Module 1: Happy Days Unit 1: Hobbies Section in Pupil s Book: Speaking and Writing (page 10) Learning objectives. Teaching resources

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1 Unit Overview Module 1: Happy Days Section in Pupil s Book: Speaking and Writing (page 10) Learning objectives Concept: To choose fit for oneself Process objectives: 1. To find out more about 2. To help others choose 3. To talk about personal Grammar: 1. To use adverbs of frequency to talk about how often people do their 2. To use the simple present tense to express interests 3. To use -ing nouns or noun phrases to talk about activities Vocabulary: To revise the vocabulary related to different Generic skills: To develop collaboration and critical thinking skills Teaching resources For less able students: Activity Sheets 1A, 2, 3, 4A For average students: Activity Sheets 1B, 2, 3, 4B For more able students: Activity Sheets 1B, 2, 3, 4B Learning activities Activity SCT strategy Objective Resources 1. More about Concept building To find out more about Activity Sheets 1A & 1B More about 2. Choose for others Context building To help others choose Activity Sheet 2 Choose for others 3. My hobby Formative assessment To talk about personal Activity Sheet 3 My hobby Activity Sheets 4A & 4B Presentation script Information Sheet Evaluation sheet 3

2 (Corresponding to page 10 in Pupil s Book) Activity 1: More about Objective: To find out more about Suggested teaching time: approx. 25 minutes Teaching resources: Activity Sheets 1A & 1B More about Stage Teaching Steps Setting/Grouping Lead-in (2 ) Development (18 ) Introducing the focus of the lesson Introduce the topic on. T: Class, what do you do in your spare time? Do you have any? (Students own answers) Put the lesson objective find out more about on the board. Concept building names of Put students names and ideas on the board. Use students ideas to construct the target structure pattern (I like... ing...). Put the sentences on the board and read them aloud: T: Your classmate, Kitty, likes swimming. T: John likes collecting stamps. Use the i-book to show page 10 to the class. Tell students that they can read about the of others on that page. For a less able class, go through the of Pictures 1 and 2 first. Also put the vocabulary items related to the rest of the on the board if necessary. Ask students to complete page 10 in their books. Concept building more about Afterwards, talk about your own hobby. Elicit the following language patterns. T: Just now you talked about your. Can you guess what my hobby is? (Students own answers) T: My hobby is playing badminton. I often play it with my friends. It is good for my body. T: Do you like playing badminton? Do you play it indoor or outdoor? (Students own answers) 4

3 Draw a table on the board. Write the terms, indoor vs. outdoor, play alone vs. play with other people and good for my body vs. good for my mind, in the table. Ask students to tell you if they also play badminton with other people or alone and whether the sport is good for one s body. Tick the boxes in the table. Tell students that all these terms are useful for describing different types of. The terms can be found in Activity Sheet 1. Distribute Activity Sheet 1 to different students. Give Activity Sheet 1A to the less able students, and 1B to the average and more able students. Tell students to take a look at Activity Sheet 1 and they complete the exercise in pairs. Go to the less able pairs to instruct them on any vocabulary they do not know. Then go to the average and more able groups to help students figure out some on Activity Sheet 1B. Tell them to refer to pages 6 7 in their books. When students have finished, check answers with them. Pairs Reflection (5 ) Recap the lesson objective. Check students understanding on. T: If I want to do something indoor with my friends, what hobby can I choose? (Playing chess. / Playing table tennis.) [Accept other reasonable answers.] T: What outdoor games can I play alone? (Swimming/Cycling.) [Accept other reasonable answers.] If students give good answers, praise them that they are good at advising others on what to take up. 5

4 (Corresponding to page 10 in Pupil s Book) Activity 2: Choose for others Objective: To help others choose s Suggested teaching time: approx. 30 minutes Teaching resources: Activity Sheet 2 Choose for others Stage Teaching Steps Setting/Grouping Lead-in (2 ) Development (20 ) Introducing the focus of the lesson Tell students that today they will learn to give suggestions to others. They will suggest to others what they can develop. T: Class, today we ll suggest some to others. These people do not have good now. Put the lesson objective help others choose on the board. Context building people with bad habits Use the first picture of Activity Sheet 2 as an example. Describe the picture with the class. T: Tom in Picture 1 is very fat. T: He likes football but he only watches it on TV. T: He always watches football and eat snacks in front of the TV. T: It is OK if he sometimes does it. It s not good if he always does it. Put the two adverbs of frequency, sometimes and always, on the board. Explain their difference. Invite some students to suggest other for Tom and put them on the board. Choosing for others Divide students into groups of four. Tell them that they will choose for Amy and Jack on Activity Sheet 2. Distribute the Activity Sheet. Groups of four 6

5 Reflection (8 ) Briefly go through the list of expressions for discussion on the Activity Sheet. Role-play the discussion about Tom again with two students. T: Tom likes watching football on TV. I think that Tom can play football outside. Do you agree? S1: Yes. S2: No, I don t agree. He needs a lot of people to play with him. I think that he can... T: That s a good idea. S1, do you agree? S1:... T: All right, let s sum up our conclusion. We think that Tom can go swimming. He can watch less TV and... more often. Let students start the discussion. Remind them to write their conclusion on Activity Sheet 2. When they have finished, ask a student from each group to read out the answers. Recap the lesson objective. Evaluate the answers with the class. T: Group 1 suggests that Amy can collect stickers. Is it a good idea? (Students own answers) T: What kind of stickers can Amy collect? (Students own answers) Guide students to conclude that all of us should take up healthy and interesting. 7

6 (Corresponding to page 10 in Pupil s Book) Activity 3: My hobby Objective: To talk about personal Suggested teaching time: approx. 30 minutes Teaching resources: Activity Sheet 3 My hobby, Activity Sheets 4A & 4B Presentation script, Information Sheet Evaluation sheet Stage Teaching Steps Setting/Grouping Lead-in (2 ) Development (20 ) Introducing the focus of the lesson Tell the class that they will talk about their today: T: Last time we talked about the for others. Today you ll talk about your own hobby. Put the lesson objective talk about personal on the board. Brainstorming on one s Remind the class about your hobby of playing badminton. Illustrate how you give details on the hobby by filling in the mind map on Activity Sheet 3. Draw an empty mind map on the board. Invite students to write about their own on the mind map. Preparing the details of one s Distribute Activity Sheet 3. Allow time for students to think alone about their own. Ask them to fill in the mind map on the Activity Sheet. When students start working on the mind map, go to the less able students and help them brainstorm relevant vocabulary. For example, tell them what adjectives they can use to describe their. Then walk to the average and more able students. Apart from guiding them on the adjectives, encourage them to talk about not covered in their books. Individuals 8

7 Writing the presentation script After students have completed Activity Sheet 3, distribute Activity Sheet 4 to them. Give Activity Sheet 4A to the less able students, 4B to average and more able students. For demonstration, use the information in your mind map to complete Activity Sheet 4. Students complete the paragraph on their own. Walk round the classroom to see if students need help. When students have finished, ask them to rehearse their speech in pairs. Individuals Reflection (8 ) Invite some students to do the presentation. Grade students performance using the Information Sheet. Comment on the strengths and weaknesses of each student orally. In a more able class, give suggestions to some students on how to keep eye contact with the audience and how to say the lines clearly. 9