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Ок
Материалдың қысқаша нұсқасы
Short term plan: term 3
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Unit: 5 Stress and Fear |
Lesson 49 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Fears |
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Learning objectives |
10.1.3.1 - respect differing points of view; 10.3.2.1 - ask and respond to complex questions to get information about a wide range of general and curricular topics; 10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; |
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Lesson objectives |
Learners will be able to: - introduce the topic and new vocabulary - introduce new vocabulary in context |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:61 • Direct Ss' attention to the pictures A-E and the graph and give Ss time to match them. Elicit answers from Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 61 • Give Ss time to choose the correct words and then ask Ss to check their answers by looking up the meanings of the words in the Word List at the back of the book. Ex: 3 P: 61 • Ask Ss to talk in pairs about which situations make them feel the most uncomfortable. Ask some pairs to tell the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the bar graph. ANSWERS A-closed spaces B-storms C-flying D-open water E-animals/bugs • Learners choose the correct word. ANSWERS 1 sick, shake 2 bite, freeze 3 sweat 4 hide 5 attacks • Learners answer the question. Tell your partner. ANSWERS I feel uncomfortable at great heights. I feel a bit scared that I will fall. I also feel uncomfortable near bugs. I think they will bite or sting me. |
Descriptor: - look at the bar graph. - match them Total: 2 point
Self assessment Descriptor: - choose the correct word. - check their answers Total: 2 point Descriptor: - answer the question. - tell your partner. - check their answers Total: 3 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 5 Stress and Fear |
Lesson 50 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Stress and Fear Arachnophobia |
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Learning objectives |
10.4.4.1 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 10.4.9.1 - recognize inconsistencies in argument in extended texts on a wide range of general and curricular topics; 10.3.2.1 - ask and respond to complex questions to get information about a wide range of general and curricular topics; |
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Lesson objectives |
Learners will be able to: - introduce key vocabulary from a tex - read for gist comprehension (matching headings to paragraphs) - consolidate information in a text |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals. Lead – In
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The aim: Бұл материал сайт қолданушысы жариялаған. Материалдың ішінде жазылған барлық ақпаратқа жауапкершілікті жариялаған қолданушы жауап береді. Ұстаз тілегі тек ақпаратты таратуға қолдау көрсетеді. Егер материал сіздің авторлық құқығыңызды бұзған болса немесе басқа да себептермен сайттан өшіру керек деп ойласаңыз осында жазыңыз Short term
plan: term
3 Unit: 5 Stress and
Fear Lesson 49 Teacher name: Date: Grade:
10 Number
present: absent: Lesson
title Fears
Learning objectives 10.1.3.1 - respect differing points of view; 10.3.2.1 - ask and respond to complex questions to get
information about a wide range of general and curricular
topics; 10.5.2.1 - use a growing range of vocabulary, which
is appropriate to topic and genre, and which is spelt
accurately;
Lesson objectives
Learners will be able
to: - introduce
the topic and new vocabulary - introduce new vocabulary in
context
Plan Stages /
Time Teachers
actions Students
actions Assessment
criteria Resources Beginning of the
lesson Warming-up 3
min. Pre-learning «Brainstorming»
method 7 min. Organization moment
: 1.Greeting. Ask about the
weather.
The teacher sets the lesson objectives, letting students
know what to anticipate from the
lesson. Warming
up Where are you
from? How old are
you? What color is
it? How many students are there in
class? What day of the week
today? Lead –
In The aim: To develop
pupils speaking skills and create friendly
atmosphere Efficiency: By wishing
each other they feel better and feel the support of
others Students
of the class are listed. Students' attention is drawn to the
lesson. Students
say different words from the
picture •Learners remember previous lesson
vocabulary •Learners answer the
questions The teacher to assess learners for their
ability. “Good job! Well done!” Formative
Assessment Good
job! Descriptor: - remembers the lesson
passed Point 1 Assessment
criteria make basic statements related to personal information,
people and objects Pictures worksheet Picture Middle of the
lesson Presentation
part. 30
min Ex:1
P:61 •
Direct Ss'
attention to the pictures A-E and the graph and give Ss time to
match them. Elicit answers from Ss around the
class. Differentiation: «Verbal
support» method is
used to help Ss use new words in the
sentences. Ex: 2
P: 61 •
Give Ss
time to choose the correct words and then ask Ss to check their
answers by looking up the meanings of the words in the Word List at
the back of the book. Ex: 3
P: 61 •
Ask Ss to
talk in pairs about which situations make them feel the most
uncomfortable. Ask some pairs to tell the
class. Conclusion during the
lesson some tasks differentiated by outcomes of the students and by
their abilities.
• Learners
look at the bar graph. ANSWERS A-closed spaces B-storms C-flying D-open water E-animals/bugs • Learners choose the correct
word. ANSWERS 1 sick, shake 2 bite, freeze 3 sweat 4 hide 5 attacks • Learners answer the question. Tell your
partner. ANSWERS I feel uncomfortable at great heights. I feel a
bit scared that I will fall. I also feel uncomfortable near bugs. I
think they will bite or sting me. Descriptor: - look at the bar
graph. - match
them Total: 2 point
Self
assessment Descriptor: - choose the
correct word. - check their
answers Total: 2 point Descriptor: - answer the
question. - tell your
partner. - check their
answers Total: 3 point -Make CCQ
questions Yes / No Total: 1 point Total: 10 point Card Worksheet Students
book End of the
lesson 5
min FEEDBACK Learners provide feedback on what they
have learned at the lesson. Ex:
P: Home
task: Write the days Poster
Success Short term
plan: term
3 Unit 5 Stress and Fear Lesson 50 Teacher name: Date: Grade:
10 Number
present: absent: Lesson
title Stress and Fear
Arachnophobia
Learning objectives 10.4.4.1 - read a wide range of extended fiction and
non-fiction texts on familiar and unfamiliar general and curricular
topics; 10.4.9.1 - recognize inconsistencies in argument in
extended texts on a wide range of general and curricular
topics; 10.3.2.1 - ask and respond to
complex questions to get information about a wide range of general
and curricular topics; Lesson
objectives
Learners will be able
to: - introduce key vocabulary from a tex - read for gist comprehension (matching headings
to paragraphs) - consolidate
information in a text
Plan Stages /
Time Teachers
actions Students
actions Assessment
criteria Resources Beginning of the lesson Warming-up 3
min Pre-learning «Brainstorming»
method 7
min. Organization moment
: 1.Greeting. Ask about the
weather.
The teacher sets the lesson objectives, letting students
know what to anticipate from the
lesson. Warming
up Where are you
from? How old are
you? What color is
it? How many students are there in
class? What day of the week
today? Ask a few pupils to stand up and stand in a row.
Ask the rest of the class questions to revise the
ordinals. Lead –
In The aim: | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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