Жаукумова Камар Кайратовна

Unit:5
Teacher’s name:	Zhaukumova Kamar Kairatovna
Date:
Grade:10	Number present: absent:
Theme of the lesson:	CONDITIONALS
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; 10.6.7 - use if / if only in conditional structures use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics
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
Students with SEN:	Read the examples Write the structure of conditionals
Value links:	Respect each other, create friendly atmosphere

Plan:

Part of the lesson/Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Pre-learning «Brainstorming» method 12 min.	Check up home task by asking questions and give them jetton to divide in to 3 groups. 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 the ir possible answers. After that T introduces the aim and theme of the lesson.	Questions: Is Stress bad or good for you? Which type of intelligence do you think best describes you? Why? Which side of your brain do you think is dominant? Why? 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: 2points Encourage Ss who answer the questions	Jetton Whiteboard Students Book
Middle of the lesson Group work Presentation part. 10 min.	TASK 1. T give and direct Ss attention to the material. Give Ss time to fill the graphic organizers and present to the class.	Read the material and fill the table. Present to the class	-Comprehend the material - Present the work fluently - Fill the table correctly 3 points Student with SEN – read the poster	Scaffolding material Students Book Graphic org.

	Aim: to present the types of conditional sentences.
Group work 5 min	TASK 2. T give for each group picture and ask Ss to determine which type belongs to and make sentences. Then elicit how types of conditional sentences differs from each other. Aim: to present how to change conditionals. Efficiency: Develop their writing skills.		Read the sentences on given picture and make sentences.	Descriptor: -Identify type of sentences correctly -make sentences correctly 2points Student with SEN – read the sentences – 2 points	Whiteboard Picture Students Book
Pair work 8 min.	TASK 3. Explain the task and give Ss time to complete it. Aim: to practice conditionals		Exercise 3. Complete the gaps.	Descriptor: - complete sentences correctly 2points Students with SEN – rewrite the sentences – 2 point	Whiteboard Cards
Individual work 5 min.	TASK 4. Ask Ss to follow the link and answer the questions. Aim: consolidate the acquired knowledge.		Choose the best answer for questions.	Descriptor: -choose 2 correct answers - 1 point -choose 3 correct answers –2points -choose 5 correct answers –3points Total: 3points	Whiteboard https://www.educaplay.com/user/10368925-kamar/
End of the lesson. Reflection 5 min.	The “Human brain” method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by choosing a mark and responding to questions. Hometask		Ss choose the mark for themselves and 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!	Cards Students Book
Additional information
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		The teacher and students will give brief feedback.			ICT

order to allow them to be more challenged. The students will be supported by the teacher during independent work.
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?