Aim: To know how many Ss got the theme. Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance 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!
after-reading activity creating and sharing sentences with new vocabulary
ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Usethe space belowtoreflectonyour lesson.Answer themostrelevantquestionsfromtheboxontheleftaboutyour lesson.
Learning objectives(s) that this lesson is contributing to:
10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics;
10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics;
10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics
Lesson objectives:
Alllearnerswillbe ableto: answer the questions
Mostlearnerswillbe able to: to identify functional language
Somelearners willbe ableto: identify and replace remarks
Value links:
Respect each other.
Plan:
Part of thelesson/Time
Teacher’sactivity
Student’sactivity
Assessment
Resources
Beginningofthelesson Pre-learning «Brainstorming»method 10 min.
Revision of previous lessons materials with the help of the teacher. Differentiation:“verbalsupport” 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: 1 What did you learn about social anxiety? 2 How can someone beat the phobia?
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.
Total: 1point
Ask Ss to read the rubric. Elicit which are the key words and ask Ss to underline them. Give Ss time to answer the questions.
Aim: to analyze a rubric
Exercise 1 Read the rubric below and underline the key words then answer the questions
Descriptor: -find correct answers
-give correct answers
1 point
Whiteboard Students Book Poster
Give Ss time to read the model and match the contents 1-3 to each paragraph A-C
Exercise2 match the contents 1-3 to each paragraph A-C
Descriptor: -choose the right answers
1 point
Whiteboard Students Book
Aim:to read a model essay and match paragraphs to content
Give Ss time to read the model and find the answers to the questions. Aim: to read for specific information
Efficiency: to develop their reading & speaking skills
Differentiation: Verbal support
Exercise 3 Answer the questions
-find correct answers 1point
Whiteboard Students Book
Elicit which words in bold
Exercise 4 a,b
Descriptor: -Give correct answers
-replace with correct words Total: 2points
The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.
Ss answer the questions like: What is the most important issue discussed today?
What did you find difficult to comprehend?
What are some questions you would like to explore further?
Aim: To know how many Ss got the theme.
Efficiency: To make appropriate modifications that would enhance
students’ learning engagement and performance 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!
Whiteboard Students Book
Additionalinformation
Differentiation – how do you planto give more support? How do youplan to challenge the more ablelearners?
More capable students will be given more challenging material to work with in order to allow them to be
more challenged.
The teacher and students will give brief feedback.
ICT
The students will be supported by the teacher during independent work.
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Usethe space belowtoreflectonyour lesson.Answer themostrelevantquestionsfromthe box ontheleftaboutyour lesson.
Learning objectives(s) that this lesson is contributing to:
10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;
10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics;
10.6.6 - use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics;
Lesson objectives:
Alllearnerswillbeableto: give an advice
Mostlearnerswillbeable to: answer the questions
Somelearnerswillbe ableto: write an email of advice
