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https://ust.kz/qmg Lesson Plan 1
Unit:5
Stress&Fear
Teacher’s name:
Date:
Grade:10
Number present: absent:
Theme of the lesson:
Stress and fear
Learning objectives(s) that this lesson is contributing to:
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics
Lesson objectives:
Alllearnerswillbeableto: use some target vocabulary successfully
Mostlearnerswillbeable to: answer questions
Some learners will be able to: vocabulary, questions, tell situations connected with new theme
Beginningofthelesson Pre-learning «Brainstorming»method 5 min.
Revision of previous lessons materials with the help of the teacher. Differentiation: «Verbal support» T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.
Ss give their possible answers. After that T introduces the aim and theme of the lesson.
Questions: How many planets are in the solar system?
What special conditions are needed for a tornado to form?
How many days does it take for the Moon to orbit the earth?
Aim: Revise the previous lessons material.
Efficiency: Ss refresh their mind before starting new theme.
Descriptor: -answer the 1st- question
answer the 2 nd- question.
answer the 3 rd- question.
Total: 2points
Encourage Ss who can name object that is connected with new lesson.
Direct attention to the pictures and the graph Give Ss time to match them.
Aim:to introduce the topic and present new vocabulary
Efficiency: Ss develop their reading and speaking skills.
Exercise1: answer the question
-choose the right answers
-read the sentences correctly
2points
Whiteboard Pupils Book Poster
11 min.
Give Ss time to choose the correct words and then ask to check their answers by looking up the meanings of the words in the Word List at the back of the book. Aim:to introduce new vocabulary in context Efficiency: to enrich Ss’ vocabulary Differentiation: «Librarian» method is used to develop their vocabulary knowledge.
from Ss around the class.
Aim: to match sentences to pictures Differentiation: Verbalsupport
-pronounce words correctly
-answer the question correctly 2 point
10min
“WordsofWisdom” direct Ss’ attention to the quotation and ask Ss to discuss what it means
“Nothing in life is to be feared. It is only to be understood” (Marie Curie)
T praise active Ss with phrases such as: “Good job!
Well done!”
Whiteboard Students Book
Ask Ss to talk in pairs about which situations make them feel the most uncomfortable.
Aim: to personolise a topic Differentiation: Verbalsupport
Exercise 3 answer the questions
Descriptor: -read the words correctly
-make sentences without mistakes
- 2points
Whiteboard Students Book
End of the lesson.
Reflection
5 min
The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder
Ss use their stickers to show their knowledge according to the lesson
Green- I understood Yellow-I have some questions
Red-I need a help.
Aim: To know how many Ss got the theme.
Efficiency: Ss can use colors to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.
Ss evaluate each other and encourage classmate with phrases like:
Well done! Brilliant! Good job! I like it!
Differentiation – how do youplan to give more support?Howdoyouplanto challengethe moreable learners?
Assessment – how are you planning to check learners’learning?
Health andsafety checkICT links
Students support each other.
More capable students will be given more challenging material to work with in order to allow them to be more challenged.
The students will be supported by the teacher during independent work.
The teacher and students will give brief feedback.
ICT
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
Use the space below to reflect on your lesson. Answer the most relevantquestionsfromthe box ontheleftaboutyour lesson.
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Summaryevaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Lesson Plan 2
Unit:5
Stress &Fear
Teacher’s name:
Date:
Grade:10
Number present: absent:
Theme of the lesson:
5AArachnophobia
Learning objectives(s) that this lesson is contributing to:
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics
10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;
10.4.6 -recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
10.4.5- deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
Lesson objectives:
Alllearnerswillbe able to: know the vocabulary
Mostlearnerswillbe able to: understand the text and answer the questions
Somelearnerswillbe ableto: vocabulary, answer, make a poster
Value links:
Respect each other.
Plan:
Part of thelesson/Time
Teacher’sactivity
Student’sactivity
Assessment
Resources
Beginningofthelesson Pre-learning
Revision of previous lessons materials with the help of the teacher.
Questions: 1.What is a stress? 2.Is it bad for you?
Descriptor: -answer the 1st- question
Whiteboard
Cards
«Brainstorming»method 10 min.
Differentiation: “Verbal support”
T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support. Ss give their possible answers. After that T introduces the aim and
theme of the lesson.
3 what types of stress do you know?
Aim: Revise the previous lessons material.
Efficiency: Ss refresh their mind before starting new theme.
answer the 2 nd- question.
answer the 3rd- question.
Total: 2points
Students Book
Middleofthelesson Presentation part.
9min.
Direct Ss to the dictionary entry , the title of the text and the picture and then elicit and answer to the question.
Aim: to introduce the topic
Exercise 1 Read the dictionary entry and look at the title of the text.
Descriptor: T praise active Ss with phrases such as: “Good job!
Well done!”
Whiteboard Students Book Poster
Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words given.
Give Ss time to complete the sentences with the words.
2) Elicit the author’s purpose from the choices given. Play the recording. Ss listen and read to find out. Elicit the style of the text
Aim: 1)to introduce key vocabulary
2) listen and read for gist, to identify a style
Exercise2 a,b Complete the sentences, listen, read the text and answer the questions, identify the style
-choose the right answer
-give correct answer
-identify the style 2 points
Whiteboard Students Book Poster
CD track 2.1
6min
Ask Ss to read the headings A-E and then choose the correct heading for each paragraph. Refer Ss to the Check These Words Box and explain the meanings of the words or ask Ss to use their dictionaries and look them up.
Aim: To read for gistcomprehensionEfficiency: to enrich their vocabulary Differentiation: «Librarian» method is used to develop their vocabulary knowledge.
Exercise 3 Read again and match the headings (A-E) with the paragraphs (1-4)
-give the right answer 1point
Whiteboard Students Book Poster
Give Sstimetoanswerthe questions. Remind Ssnotto copyfrom thetextbutto paraphrasetheinformation in their ownwords. Aim: to consolidate information in a text Efficiency:Develop their reading and listening skills.
Differentiation: verbalsupport
Exercise 4
Based on information in the text answer the questions in your own words
Descriptor:
make sentences without mistakes
read words correctly
Total: 1point
Whiteboard Students Book Poster
Writingtask 8min
Ask Ss to find the words in bold in the text and to read the words in the list and give Ss time to match item.
Aim: to consolidate new vocabulary through synonymous words Differentiation: «Librarian» method is used to develop their vocabulary knowledge.
Exercise 5 match the words in bold to their synonyms
Descriptor: -give correct answers
-1 point
Whiteboard Students Book Poster.
Give Ss time to complete the phrases. Then give Ss time to use them in sentences of their own based on the text.
Aim: to consolidate new vocabulary
practice method is used
to assess Ss writing
Exercise 6 Fill in
Descriptor: -give correct answers
-1 point
Whiteboard Students Book
7min
Give Ss time to find the main idea in each paragraph.
“ICT” Ask Ss to research on the internet and find out more information about arachnids.
“Think” Give Ss time to write a few sentences. Aim:toidentifythemainideas in the text; toexpand the topicbyresearching onlineandgive a presentation; toconsolidate informationinatextDifferentiation: digitalresources
Exercise 7
Find the main idea in each paragraph.
Descriptor: Give correct answers
-find interesting information connected with the theme.
2 points
Whiteboard Students Book Poster
End of the lesson.
Reflection
5min.
“Finger” method is used to find out was the lesson clear or not.
Ss show their knowledge according to the lesson
5 fingers- I understood 4 fingers -I have some questions
2 fingers-I need a help.
Aim: To know how many Ss got the theme. Efficiency:
Ss evaluate each other and encourage classmate with phrases like:
Well done! Brilliant! Good job! I like it!
Whiteboard Students Book
Ss can use our fingers to show how much do they remember. Differentiation: «Conclusion» method is used to finish the lesson.
Additionalinformation
Differentiation – how do youplan to give more support?Howdoyouplantochallengethe moreable learners?
Assessment – how are you planning to check learners’learning?
Health andsafety checkICT links
Students support each other.
More capable students will be given more challenging material to work with in order to allow them to be more challenged.
The students will be
supported by the teacher during independent work.
Successcriteria for readingtask
ICT
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
Use the space below to reflect on your lesson. Answer the most relevantquestionsfromthe box ontheleftaboutyour lesson.
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Summaryevaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Lesson Plan 3
Unit:5
Stress &Fear
Teacher’s name:
Date:
Grade:10
Number present: absent:
Theme of the lesson:
5BTopicvocabulary:fears&phobias
Learning objectives(s) that this lesson is contributing to:
10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics ;
Lesson objectives:
Alllearnerswillbeableto: know the vocabulary (understand )
Mostlearnerswillbeable to: know and use collocations with real&true Somelearnerswillbe ableto: know the usage of the vocabulary
