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By use of sentence structures, they should be able to explain their hobbies that include:
Comment: Target language refers only to the new things you are going to teach in the lesson (individual names of hobbies). Your students already know adverbs of frequency, question formation, tenses and sentence structure, so it is assumed knowledge. Here you need to list vocabulary of hobbies, e.g. swimming, horseriding, collecting coins, playing chess or whatever else you are going to teach in your lesson. You need between 10-12 hobbies.
Comment: Yes. The present simple, present continuous and the adverbs of frequency are assumed knowledge. Without prior knowledge of these structures this lesson would be too difficult for elementary students. However, a quick review of the adverbs of frequency is a good idea near the beginning of the lesson just to refresh students memories.
5. Thou at this level sentence and question structure may not be perfect; there could be chances where some students might struggle with making meaningful structures while incorporating the vocabularies of hobbies.
Comment: Ok but here you need to think more about language problems when teaching the target language of hobbies. . The students may revert to L1 collocations, e.g. “I make photos/ I bike ride” as in the French and Spanish. Please think of other problems.
Comment: Yes and as there is such a possible range of hobbies in this topic, I would restrict the number of words taught to between 10 - 12 using visuals to help students understand meaning. If you try to teach more vocabulary than this you are likely to overwhelm your students with too much information that they cannot assimilate.
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
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