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.