Diah Meisa Retnowati

LIA Cikokol, Tangerang

LESSON PLAN
LEVEL
: Elementary 2
LESSON
: One Whats Your Hobby
SKILL FOCUS
: Speaking
MATERIALS
: Textbook pp. 1-4
TEACHING AIDS
: Pictures of celebrities, cue cards
PERSONAL AIMS
: make effective classroom management *
TERMINAL OBJECTIVES
: to talk about hobbies
ASSUMPTIONS
: Ss may know about some hobbies/leisure time activities

MOTIVATING STRATEGIES

STAGE

ENABLING OBJECTIVES
SWBAT tell the pictures of
different kinds of hobbies

PROCEDURES & TECHNIQUES

SWBAT state their hobbies

SWBAT act out the dialogs

T put Ss into two groups.

T asks Ss to look at the pictures on
pp. 1.
T asks Ss to match the pictures with
leisure time activities in the box.
T discusses the answers.

T elicits Ss the other hobbies/leisure

time activities.
T tells Ss to write down their hobbies
in box A.1.

T asks Ss to listen to dialogs in act.

A.2. from the tape.
T asks Ss to pair up and act out the
dialogs. ***

INTERACTION PATTERNS

DURATION

S-S**
T: There are some pictures here. I want you
to work in two big groups and match the
pictures with words in the box. The first
group that finishes first wins.
Ss: OK.
T: OK. This group finishes first. Alright, lets
discuss the answers together. So, picture
1 matches with
Ss: Playing golf.
T-S
T: Now, we know some hobbies. How about
you? What is your hobby?
S: My hobby is..
T: Nice. Now I want you to write down your
hobbies in the box.
Ss:
S-S
T: Lets look the dialogs in activity A.2. See
it?
Ss: Yes.

15

SKILLS PRACTICE

PRESENTATION

T: OK. We will listen to the dialogs from the

tape. After that you are going to practice
the dialogs in pairs. Got it?
Ss: Yes.
T: Now, student A, youll be Bima. And
student B, youll be Arya.
Ss: OK.
SWBAT know the objectives of
the lesson

T tells the objectives of the lesson.

SWBAT know how to ask and

answer about hobbies,

T asks Ss to read activity B

T corrects pronunciation of the
expression activity B.
T explains the expressions in talking
about hobbies (inductively).
T drills the Ss with the expressions.
*****

SWBAT identify the expressions

used for talking about hobbies.

SWBAT use the expressions for

talking about hobbies.

T asks Ss to work in pairs.

T asks Ss to underline the
expressions in activity A.2.
T checks the answers.
T asks Ss to fill in the blanks in pairs
for activity C.2.
T discusses the answers with Ss for
activity C.2.

T-S
T: Today we are going to talk about hobbies
****
T-S
T: OK. Student A read the questions
expressions, and student B read the
responses expressions.
Ss: OK
T: So, in the Questions box are the questions
you can use to ask about your friends
hobbies and in the Responses box are the
answers. Got it?
Ss: Yes.
T: Good. Now lets practice it. Repeat after
me.
S:
S-S**
T: Now, work in pairs and underline the
expressions for talking about hobbies in
activity A.2.
Ss: OK.
T: Now, lets check
S-S**
T: OK. Lets move on to C.2. Fill in the
blanks with correct expressions in pairs.
You can look from the expressions boxes.

3
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10

T asks them to practice the dialogs.

T explains/demonstrates how to do
activity C.3.
T asks Ss to go around ask and tell
their friends about their hobbies.
T monitors the activity

SUMMING UP

SWBAT mention the new

vocabulary and expressions for
talking about hobbies.

T asks Ss what they have learned by

using cue cards.

Ss: OK.
T: Lets discuss the answers.
Ss:
T: Now, why dont you practice the dialogs
with your partners? (T monitors and give
corrections if necessary)
S-S
T: Lets look activity C.3. Were going to
play a game. What I want you to do is
you ask as many friends as possible about
their hobbies. And find out their hobbies
by writing their names in your book. Got
it?
Ss: OK.
T: 1, 2, 3, start!
Ss: Do you like dancing? ...
T-S
T: OK. I have some cue cards here written
with some expressions. What I need you
to do is to take each one, and answer or
make questions for the expression. OK?
Ss: OK.
T: Now, student A, what expression do you
have?
S: I have I like jogging
T: OK. So, what do you need to do?
S: Make question?
T: Good. Whats the question?
S: Hmm... Do you like jogging?
T: Good job. Next.
S:

15

10

ASSESSMENT

SWBAT talk about hobbies

using the expressions and
vocabulary they have learned.

SWBAT define the gerund after

verbs.

POST ACTIVITY

T asks Ss to work in pairs and tell

what them what to do for activity D.
T gives choices to Ss to pick the
celebrity from the book or the one they
fancy. (T provides some pictures of other
celebrities too.)
T monitors the activity.
T times the activity.

T asks Ss to write down the responses

of their interviews on the whiteboard.
T underlines the gerunds and explains
about them to Ss.
T asks Ss to do activity E.
T checks the answers.

S-S
T: OK. Now youre going to do a role-play
with your partner. One of you will be a
journalist. And the other will be a
celebrity. For the journalist, you have to
ask the celebrity their hobbies. Note
down the answers. You can choose the
celebrity you want. From the book or the
one you like. Got that? Any question?
Ss: Yes. No question maam.
T: Ready?
Ss: Yes.
T: Go!
Ss:
T-S
T: Having fun?
Ss: Yes!
T: OK. Lets go back on track. I want each
of you to write down one response from
the interview on the whiteboard.
Ss: OK.
T: Now. This is called gerund. You use
gerunds after verbs like got that?
Ss: Yes.
T: Now. Do activity E.
Ss: OK.
T: Finish? Lets check together.
Ss: Yes.

Note:
1. *: This is too general. Be more specific.
2. **: Are you sure that this activity promote S-S interaction?
3. ***: Dont forget to ask comprehension questions to find out whether they understand what they are reading.

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10

4. ****: If you say that meaning you are going to teach them about hobbies. That is a topic. We are teaching the skills. So, you should say the skills
taught. For example: we are going to create a dialog using expressions to ask about ones hobbies.
5. *****: This is good! Never forget this stage.
6. The lesson plan is doable. Just pay attention to which activity that really promotes S-S interaction.