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Байланысты:
10grade-3term aspect

Additionalinformation

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?		Assessment – how are you planning to check learners’ learning?				Health and safety check ICT links
Students will 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	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
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?
Summary evaluation
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 6

Unit:5	Stress &Fear
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	5C. Reflexive/Emphatic pronouns
Learning objectives(s) that this lesson is contributing to:	10.6.8 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics; 10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics; 10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of 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; 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;
Lesson objectives:	All learners will be able to: answer the questions Most learners will be able to: use the grammar correctly Some learners will be able to: make their own examples
Value links:	Respect each other.

Plan:

Part of the lesson/Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Pre-learning «Brainstorming»	Revision of previous lessons materials with the help of the teacher. Differentiation:	Questions: 1.What is the best way to avoid stress? 2.Tell the rule of	Descriptor: -answer the 1st- question - answer the 2 nd-	Whiteboard Cards

method 10 min.	“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.	Passive Voice Aim: Revise the previous lessons material. Efficiency: Ss refresh their mind before starting new theme.	question. Total: 2points Encourage Ss who answer the questions	Students Book
Middle of the lesson Presentation part. 12 min.	Explain the task and read out the example. Aim: to practice changing from the active to the passive Differentiation: practice method is used to assess Ss writing	Exercise 5 Rewrite the sentences in the passive	Descriptor: -write sentences correctly 1 point	Whiteboard Students Book
	Explain the task and read out the example. Then give Ss time to complete it. Aim: to practice the passive Differentiation: practice method is used to assess Ss writing	Exercise 6 Rewrite the headlines as the complete sentences	Descriptor: -write sentences correctly 2 points	Whiteboard Students Book
10 min.	As Ss to read the joke and the theory and then elicit answers to the questions with reasons. Aim: To present reflexive/emphatic pronouns	Exercise 7 Read the joke and answer the question	Descriptor: -give correct answers 1 point	Whiteboard Students Book Poster
10 min.	Explain the task and give Ss time to complete it Aim: to practice reflexive/emphatic pronouns Efficiency: Develop their writing skills. Differentiation: practice method is used to assess Ss writing	Exercise 8 Fill in the correct pronouns	Descriptor: - choose correct answer Total: 2points	Whiteboard Students Book Poster
8min	“ICT” Ask Ss to research on the Internet and find out some more ways to fight stress and overcome fears. Aim: to consolidate the passive Differentiation: digital resources	Exercise 9 Find some more ways to fight stress. Use the passive.	-using vocabulary -make sentences correctly -find interesting information connected with theme 2 points	Whiteboard Students Book Poster
End of the lesson. Reflection 5 min.	“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	Ss evaluate each other and encourage classmate with phrases like: Well done!	Whiteboard Students Book

		some questions	Brilliant! Good job!
		2 fingers-I need a	I like it!
		help.
		Aim: To know how
		many Ss got the
		theme.
		Efficiency:
		Ss can use our fingers
		to show how much do
		they remember.
		Differentiation:
		«Conclusion»
		method is used to
		finish the lesson.
Additional information
Differentiation – how do you plan	Assessment – how are you planning to check learners’			Health
to give more support? How do	learning?			and safety
you plan to challenge the more				check
able learners?				ICT links
Students will work in groups and 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 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?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation
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 8

Unit:5	Stress &Fear
Teacher’s name:
Date
Grade:10	Number present: absent:
Theme of the lesson:	5D Skills
Learning objectives(s) that this lesson is contributing to:	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; 10.2.5 -recognise the attitude or opinion of the speaker(s) 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; 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics 10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics 10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;
Lesson objectives:	All learners will be able to: answer the questions Most learners will be able to: summarise a text Some learners will be able to: write a diary entry
Value links:	Respect each other.

Plan:

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