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Учитель английского языка

Город Туркестан КГУ школа № 9 имени Некрасова

Lesson Plan
LESSON: №14 Free time activities
Date: 16.10.2019 Teacher name: Shakhlo Ibadullayeva
CLASS: 7 «Д» Number present: 12 absent:
Learning objectives(s) that this lesson is contributing to 7.L5 understand with limited support the main points of extend on range of general and curricular topics 7.W3 write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics
Lesson objectives All learners will be able to:
-name and describe the activities they do in their free time — interact in a pair, group and whole class work

-understand main points of given information

Most learners will be able to: -ask and answer questions about activities they
— get information by asking questions and talk about free time activities — predict what text is about

-understand the text using listening for specific information

Some learners will be able to: — answer the questions related to the topic
— speak about their free time fluently

-demonstrate the ability to write grammatically correct sentences on free time activities

Assessment criteria Identify the main idea in extended talks with limited support

Demonstrate the ability to write grammatically correct sentences on familiar topics

Value links Interest in activities people do in their free time Cooperation, respect each other’s opinion, functional literacy.

Confidence in using everyday language

Cross curricular links Social Studies Area Studies
Previous learning Present Simple: affirmative and negative
Planned timings Planned activities Resources

6 min

(W) Greet the learners. Welcome the pupils to the lesson. Ask familiar questions such as What day is it today ? What’ s the weather like today? (W) Lead-in. Teacher writes 5 free time activities on the board and makes sure students understand them. They are the following: Teacher conducts questionnaire in class asking questions one by one. Who watches TV in his free time? Raise your hands, please. Teacher counts and writes on the board the number of students who watch TV in their free time.

(W) Teacher: In the end teacher asks students to range free time activities from the most important to the least. Finally, learners summarise and collate their statistics .

Free time activities Ranking
Talk on the mobile phone 7
Play computer games 5
Watch TV 2
Do sports 2
Read a book 1

Teacher explains the aims of the lesson. Teacher: We are going to find out about free time activities. We are going to ask and answer questions about what we do in our free time.

Pictures /flashcard free time activities


3 min




The Main Part of the lesson (D) Teacher elicits from the learners new topical vocabulary using gestures, mimes and flashcards. The learners try to guess the new lexis with the help of the teacher. New vocabulary: collect things, go fishing, make things, play chess, play in the band, learn a foreign language, surf the internet.

(P) Vocabulary presentation Task 1 Back-to-back Teacher explains the rule of the interactive game. 1. Learners will sit back-to-back with chairs touching, so they can hear each other but mustn’t see when the activity begins. 2. Student A receives a picture which connected to the free time activities, Student B receives a piece of paper and a pencil. 3. Student A describes the picture to Student B who has to draw or write name the of the free time activity. Student B may ask questions as necessary. Example: Student A It is an outdoor activity. You need a hook and an earthworm. Student B It is go fishing. Descriptor: A learner -describes the picture using free time activities — draws or writes the name of the free time activity

AFL Oral feedback/Self –reporting strategy Watch body language

(G) Listening Stage. Pre-Listening task. Task 2 Look and say. Learners are given a photo of a boy and the map.Teacher asks learners: How do you think what the name of the boy is? Where is he from? How old is he? What does he like doing in his free time? Learners have to predict a boy’s name, age and his country. Teacher says to learners to find out if they are wrong or right after listening stage.

AFL Peer Assessment Talk to each other

(G) While-Listening Stage Task 3 Jigsaw listening Learners in two groups listen to the text and answer the questions in short form at the same time.

1 How old are the members of the teen’s club? 2 How much does it cost to be a member of the teen’s club? 3How many free time activities are there in the club? 4Does Larry like to go there? 5 How often does Larry go to the teen’s club?

Descriptor : A learner — listens to the text for specific information very carefully — writes the answers to the questions correctly

Answer Key: 1. The members of the teen’s club are between 8 -16. 2. Membership costs 6 dollars a month. 3. There are 10 free time activities in the club. 4. Yes, he does. He likes to go to teen’s club very much. 5. He goes there five days a week.

Post –Listening Stage Teacher shows the answer key on the interactive board. Groups conduct self assessment (I)Task 4 True/false chairs Teacher says sentences about the text. Learners stand in 2 rows. In the front, there is a “true” and “false chairs. If the sentence is true, students run to the true chair, if false to the false chair. Whoever sits 1st correctly wins a point. Example: Teacher says The teen’s club is openevery day. Learner who chose the false chair first sits and says No, the teen’s club isn’t open on Sundays. 1.Teen’s club members are between 6 and 11 years old. 2.You can play in a band in the teens club. 3.Membership is 8 dollars a month. 4.He goes to the teens club 3 times a week.

AFL Group Assessment

(P)Task 5 Personalisation Now learners we’ll play an interactive game “Two truths and one lie”. Each learner writes three statements about their free time, one false and two true sentences. Learners go around the classroom, find a partner and reads the statements. Other learners predict which statement is a lie. Example: 1. I like surfing the internet and can sit till the midnight.(a truth) 2. I could speak English when I was five years old ( a lie) 3. At school I feel asleep while taking my final exam.(a truth ) AFL Peer Assessment Hand in, pass out.

Chairs, a sheet of papers, pencils or pens

A photo of a boy and a map, tape recorder , worksheets

Two chairs with “true” and “false” words



Plenary Self assessment Tell me three things…

 you have learnt today  you have done well

 the group has done well  you would like to find out more about

 you know now that you didn’t know 40 minutes ago

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? Cross-curricular links
Health and safety check
ICT links
Values links
Support: Task1: For less able learners can be given the tasks with some supporting, partners help them by working together. The stronger learner consolidates their knowledge by explaining to the weaker learner and the weaker learner feels supported. Pair higher level learners together so they can really stretch themselves.

Task 2: For weaker learners can be given an opportunity to write sentences in fort form. Monitor and play the recorder again if necessary. Example : country –America name- Larry age- 15

For the higher level learners should only listen and take full statements. After the discussion, they will feed back to the whole class.

Task 3 For less able learners use their native language and more time to complete the task. Give a model before they start writing. Use a correction code.

For stronger learners reduce the time given to complete the task.

Observe learners when participating in speaking. AFL Oral feedback/Self –reporting strategy Watch body language

Monitor learners to check they can write the answers to the questions. Self Assessment: Learners assess their statements according to answer key shown on the interactive board AFL Group Assessment

Did each learner contribute to the speaking and discussion? If not, why? AFL Peer Assessment Hand in, pass out.

Switch off the active board and tape recorder if you don’t use them.

If learners are tired, do physical breaks with them.


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?

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)?



What two things would have improved the lesson (consider both teaching and learning)?



What have I learned from this lesson about the class or individuals that will inform my next lesson?

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