Конспект урока "Hobbies and Leisure. Diagnostic test" 7 класс

Lesson plan
Unit of a long term plan
Teacher name:
Number present:
Lesson title
Hobbies and Leisure. Diagnostic test
Learning objectives(s)
that this lesson is
contributing to (link to
the Subject programme)
7.C4 evaluate and respond constructively to feedback from others
7.S1 use formal and informal registers in their talk on a limited
range of general and curricular topics
7.L2 understand with little support most specific information in
extended talk on a limited range of general and curricular topics
Level of thinking skills
Comprehension, Application, Evaluation
Lesson objectives
They will learn types of leisure activities names.
They will talk about how they like to spend their free time.
They will describe the benefits of hobbies and why people need to
have a hobby.
Assessment criteria
They get acquainted with topical vocabulary and pronounce them
They can differentiate the usage of “do, play, go” in describing
their favourite type of hobby.
They can tell about the benefits of hobbies using special phrases.
Less able students will know the meaning of hobbies names and
make up sentences with like, dislike, to be fond of, to be keen and
so on.
More able students will narrate heard information from recording
and retell it to the class.
Most able students can describe benefits of hobbies and do a
survey to the whole class.
Values links
The strategy “Mangilik Yel”. To invite students to manage their
time appropriately. To respect art crafts and heritage of our
Cross-curricular links
Art, Music, Sport, Sociology, Psychology
Previous learning
Test for students vocabulary stock
Planned activities (replace the notes below with
your planned activities)
Organization moment.
Checking for their attendance and home task.
Diagnostic test. Pair work.
(Ask them how they spent their holiday and where).
Students are warned to use past simple tense, if
necessary revise the form of it. A student listens to B
student and make it down to retell to the class what his
partner did in summer.
Brainstorming. Write free time on the board. Say one
true sentence about your free-time activities,e.g,I read a
lot in my free time. or, In my free time I watch films on
DVD. Write the names of the activity on the board:
reading or films, or whatever you said. Ask: Who else
likes reading/films;' .. ? Add two or three more simple
names of popular activities which you think some of
your students may like : football, walking, dancing,
drawing. For each of them ask: Who likes... ?Then add
the word activities (and the hyphen in free-time) to the
board to complete the title of the lesson: free time
activitis. Say: Today we're going to talk about free-time
Board, copybooks
Test sheets
Vocabulary teaching.
Students are provided with eight pictures to each and
match 8 words to photos (from the box).
Peer assessment.
Encourage them to compare answers in pairs before
checking as a class. As they finish they pronounce them
with the help of the teacher.
All hobbies are matched with the
pictures correctly.
Sound the words clearly
Pair work. Learners tell about which sports and
hobbies can they do:
1. At home?
2. Outside?
3. On your own?
4. Team?
His partner may express his opinion if he disagrees
with him.
Handout with
Handout with
They can use modal verbs
They can differentiate types of
Listening task.
Less able and more able students listen to four
teenagers and tick to the names of teenagers which
sport or hobby is each person interested in.
Most able students give recommendations to
teenagers using phrases below:
Your hobby
helps you deal with stress.
relaxes you. • challenges me.
means you can meet new people.
keeps you fit. • gets you out of the house.
helps you forget about my worries.
makes you feel free.
Sheets with tasks
Concluding the lesson
Assessment Peer and self assessment chart
Giving the home task
Write a short article for the English school magazine
about your hobby. Write: name of hobby, how you do,
play it, why you like it.
Peer and self
assessment charts
Additional information
Differentiation how do you
plan to give more support?
How do you plan to
challenge the more able
Assessment how are you
planning to check learners’
Health and safety check
Group, peer and individual
assessment were used using
special assessment descriptor.
Were the lesson
Did all the learners
achieve the lesson
objectives/ learning
objectives? If not,
Did my planned
work well?
Did I stick to
What changes did I
make from my plan
and why?
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)?