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Grade 10 English Lesson Plan Overview

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10 views3 pages

Grade 10 English Lesson Plan Overview

Uploaded by

kitaphana.co
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Secondary school N Date:

The name of the subject: English Grade: 10


The theme of the lesson: Optional lesson. (1)
The aims of the lesson:
1) the aim of teaching: to introduce with new theme: revise all grammar materials,
practice in grammar exercises, to activate pupil`s reading,
writing skills, to develop memory and consideration, to improve
pronunciation, practice aspects of phonology: pronunciation of
phonemes, sentence stress, word stress.
2) the aim of upbringing: to improve love to your country, to President, to school. To
effort interest language eager to study, respect to national
traditions and customs.
Visual aids and additional the books of Esteemed President of Turkmenistan Gurbanguly
material: Berdimuhamedov, cards, postcards, magazines, newspapers,
pictures.
The type of the lesson: Usual
Structure of the lesson:
[Link] moment: greetings, date, day, duty
a) Phonetic drills: Double, to lie, to enjoy, to feed, to stay, museum, theatre, to be pleasant.
b) Political minute: Listen and learn latest news of our country.
c) “Health is wealth”.
Wearing a mask adds an extra layer of protection for others in case you have diseases or for you in
case others have diseases. Please remember that wearing a mask does not replace the need to:
 Physical distance by staying two metres (six feet) or more away from others.
 Limit non-essential outings.
 Clean your hands often.
 Stay at home if you are sick or have been instructed to do so by Public Health or your health-
care provider
II. Checking up homework: a) Retell the text. b) Write an essay an old and new Nusay.
III. Summary of the homework:
a) To talk about the theme “Turkmenistan-home of peace and trust”.
b) The President of Turkmenistan Gurbanguly Berdimuhamedov:
- Our strategic goal is not only to preserve achievements of Independence but also to increase the
efficiency and effectiveness of state policy in the interests of the country and the nation.
IV. Explaining the new materials:
Indirect requests and orders
Imperative offers introduced the following verbs: To tell, to order, to ask.
Robert: «Some here!»
Robert asked Nancy to come here.
Bob to Dan: «Don't be late!»
Bob told Dan not to be late.
Robert: «Сome here!»
Robert asked Nancy to come here.
Bob to Dan: «Don’t be late!»
Bob told Dan not to be late.
Questions in reported speech
If it is a general question (it begins with axillary verb)
If+ Direct word order
«Do you like ice-cream?» asked Tom.
Do Tim asked if I liked ice-cream.
«Did you see an elephant at the Zoo?»
She wondered if I had seen an elephant at the Zoo.
«Does he usually clean his room?»
Mother was interested if Mike cleaned his room?
«Will Pat perform at the concert?»
Children were interested if Pat would perform at the concert.
«Have you done your homework?»
Father wanted to know if I had done my homework
«Can you come in two days?»
The teacher asked if he could come two days later?
If it is a special question (it begins with interrogative word-when how why)
Interrogative word + Direct word order
«Where did she spend the holidays?
Did They asked Lilly where she had spent the holidays.
What have you just done?
The teacher asked what I had done.
How did the doctor examine her?
He was interested how the doctor had examined her.
Where will they spend their holidays?
She wondered where they would spend their holidays.
When does she go to the swimming pool?
Jack wanted to know when she went to the swimming pool.
V. Consolidation moment:
a) Put the sentences in Indirect special questions
Ada: « Tim will phone us.»
(Ada said Tim would phone them.)
Jack: «Does this bus go to the British museum?»
(The girl asked if that bus went to the museum.)
Susan: «Can you tell me the way to the station?»
(Susan asked if the policeman could tell her the way to the station.)
Pete : «What did you do yesterday?»
(Pete asked Hellen what she had done the day before.)
Nick said: «Let ’s go for a walk.»
(Nick invited his friends to go for a walk.)
b) Change the sentences from direct speech into indirect speech.
Mary said: “Tim helps his Granny every day.”
(Mary said Tim helped his Granny every day.)
Jill said: “I went to the Bolshoi Theatre last week”.
(Jill said she had gone to the Bolshoi the previous week.)
Bob asked: “Are they playing computer games ?”
(Bob asked if they were playing computer games.)
Sue asked: “What book have you read lately?”
(Sue asked what book you had read lately.)
John said: “ Don’t go there!”
(John told Pat not to go there.)
[Link]: a) Learn the new words. b) Learn the poem.
[Link] the lesson and putting on mark.
Written by the teacher:
Notes: ____________________________________________________
_____________________________________________________
Checked by the Deputy Principal:

Common questions

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The lesson aims to instill cultural and patriotic values in students by improving love for their country, President, and school, and by encouraging respect for national traditions and customs .

Changing direct speech into indirect speech develops advanced grammatical skills by requiring students to apply rules about tense changes, pronoun shifts, and sentence structure alterations, thus enhancing their syntactic flexibility and comprehension .

The educational outcomes expected from the political minute component include keeping students informed about recent national events, encouraging them to engage critically with current affairs, and helping them develop an understanding of their country's socio-political context .

The lesson emphasizes phonetic drills and the practice of pronunciation of phonemes, sentence stress, and word stress in order to improve students' pronunciation and phonology skills .

The lesson's use of realia, such as books and magazines, contributes to the learning process by providing tangible context and authentic materials that stimulate interest and enhance the understanding of language and cultural content .

The structure of the lesson integrates language learning with cultural education by using greetings, phonetic drills, and discussions about national news and cultural themes, combining these with grammar practice and pronunciation exercises to create a holistic educational experience .

Teaching respect for national traditions can enhance students' motivation to learn a language by creating a personal and emotional connection to the language, leading to increased engagement and a desire to understand the cultural context embedded within the language .

The lesson plan uses implicit learning strategies by seamlessly integrating language drills and cultural discussions into regular activities, which helps students internalize information naturally without explicit focus on memorization .

Using indirect requests and imperative offers enhances language comprehension by teaching students how to interpret and reconstruct meaning from different syntactic structures, thus improving their ability to understand and use complex sentence forms .

The educational philosophies inferred include a nationalistic approach that values patriotism and loyalty, emphasizing a sense of belonging and duty to one's community and country as a motivator and framework for learning .

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