The template for the lesson.6-A form.

School#5 Pavlograd. Ukraine.
Vasyl Syzko/ Project.
Планирование и Проектирование урока английского языка.
http://happyschoollife01.blogspot.com/2015/09/blog-post.html

Activity name
Name, Surname	Vasyl Syzko. Pavlograd. Ukraine.
Brief description of context, location and time (size of classroom, facilities/resources available, time of day, lesson length, etc) – 50 words maximum	Six form-A. 12 pupils. Textbook- O.Karpiuk.( pages 17-21) 2013. Aston. The topic of the lesson is Family and Friends. Lesson 6. September 18-th. Friday. The first part of the day. Lesson#1 (8.00-8.45.) Length time-45 minutes.
Brief description of learners (how many, age, level, etc) – 75 words maximum	Learners of the 6-th form have been learning the English language for 6 years since the 1st form they came to school. There are 12 pupils in this group. They are 12-13 years old, have relevant language skills as for their age. The students can talk on the proposed topic in simple sentences, ask and answer questions on the topic they study. Pupils can understand the information they listen to and read about. They can find necessary information in the text and write a short story or a letter in English.
Learning outcomes	By the end of the lesson students will be able to: use the  the Present Simple and the Present Continuous to talk about Family and Friends, ask and answer guestions on the topic “Family” using the Present Simple and the Present Continuous, put wh-questions to learn something.
Materials and references used	A textbook, some pictures which describe every day activities of 6-th form learners. A workbook. A flashboard. Flashcards. The internet recourses:  http://happyschoollife01.blogspot.com/2014/03/english-language-programme-for-senior.html http://happyschoollife01.blogspot.com/2013/06/blog-post.html

Lesson procedure
Time	Teacher activity	Learner activity	Interaction	Stage aim
2min	Greet the learners and ask them about their weekend and everyday activities using target language. Informs students about the topic of the lesson and learning outcomes.	Students greet the teacher. Greet each other and ask each other about their weekend and everyday activities.	T-S, S-S	To build a rapport and get learners thinking in English. To check students’ general knowledge, predict the topic of the lesson. understand the tasks.
2 min.	Gives instructions about reading the text and checks for understanding. Walks around, monitors the activity of reading, provides help if necessary.	Read the text about Rick, find  the Present Simple of the verbs from the text (go, live, like, have, do.)	S. S-S.	to skim the story for specific and general information, develop ability to read and understand authentic texts.
5 min.	Divides learners into groups. Gives instructions to do the test using the Present Simple. Walks around, monitors the performance.	Complete the sentences about Rick, use the Present Simple of the verbs from the box (go, live, like, have, do.) Fill in the wh-questions with auxiliary verbs.	S. S.S.S.	to practice vocabulary, to recognize and use   the Present Simple.
4 min.	Gives instructions, makes students remember the rules of the Present Simple formation. Shows flashcards.	Complete the text about Rick with   Present Simple the third form of the verbs in brackets.(The test).	S. Group work as a project.	To identify the characteristic features of Present Simple. To share learners’ ideas and find common categories.
3 min.	Gives instructions, makes students remember the rules of the Present Simple and Present Continuous formation. Shows flashcards and tables of tenses. Uses Internet recourses.	Look at the exercise in the textbook and analyze the visible similarities and differences between the categories.( takes- is taking ). The time of action.	S-T. Pair work. Group work.	To discern the categories. Analyze and express their points of view.
5 min.	Gives instructions how to do the exercise in the textbook choosing the correct tense form  of the verbs in brackets. Makes sure that the pupils do the task correctly. An activity a letter to a teacher as a game was used.	Choose the correct tense form and write the sentences in their copybooks. Provide their suggestions and the group leader counts the possible variants.Group work letter.	S-S-S.	To share their background knowledge on the grammar topic.
3.5 min	Gives instructions how to do the test on using wh-guestions in the sentences. Challenges students to practice grammar and develop skills for analyzing and summing up.	Fill in the blanks with a), b), or c).  Analyzing and summing up the rule of wh-questions usage. e.g. …do you live? – in the city.  a) What b) When c) Where	S.S.S.	To develop the students’ ability to form wh-questions and do the tests correctly.
3.5 min	Gives instructions how to do the test on choosing the correct answer. Challenges students to practice vocabulary and  grammar and develop skills for analyzing and summing up.	Fill in the blanks with a), b), or c).  Analyzing and summing up the vocabulary and correct grammar form. e.g. Listen! Someone… the piano. a) play b) plays c) is playing	T-S1, S-2, S3,... Whole class.	To develop the students’ ability  to do the test on choosing the correct answer,  to practice vocabulary and  grammar and develop skills for analyzing and summing up.
4 min	Assessment and Summarizing. Explains criteria and evaluates students’ work at the lesson, their participation in the class activities. Gets feedback on  the rules of the Present Simple and Present Continuous formation.	In groups students do self- assessment and evaluate the work of each one and contribution in class and group work.	T-S.T-CL. S-S.	To give understanding of language knowledge and achievements of learners.
3 min.	Assigns the home task: Complete the text with  Present Simple or Present Continuous. Write the sentences in  Present Simple or Present Continuous.	In groups, learners sum up the content of the lesson.	T- Whole class.	To sum up the content of the lesson.

Post-lesson reflection on the activity
What went well? Why? Did you and your students achieve what you wanted to achieve? Note down several things you are proud of about this activity. Why did it feel good? Did your learners enjoy this activity? Why? Were all the learners involved? Did it suit your learners’ learning styles?	During the lesson I used Learner Centred Classroom approach taught by Kate Cory-Wright. By the end of the lesson students used the Present Simple and the Present Continuous talking about averyday activities, ask and answer questions on the topic “Family” using the Present Simple and the Present Continuous, put wh-questions to learn about everyday activities. They Completed a letter to a teacher as a game. The learners produced the group letter about  everyday activities they usally do. All the students were involved because all of them should make up and add  a sentence to a letter. They also  developed the ability to form wh-questions and do the tests correctly, ability  to do the test on choosing the correct answer,  to practice vocabulary and  grammar and develop skills for analyzing and summing up. The Learnerscould  identify the characteristic features of Present Simple and Present Continuous, share their ideas and find common categories. I think all  the students enjoyed that activity at the lesson because they worked in a group and helped each other to learn the material.
What didn’t go well? Why? Is there anything that you didn’t achieve (activity)? Can you identify any points where your instructions could have been clearer? Was the time used efficiently? Were there any points where you felt awkward or uncomfortable? If so, why?	There was the activity when the learners found difficulty in using Present Simple not Present Continuous for the verbs: feel, see, hear, like, love, hate ets. Because they can listen to songs where the words are used in Continuous aspect, like: I am feeling sad… So my instructions should be clearer, but we do not have much time at the lesson. Next time I will pay more attention to this phenomenon. I think the time at the lesson for the activity was used efficiently because the task was done well and thanks to group work all the students were involved into the lesson activities and learned the material.
What changes will I make next time? Why? If you taught the same activity again, what would you do the same? What would you do differently? What have you learned about this activity?	I would organize the activity at the lesson in the same way. I would like to use a computer lab to make students write a letter to a teacher  individually on the computer and make the program evaluate the learners achievements.

The template for the lesson.
3-d form- B. School#5 Pavlograd. Ukraine.

 Vasyl Syzko/  Project.
Планирование и Проектирование урока английского языка.

http://happyschoollife01.blogspot.com/2015/09/blog-post.html

Activity name
Name, Surname	Vasyl Syzko  Pavlograd.
Brief description of context, location and time (size of classroom, facilities/resources available, time of day, lesson length, etc) – 50 words maximum	Third form –B. 16 students. A text-book Pupil’sbook by Oksana Karpiuk 3-d form and Workbook are used. The fist part of the Day- Tuesday the 13th of November, the3-d lesson 9.55 to 10.40. Length time – 45 minutes.
Brief description of learners (how many, age, level, etc) – 75 words maximum	Learners of the 3 form have been learning the language for the period of 3 years, from the 1st form. There are 16 students in a group. They are 8-9 years old and have good language skills as for their age. All of them can read and speak on the suggested topic in the book. They understand the teacher speaking in English, they can rewrite short stories using an example from the book or Workbook.
Learning outcomes	By the end of the lesson students will be able to: tell what they like and don’t like using the phrases like: I don’t like watching cartoons. I like reading. Use the appropriate structures "I don’t like watching cartoons. I like reading"  to talk with a friend. Describe the picture in the book using the appropriate structures and word- combinations and vocabulary.. Make up sentences with the appropriate structures and tell the story: "I don’t like watching cartoons. I like reading."
Materials and references used	A textbook, some pictures which describe every day activities of 3-d form learners. A workbook. A classbord.

Lesson procedure
Time	Teacher activity	Learner activity	Interaction	Stage aim
3 min	e.g. Greet the learners and ask them about what they like to do at school and at home.	Greet each other and ask each other about likes and dislikes. Use the question: What do you like?	e.g. T-S, S-S	e.g. To build rapport and get learners thinking in English
2 min	Introduce new words and word- combinations about everyday activities of students.	Learners listen and repeat word combinations after the teacher and then after the top students in the class, watching the pictures.	T-SS, S-S.	Respond appropriately to speaker’s attitude. Remember the words and word- combinations.
5 min	Reads the dialogue with the appropriate structures and word- combinations, uses the picture to demonstrate the action in the dialogue.	Listen to the dialogue, watch the picture   and try to say what they understood.	T-S, S-T, S-S.	Understand main idea and identify relevant information in formal talks.
5 min	Makes students follow and read the pronunciation of some sounds  relevant and  appropriate to the task of the lesson.	Follow and read the sounds and the words in their textbooks.	S-T, S-S, S-.	Produce clear pronunciation of words, sentences.
5 min	Checking up homework( Part 1)	Learners read the sentences- questions  they make up at home by the example using the structure: Do you like to play? Can you play?	S-Class, S-S.	Correct grammar structures and correct reading.
5 min	Checking up homework ( Part 2)	Learners read the sentences from their workbooks with the structures: I like playing computer games. I can play chess.	S-Class, S-S.	Prepare the learners to speaking. Offer opinions on content.
3 min	Reads the sentences with the structures: : I don’t like watching cartoons. I like reading. Demonstrates pictures.	Listen to the teacher and read the sentences.	T-SS. S-T. S-S.	Understand authentic text. Practicing  the  appropriate structures and word- combinations.
5 min	Explains the task in writing. Match and write.	Match and write words in word- combinations. e.g. To play- chess.	S. S. S.	Fill in forms with  appropriate structures and word- combinations
5 min	Encourages the students to talk about every day activities using appropriate structures and word- combinations.	Talk with a friend using appropriate structures and word- combinations:   I don’t like watching cartoons. I like reading.	S-S.	React to and respond appropriately to speaker’s attitude.
4 min	Assessment and Summarizing. Explains criteria and evaluates students’ work at the lesson.	Self-assess appropriately.	T-CL. T-S.	To give understanding of language knowledge and achievements of learners.
3 min	Homework explanation.	Listen and understand.	T-CL.	To explain the way of doing homework.

Post-lesson reflection on the activity
What went well? Why? Did you and your students achieve what you wanted to achieve? Note down several things you are proud of about this activity. Why did it feel good? Did your learners enjoy this activity? Why? Were all the learners involved? Did it suit your learners’ learning styles?	I think we achieved the goals of the lesson. Each student worked well. I admit the skills and concepts applied on the pupil’s page are developed first through oral language expression. I am proud of my students interested in learning English as I myself like it very much.  All the skills in this unit are auditory and visual skills that have been introduced reviewed and evaluated in the previous forms and level of the program. All the students learned the material well and have good memory to remember the learning material. So they enjoyed the activity at the lesson. They like to speak about their every day activity and they like to boast they can do in real life. More over they do like to say it in English. I am sure all the students developed their Language and study skills and learned appropriate structures and word- combinations of the lesson got language knowledge and the activity suited to my learner’s learning style.  The activity "warmers"  "Language chunk" was used. Little Learnes understand the language chunk in the context of the situation.One by one learners had to tell what they like and what they do not like.The winner was the one who had told the most sentences in a game.The activity was enjoyed greatly and all the students were involved. The result was great. All kids had learnt the structures by the end of the lesson.
What didn’t go well? Why? Is there anything that you didn’t achieve (activity)? Can you identify any points where your instructions could have been clearer? Was the time used efficiently? Were there any points where you felt awkward or uncomfortable? If so, why?	While doing speaking activity there was a little contradiction and difference between Spoken Interaction and Spoken Production. In this way my instructions should be more particular and clear. Firstly I should pay more attention to Spoken Production. The activity "warmers"  "Language chunk" was used. But not all children knew the names of everyday activities. So next time I should bring the pictures to the class and make students choose the ones they know to involve the kids into activity and reach the results better.
What changes will I make next time? Why? If you taught the same activity again, what would you do the same? What would you do differently? What have you learned about this activity?	If I taught the same activity again I would do the same according to lesson plan. While reading the dialogue with the appropriate structures and word- combinations I would  use the picture to demonstrate the action in the dialogue and introduce the role-play by the students. I think it makes the understanding and implementation of the material better. The activity "Warmers" involves all the learners and helps to remember the learning material bettet.