LESSON: Module 6 Lesson 5 School: 120

Writing an article

Date: 10/02/2023 Teacher’s name: Seiitzhan Zh., Amiralieva A, Kaldar A

CLASS: 10а Number present: absent:

Learning objectives 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;
10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;

Lesson objectives All learners will be able to: use the grammar correctly
Most learners will be able to: identify determiners
Some learners will be able to: make their own examples

ICT skills Audio-visual skills, working with URLs

Assessment criteria Students can reflect on all the past topics of the previous module and analyze their mistakes

Previous learning Multiple Intelligence Theory

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning of the lesson Revision of previous lessons materials with the help of the Questions: Descriptor: Whiteboard

Pre-learning teacher. 1 What does interpersonal intelligence mean? -answer the 1st-question Cards
«Brainstorming» method Differentiation: “verbal support” 2 What does the professor mean by “one-size-fits- - answer the 2 nd-question. Students Book
Team work T asks different questions connected with the theme and tries to all”? Total: 2points

10 min. help Ss to give the correct answer. T asks leading questions to Aim: Revise the previous lessons material.

clarify the theme to the Ss who needs T support. Efficiency: Ss refresh their mind before starting Encourage Ss who answer the

Ss give their possible answers. After that T introduces the aim and new theme. questions

theme of the lesson.

Middle of the lesson Give Ss time to prepare their answers. Exercise 1 underline the key words then answer Descriptor: Whiteboard

Presentation part. Aim: to analyze a rubric the questions -find correct answers Students Book
-give correct answers Poster
7 min. Total: 2 points

5 min Give Ss time to read the model and match the contents A-D to the Exercise 2 Descriptor: Whiteboard

paragraphs. Read the model and do task for matching -match paragraph correctly Students Book

Aim: to match paragraphs to content Poster

Differentiation: practice method is used to assess Ss writing Total: 2points

8 min. Read the Study Skills box aloud. Exercise 3 Descriptor: Whiteboard

Aim: to select an appropriate title Read the possible titles aloud and give Ss time to -write sentences without Students Book
Differentiation: practice method is used to assess Ss writing read the model again and decide which is the mistakes

most appropriate.

Total: 2 points

10min. Read the Study Skills box aloud. Exercise 4 Descriptor: Whiteboard

Give Ss time to read the model and complete the table with the Complete the table with the words in bold. -write correct answers Students Book
correct words. Encourage Ss to look up the meaning of any words poster
they are unsure of in their digital dictionaries. Total: 2 points

Differentiation: Digital resources

End of the lesson. The One-Minute Papers method was used as a reflection. It Ss answer the questions like: What is the most Ss evaluate each other and Whiteboard

Reflection provides the opportunity to the students to provide a quick important issue discussed today? encourage classmate with Students Book

5 min. reflection on what they learned by responding to questions. What did you find difficult to comprehend? phrases like:

What are some questions you would like to Well done! Brilliant! Good job!
 explore further? I like it!

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.

Additional information

Differentiation – how do you plan to give more support? How do you plan Assessment – how are you planning to check learners’ Health and safety check
to challenge the more able learners? learning? ICT links

● Students will support each other. Students will be assessed through

ICT links
● More capable students will be given more challenging material to
work with in order to allow them to be more challenged.
- questioning

 The students will be supported by the teacher during independent

- discussing

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 orachievements/difficulties of individuals that will inform my next lesson?