class correct any mistakes heard. T-S. 3 minutes. 9. Production: Students are places in new pairs and asked to write down three hobbies. The pairs then swap lists and interview each other about their hobbies (e.g. for swimming and tennis the questions might be ‘Do you enjoy swimming’ and ‘do you play tennis regularly?’). Teacher should demonstrate one activity and monitor pairs. S-S, PW. 6 minutes. 10. Production: Milling activity. Students try to find as many other students as possible who do similar things as on their list. Teacher monitors. S-S. 4 minutes. 11. Plenary: Students provide feedback on what they found out about other students in the previous two activities using the practiced grammatical structures. Teacher reviews any mistakes from monitoring the activities. S-T. 3 minutes. 12. Homework: Write a paragraph on activities that you do and don’t like and the frequency you carry out these activities. Comment on any other plans to do with these activities. T-S. 1 Minute.

Comment: You have some good ideas but: Warmer and lead in -ok Presentation – 1. You do not cover sentence structure or question forms or adverbs here, as that is assumed knowledge and is not covered in the Presentation stage. You can put them into short sentences (I like...) after you have taught them individually. Controlled practice –Your focus is wrong - you should not be practising tenses here. This should be a gap fill or pair work practising hobbies and adverbs. Please explain exactly what you would do. Production - 9 is controlled practice, not Production and 10 must include adverbs as well as hobbies!



So would something like this be better instead (I have put my changes in bold)?


8 (new answer)




Answer:

1. Warmer: Students put in pairs. Adverbs of frequency chart A given to one student in each pair and chart B to the other. Students must answer the questions, completing the ‘You’ column and using adverbs of frequencies learnt in the previous lesson. Students then ask their partner the questions and complete the partner column. S-S, PW. 5 minutes. 2. Lead-in: Show a picture of a girl; ask students what her name is and what she likes. Elicit some likes and write them on the board. Use blue for likes that could be hobbies and black for all other likes. T-S. 2 minutes. 3. Presentation: Introduce new vocabulary. Refer back to girl from last stage. Tell class she has lots of hobbies. Using flashcards and mime where appropriate, try to elicit all vocabulary from target language. Feed any hobbies the students don’t know. Drill chorally and individually. T-S. 6 Minutes. 4. Presentation: Ask students what hobbies they like. Practice the question form as well as the positive and negative answer form (e.g ‘What hobbies do you like?’, ‘I like swimming’ and 'I don't like cooking'). Drill students chorally and individually. T-S. 4 minutes. 5. Presentation: Ask students how often they do their hobbies. Try to elicit answers before feeding an answer to students (e.g ‘I go swimming all the time’ or ‘I rarely cook’. Ask questions and drill answers chorally and individually. T-S. 4 minutes. 6. 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 that they like and dislike. S-S, PW. 4 minutes. 7. Controlled Practice: Students are given a fill in the gap exercise. In new pairs, students must fill in the gaps using pictures to help them. S-S, PW. 3 minutes. 8. Plenary: Write up target language on board in substitution table. Give feedback on controlled practice activities and as a class correct any mistakes heard. T-S. 3 minutes. 9. Production: Milling/Find someone who... activity. Ask students to write a list of three activities that they like and three that they don't. Students are to try to find as many other students as possible who like or dislike things on their list. Students should also find out how often these activities are done. Teacher monitors. S-S. 6 minutes. 10. Plenary: Students provide feedback on what they found out about other students in the previous activity (e.g 'Mary and Sam like cooking occasionally, Richard likes swimming frequently'). Teacher reviews and corrects any mistakes from monitoring the activities. S-T. 4 minutes. 11. Homework: Write a paragraph on activities that you do and don’t like and the frequency you carry out these activities. Comment on any other plans to do with these activities. T-S. 1 Minute.

Is this any better at all or am I still missing the point?

Should I use presentation 2 to just drill hobby likes and presentation 3 to drill hobby dislikes?

I think I've been looking at this for too long so would be useful if someone could just point out if I'm still of track please.

Finally...


10



You want 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:


1. Now you write the following:




Answer:

1. Anticipated Problems • Some students may not be so willing to participate in the game. • Students may not understand the game 2. Solutions • Put students into small groups to ease anxiety worries, whilst monitoring for feedback make sure that all students are participating • Teacher to explain and then demonstrate.

Comment: When talking about anticipated problems, you must think about problems when you attempt to teach the language, so if you are revising animal names, what is the biggest problem?



Would the biggest problem be not remembering vocabulary? Is there anything else I'm completely missing??

Any comments would really be appreciated, thanks