Lesson plan on the topic "What inspires the inspirational?"

Unit 3B: Imagination and Creativity (Content with Language)

School: NIS of Chemistry and Biology, Atyrau

Date:

Teacher’s name:

Head of Department: Bissengaliyeva A.M

Grade: 10

Number present:

absent:

Theme of the lesson: Lesson 15.What inspires the inspirational?

Learning objectives(s) that this lesson is contributing to

10.C6 organise and present information clearly to others

10.C9 use imagination to express thoughts, ideas, experiences and feelings

10.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics

10.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

Lesson objectives

SWBAT

All learners will be able to:

• Discuss the things that inspire them

• Answer the most of questions recognizing author’s opinion

• Find the people who refer to the given ideas

Most learners will be able to:

• Use correct vocabulary identifying the meaning of the words in the text

Some learners will be able to:

• Answer all questions recognizing author’s opinion

• Discuss the things that inspire them and answer additional questions completely

Language objectives

To practise students to use studied grammar and appropriate phrases in speech through different activities

Value links

To teach students to be culturally-minded following people who inspire them

Cross curricular links

GP, Psychology

ICT skills

Use of active board for playing audio

Previous learning

Unit Revision

Plan

Planned timings

Teacher activity

Learner’s activity

Differentiation

Resources

Introduction

5min

( W) Lead-in

1. Teacher greets the learners, announces learning objectives of the lesson and makes lesson input.

2. Teacher asks students to write what inspires them. Teacher writes model sentence on the board:

I am inspired by beauty. (C9)

Then, teacher mixes all papers and spreads to learners. Students should find the owner of this sentence by asking questions in ENGLISH. Teacher monitors that students speak English.

(W)Learners write one thing that inspire them in a card, and then they bring their words to the teacher. Teacher mixes all the paper up and asks learners to take one of them, and find the writer by asking questions.

Differentiation by task:

Most able learners are asked additional questions such as:

Why are you inspired by …?

How long have you been inspired by…?

Where do you get inspiration from?

Papers

Main part

10 min

15 min

5min

Main part

Pre-reading

Teacher draws a diagram of association in order to explain word family “inspiration”. Teacher elicits from learners words. For example: inspire, to be inspired, inspiration, inspirational, inspiring.

Students work in pairs. Teacher asks the following questions: What do you know about the people in the photo?

Where do you think they get their inspiration from?

Students try to answer the questions.

Reading the text

a) Students read the text quickly and check their ideas on the questions.

Students read the text again to find answers in Exercise 1c. If necessary, teacher helps some learners with unknown words. (R6)

Whole class feedback by the teacher.

Self-assessment.

b)Students search for person in the text who refers to the ideas in Exercise 1d.

Post reading

Students work with the text. They find the words in the text and choose the correct definition. (S7)

Students who finish faster than others will tell about Kevin Warwick and Graig David following the content of the text.

(P)Students work in pairs. Teacher asks the following questions: What do you know about the people in the photo?

Where do you think they get their inspiration from?

Students try to answer the questions.

Differentiation by task:

Most able learners are asked to make examples with these words.

Differentiation by support:

Less able learners are provided with translations of unknown words in L1.

EIM p.74, St.Book

Conclusion:

5 min

Reflection.

Teacher asks learners to put the main activities that they have done in the lesson looking at their importance. It means they have to reflect on what they have learned from the lesson.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able Ss?

Assessment – how are you planning to check learners’ learning?

Health and safety check

T monitors FA Listening.

Exercises for eyes in the middle of the lesson.

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