The template for the lesson.8-th 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. School#5. Pavlograd. Ukraine.
Brief description of context, location and time (size of classroom, facilities/resources available, time of day, lesson length, etc) – 50 words maximum	Alla Nesvit. English. 8-th form. 2008. The topic- Mass Media: the Press. Lesson #1-2. The age of Information.              pp.8-11. The 8-th form students. School#5. Pavlograd. Ukraine. 12 students in a class. The first part of the day. 8:55-9:40. 45 minutes. September the 3-d.
Brief description of learners (how many, age, level, etc) – 75 words maximum	Learners of the 8-th form have been learning the English language for 8 years since the 1st form they came to school. There are 12 pupils in this group. They are 13-14 years old, have relevant language skills as for their age. The students can talk on the proposed topic, 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 story or a letter in English.
Learning outcomes	By the end of the lesson students will be able to: talk about the mass media, and what it presents, where the information comes from; ask questions and present information about modern means of communication; say which modern electronic and print media people use every day; read and understand the language of a newspaper; write a list of questions about the press.
Materials and references used	Alla Nesvit. English. 8-th form textbook. 2008. Mind map poster. Pictures of modern means of communication. Computer and a disk with the texts to a textbook.

Lesson procedure
Time	Teacher activity	Learner activity	Interaction	Stage aim
3min	Greet the learners using target language and asks them about modern means of communication they use in everyday life.	Students greet the teacher. Greet each other and ask each other about modern means of communication. Give their guesses as to the questions under discussion.	T-S, S-S	To build a rapport and get learners thinking in English on the subject. Check their general knowledge and predict the topic of the lesson.
7 min	Presenting Topical Vocabulary. Divides learners into groups. Distributes pictures. Challenges them to come up with as many means of communications as possible. Ex.1p.8.	Students provide their suggestions and the group leader counts all possible variants of ideas. Discuss the ideas in groups.	T. Groups.	To share their background knowledge on the topic, introduce their scope of vocabulary and linguistic repertoire.
5 min	“Running experience action” activity. Presents a poster “Mind map” and suggests to add ideas to the list on the topic “Where does the Information come from?. Gives instructions, checks for understanding. Walks around, monitors the activity. Ex2. P9.	Look at the poster mind map and add ideas. Write their ideas in the holes making the list and vocabulary. Speak in class, introduce the ideas to classmates.	T- CL. S-S. Groups. S-CL.	To discern the categories for students to analyze and express their point of view. Broaden their vocabulary and develop  speaking skills. Brainstorm on the topic.
10 min	Listening Practice. Introduces the activity. Distributes the test-lists and gives instructions how to do the test. Uses the computer to listen to. Ex.3. P9. P249- the text.	Listen to the text (a dialogue)  and choose the correct item to complete the sentences. Check the test in class. Complete the dialogue and act it out in the class.	T-Class. S.S.S. Individuals.	For Students to skim the story for specific information. To develop listening skills of learners to find the necessary information quickly. Develop speaking role and poster for the part.
8 min	Reading and Speaking  Practice.  Gives instructions, checks for understanding.  Walks around, monitors the activity, provides help if necessary. Gets feedback. Ex.4,5.P10..	Read the magazine article about modern electronic and print media. Work in pairs. Take turns to ask and answer the questions to the text, tell to the class which media students use every day.	S.S.S. S-S. Individuals.	Develop reading skills for specific information, understand the language of a newspaper. Produce the finished utterance.
5 min	Writing. Running Dictation Activity. Divides learners in two groups. Assigns each student to write learned vocabulary at the lesson on a class board as quickly as possible. Makes students compete in correct writing. Sum up the results.	Each student one by one writes learned vocabulary at the lesson on a class board as quickly and as many as possible.  Students compete in correct writing.	S-S-S-S.	To check learners general knowledge of learned vocabulary and writing skills.
3min.	Assessment and Summarizing. Explains criteria and evaluates students’ work at the lesson, their participation in the class activities. Gets feedback on the material students learned at the lesson.	In groups students do self- assessment and evaluate the work of each one and contribution in class and group work.	S-S. T-Class.	To give understanding of language knowledge and achievements of learners.
2 min.	Assigns the home task. To write a list of questions about the press you want to get the answer to while working on the topic “Mass Media: the Press”. Ex9. P11.	In groups, learners sum up the content of the lesson.	T- Whole class.	To sum up the content of the lesson.
2 min	Questions on the lesson. The teacher should leave time for students and others present at the lesson  to ask and answer the questions.

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?	“Running experience action” activity. I  presented a poster “Mind map” and suggested to add ideas and words to the list on the topic “Where does the Information come from?”. The activity involved all the students to work well. The learners tried to remember the vocabulary and write the correct sentences in the poster. It brought up the spirit of collective work and giving helping hand to students who were weak with the vocabulary. All of them enjoyed the activity. Writing. Running Dictation Activity. Each student one by one wrote learned vocabulary at the lesson on a class board as quickly and as many as possible.  Students competed in correct writing. The activity helped to improve the memory of students. The two activities helped pupils develop a list of words and expressions to remember well.
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?	Some students felt shy awkward and uncomfortable with writing making some mistakes. Two students rejected to participate in those activities. So I gave them the individual task to rewrite the words from the textbook and a dictionary to read and pronounce the words according to pronunciation signs. In general the time was used efficiently. My instructions were clear.
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?	Next time I would take into consideration the psychological peculiarities of some students, their character and skills in writing in front of the classroom. For some students it is more comfortable to do individual work. And they do it better. But nevertheless I will taught the activities again to make students avoid  fear to make a mistake.