Model Lesson Plan

LL PLAN
LESSON
CLASS: Intermediate + adults DATE: TBC TIME: 90 minutes
TOPIC: hobbies
LEARNING OBJECTIVE(S)
Listening: Students will understand, identify, and develop a range of key vocabulary and phrasing appropriate to describing
hobbies.
Speaking: Students will apply their understanding of vocabulary and phrasing to discuss the topic of hobbies.
Reading: Students will identify and analyze the meaning of key vocabulary and phrasing on the topic of hobbies.
Writing: Students will apply their learning of key vocabulary and phrasing when completing a written piece on their own personal
hobbies for homework and when completing written parts of reading exercises.
KEY SKILLS
Integration of
• Reading
• Writing
• Speaking
• Listening
RESOURCES REQUIRED/ SPECIAL CONSIDERATIONS
• Hand-outs/ worksheets (x10)

• PPT projection
• Sound and media files as required
• White board and pens
RELATED HOMEWORK
Written assignment on personal hobbies with success criteria detailed. Can be used to create presentations for subsequent
lesson, extending the detail of students’ descriptions of hobbies discussed in this lesson.
INRRODUCTORY PHASE ALLOTTED TIME
Introduce today’s work - learning objectives. 2 mins
Lead-in exercise using visual images of hobbies with paired and whole class discussion.
Teaching notes: Put students in pairs. Ask them to look at the photos and discuss what they 8 mins
think each one shows. Elicit ideas and write these on the board, but don’t say if they are
correct or not at this stage. Put students into small groups and ask them to discuss the four
questions, then open it out into a class discussion
Begin KWL chart as record of the learning.
DEVELOPMENT PHASE ALLOTTED TIME
Task 1: READING – Noticeboard Messages
Ask students to read through noticeboard messages and match the photos from the previous 12 mins
exercise to the correct one. Point out that there are ten messages and only six photos, so
there are some texts that do not have a photo. Get them to check their answers together
before checking as a class.
B Next, ask the students to answer the six comprehension questions. Again, get students to
8 mins
check their answers in pairs before checking as a class.
Task 2: LANGUAGE & VOCABULARY BUILDING
Focus 1: Understanding meaning 7 mins

Put students in pairs and ask them to help each other to answer the other four questions.
Monitor and help where necessary before checking as a class.
Focus 2: Language Use

Ask students to read the information and look at the examples in the box, then match the
missing words to the two sentences in the box. Get them to compare their answers in pairs 6 mins
before checking as a class. Again, monitor and help where necessary before checking as a
class.
Focus 3: Word Meaning

Ask students to look back at the messages from the noticeboard and find words that match 10 mins
the definitions. Encourage them to work in pairs and discuss their ideas. Monitor and help
where necessary. If students get stuck, suggest they look at the next activity to see if this
helps them.
Check the answers as a class.
Focus 4:
Topic-related words 5 mins
Students should match the hobbies in the box to the correct list of equipment. Students
should check their answers in pairs before checking as a class. At this stage, the different
items of equipment and what each one is can be discussed.
Task 3: LISTENING 8 mins
Ask students to listen to someone describing the hobby they do (play sound recording or
suitable video). After playing the recording/video, students should discuss their ideas in pairs.
Play recording again, if necessary. Check the answers as a class.
Task 4: SPEAKING
15 mins
Put students in small groups and ask them to discuss the questions together. Afterwards, ask
a few groups to report back on their discussion. Open this out to the whole class. There are
two different scenarios: 1 and 2. Put students in pairs and hand out the role cards – make
sure that student 1A is working with student 1B, and student 2A is working with student 2B!
Give the students time to read through their cards, then ask them to act out their role-play.
Monitor and then choose two or three pairs to come out to the front of the class and
perform their role-play.
CONCLUDING PHASE ALLOTTED TIME
Review learning objectives and explain homework and how it will help them to review and 3 mins
apply the lesson’s work.
Complete KWL chart. 6 mins

REFLECTION
How have you considered:
• the openings of your lesson?

• the sequencing of activities within your lesson?
• the approximate time it will take you to pace through the whole group, pair work, and individual work during the lesson
(it helps to allocate time for each part)?
• how you close the lesson?
I planned the opening of the lesson to ensure that students are made explicitly aware of the learning objectives. Following this,
the lead-in activity was planned to introduce the students to the lesson in an accessible way that encourages talk between
students and that will draw on prior knowledge.
The sequencing of activities was designed to build on the challenge of the tasks but also to integrate skills as much as possible. I
also feel that the roleplay task should come towards the end when the students felt most confident in the lesson and had
“warmed up” to interacting. I also tried to vary the types of activities and tasks to maintain engagement between individual,
paired and whole-class work.
I calculated approximate timings to keep the lesson fast enough paced to drive students forward without stagnating by
maintaining challenge and engagement, but also allowing enough time for careful consideration of responses and thinking time.
The close of the lesson was designed to allow time to explain the homework assignment and its extension of the lesson’s content
and well as connection to the lesson to follow. I also ensure time for individual reflection on each student’s learning in the form
of the reflection pyramid. This would provide them with a record of their learning.

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LL PLAN

CLASS: Intermediate + adults DATE: TBC TIME: 90 minutes

• Hand-outs/ worksheets (x10)

INRRODUCTORY PHASE ALLOTTED TIME

Introduce today’s work - learning objectives. 2 mins

Begin KWL chart as record of the learning.

DEVELOPMENT PHASE ALLOTTED TIME

Task 1: READING – Noticeboard Messages

Task 2: LANGUAGE & VOCABULARY BUILDING

Focus 1: Understanding meaning 7 mins

Focus 2: Language Use

Focus 3: Word Meaning

Task 3: LISTENING 8 mins

CONCLUDING PHASE ALLOTTED TIME

Complete KWL chart. 6 mins

How have you considered:

• the openings of your lesson?

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