472 бұйрығы бойынша
Use the space below to reflect on your lesson. Answer the most relevant
10grade-3term aspect
- Бұл бет үшін навигация:
- Summary evaluation
- All learners will be able to
- Part of the lesson/Time Teacher’s activity Student’s activity
- Pre-learning «Brainstorming»
- Middle of the lesson
- «Librarian»
- Speaking”
- 7 min. Explain the task and give Ss time to complete it Aim
- 5 min. Explain the task and give Ss time to complete it Aim
- Additional information Differentiation – how do you
- Assessment – how are you planning to check learners’ learning Health and safety check ICT links
- Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
- 5C Passive Voice
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If not, why? |
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Did my planned differentiation work well? |
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Did I stick to timings? |
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What changes did I make from my plan and why? |
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Summary evaluation | |
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What two things went really well (consider both teaching and learning)? | |
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2: | |
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What two things would have improved the lesson (consider both teaching and learning)? | |
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2: | |
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What have I learned from this lesson about the class or individuals that will inform my next lesson? | |
Lesson Plan 4
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Unit:5 |
Stress &Fear |
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Teacher’s name: |
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Date: |
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Grade:10 |
Number present: absent: |
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Theme of the lesson: |
5b Feelings |
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Learning objectives(s) that this lesson is contributing to: |
10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 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 - use a variety of prepositional phrases before nouns and adjectives; use a number of dependent prepositions following; nouns and adjectives and a variety of - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics |
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Lesson objectives: |
All learners will be able to: know the usage of vocabulary Most learners will be able to: know how to form words, prepositional phrases Some learners will be able to: vocabulary, word formation, use idioms |
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Value links: |
Respect each other. |
Plan:
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Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
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Beginning of the lesson Pre-learning «Brainstorming» method |
Revision of previous lessons materials with the help of the teacher. Differentiation: T asks different questions |
Questions: 1.explain the word “fear” 2 make examples with words true and real. |
Descriptor: -answer the 1st- question - answer the 2 nd- question. |
Whiteboard Cards Students Book |
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10 min. |
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. |
Aim: Revise the previous lessons material. Efficiency: Ss refresh their mind before starting new theme. |
Total: 1point Encourage Ss who answer the questions |
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Middle of the lesson Presentation part. 10 min. |
Give Ss time to complete the task. Refer Ss to the word list at the back of their books and give them time to look up the meaning of the adjectives. Aim: to present new vocabulary Differentiation: «Librarian» method is used to develop their vocabulary knowledge. |
Exercise 7 Choose the correct word |
Descriptor: -give right answer - pronounce words correctly 2 point |
Whiteboard Students Book Poster |
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“Speaking” elicit answers from Ss around the class. Aim: to consolidate new vocabulary through personal examples Differentiation: Verbal support |
Exercise 8 When did you last feel anxious, nervous, dizzy? Tell your partner. |
T praise active Ss with phrases such as: “Good job! Well done!” | ||
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8 min. | Explain the task and give Ss time to complete it. Elicit which idiom the picture shows and whether there are any similar idioms in Ss’L1 Give Ss time to form sentences using the idioms Aim: to practice idioms in context -to practice using idioms Differentiation:practice method is used to assess Ss writing |
Exercise 9a,b Fill in…. Make your own sentences using idioms |
Descriptor: -choose the right answer -make sentences without mistakes 2point |
Whiteboard Students Book |
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7 min. |
Explain the task and give Ss time to complete it Aim: to practice phrasal verbs |
Exercise 10 Choose the correct preposition |
Descriptor: -choose the right answers Total: 1point |
Whiteboard Students Book Poster |
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Read the table aloud to Ss and explain any points they unsure of providing extra examples if necessary. Explain the task and give Ss time to complete it Aim: to practice word formation Efficiency: to develop writing skills Differentiation:practice method is used to assess Ss writing |
Exercise 11 Form negative adjectives from the words in brackets |
Descriptor: - make words correctly Total: 2point |
Whiteboard Students Book | |
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5 min. |
Explain the task and give Ss time to complete it Aim: to practice phrasal |
Exercise 12 Fill in… |
Descriptor: - complete sentences |
Whiteboard Students Book |
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verbs with Keep |
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correctly Total: 2point |
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End of the lesson. Reflection 5 min. |
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 | |
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Additional information | |||||
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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 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 | |||
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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. | ||||
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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)? | |||||
Lesson Plan 5
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Unit:5 |
Stress &Fear |
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Teacher’s name: |
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Date: |
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Grade:10 |
Number present: absent: |
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Theme of the lesson: |
5C Passive Voice |
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Learning objectives(s) that this lesson is contributing to: |
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 10.6.8 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics 10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , 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 |
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Lesson objectives: |
All learners will be able to: know, understand the rule Most learners will be able to: answer the questions Some learners will be able to: make own examples, rewrite sentences |
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Value links: |
Respect each other, create friendly atmosphere |
Plan:
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