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LESSON 29 Unit 3: Virtual reality				School:
Date: 7,8 November				Teacher name: Izbulatova G
Grade: 10 a,ә				Number present:	Number absent:
Theme of the lesson:		Virtual reality
Learning objectives		10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.5.7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics 10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information
Criteria		Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures
Previous lesson		Unit revision
Plan
Planned timings	Planned activities		Learners’ activities			Evaluation	Resources
Begining 5 min	GREETINGS Module Objectives Read the title of the module Virtual reality and ask Ss to suggest what they think the module will be about. Go through the objectives list to stimulate Ss' interest in the module. Vocabulary To introduce the topic of virtual reality Read the definition aloud and explain/elicit the meanings of any unknown words. Then ask what Ss know about VR and what we use it for.		Learners answer that the module is about applications of virtual reality, materials & substances, mobile apps and computer accessories & gadgets Ss to discuss in pairs and then ask share their answers with the class. Suggested Answer Key VR uses computer technology to create realistic images and sounds that allows someone through a headset to feel like they are in a virtual or imaginary environment.			Verbal evaluation
Middle 30 min	To practise vocabulary relating to applications of virtual reality Ask Ss to work in pairs or small groups and match the pictures to the applications. Elicit answers from around the class. Play the video for Ss and elicit their comments. To match applications to their related fields • Explain the task and read out the example. • Give Ss time to make similar sentences and check Ss' answers around the class. To express an opinion Ask Ss to consider the questions, then elicit ansv from various Ss around the class with reasons.		Answer Key IB 2 F 3 E 4 A 5 C 6 D Answer Key Practising operating on patients without any risk is related to the field of healthcare. Going on a field trip without leaving the classroom is related to the field of education. Visiting the world's best department stores from your home is related to the field of shopping. Simulating the construction of a new building is related to the field of architecture. Interacting with other gamers in immersive game play is related to the field of entertainment. Suggested Answer Key I think healthcare is the most important aspect of because surgeons can practise a tricky or delii surgery without any risk to the patient. They practise many times until they can perform the surg perfectly. This way the risks are greatly reduced. If we had VR headsets in our classroom I would like go somewhere amazing like the North Pole or Mars and walk around and see what it is like then would be able to see polar bears without getting о or being in danger and I would get to be in space another planet without leaving the room.			Verbal evaluation Mutual avaluation Individual avaluation
End 5 min	REFLECTION Students reflect on the lesson completing the sentences Homework: to learn new vocabulary units Ex 5,6 Saying goodbye		Today at the lesson I … The most useful and interesting thing was … I was good / bad / active at …			Self-assessment

LESSON 30 Unit 3: Virtual reality			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Developing and evaluating mobile applications
Learning objectives		10.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 10.2.1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 10.5.7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics 10.6.9 use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics
Lesson objectives		All learners will be able to: listen and read for gist and for specific information Most learners will be able to: listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases Some learners will be able to: listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on our steppe
Criteria		Learners have met the learning objective if they can: speak about animals and their habitats, the steppe
Previous lesson		Virtual reality
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Vocabulary Play the recording with pauses for Ss to repeat chorally and/or individually. Read the example sentence aloud and elicit similar sentences from Ss around the class.			Answer Key The key is made of metal. The bottle is made of glass. The chair is made of wood. The box is made of plastic.		Individual avaluation
Middle 30 min	Reading & Listening Direct Ss' attention to the title, introduction and pictures and elicit Ss' guesses as to what they think the text is about. Play the recording. Ss listen and follow the text in their books to find out. To read for specific information Ask Ss to read questions 1-7 and underline the key words. Give Ss time to read the text and write the letter A, В or C next to each question. Remind Ss that they should look for words or phrases in texts A-C that say the same as the words and phrases they underlined in the questions. Allow Ss time to complete the task. Check Ss' answers and ask them to justify their answers.			Suggested Answer Key I expect the text to be about technology of the future and how it will make life easier for people. Suggested Answer Key 1 robust material 2 recycling 3 first-aid use 4 treasure-hunting 5 machine no putting together 6 shopping 7 limitless potential		Verbal evaluation Individual avaluation
End 5 min	REFLECTION What have you remembered on the lesson today? What was new for you? What information was interesting for you? What pros and cons of a mobile phone can you name? Hometask: To prepare a poster. Explain the task and ask to look up information on the Internet or any other sources. Ss can use ideas from the text on p. 6. Ask various Ss to present their posters to the class for the next lesson. Saying goodbye			Students reflect on the lesson answering the questions		Self-assessment

LESSON 31

Unit 3: Virtual reality

School:

Date:

Teacher name:

Grade: 10

Number present:

Number absent:

Theme of the lesson:

Developing and evaluating mobile applications

Learning objectives

10.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

10.1.4 evaluate and respond constructively to feedback from others

10.2.1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

10.6.4 use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics

Lesson objectives

All the students will be able to

consolidate previously learnt vocabulary

Most students will be able to

discuss and explain the functions of mobile applications

practice presentation skills

Some students will be able to

create their own applicable application

Criteria

Learners have met the learning objective if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.

Previous lesson

Developing and evaluating mobile applications

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up – “Vocabulary cards”

Inform students about the lesson objectives.

The first person who guesses the word owns the card. At the end of the activity, the person who has more cards is the winner

Students play the game in groups of three to consolidate the vocabulary. Each group is provided with a pile of cards face down. In turn, students take a card and define the word written on it (there is a definition on each card as a reminder) for others to guess which word is that.

Individual avaluation

Middle

30 min

Mobile Applications

1. Show students a slide with the icons of different mobile applications (clock, calculator, text messages, volume/sound, calendar, camera, internet, address book, music). Ask students to explain their functions. They may add other types of applications that exist to the list (translators, notes, radio, instagram, voice recorder, etc).

2. Ask students what functions the modern phones are lacking. If there are any, then they are to ‘invent’ a dream application to solve one of the problems mentioned above. Emphasize that they should explain how to program it (make sure students apply their ICT knowledge).

3. Hereafter, students imagine that they are presenting their application to potential customers and advertise it appropriately.

You may organize the presentation in the form of a gallery walk when students outline their ideas on a poster. Then they walk around the class, read the information on other students’ posters, write their comments or questions on the sticker and stick it to the poster. Finally, all students go back to their groups, read the comments and answer the questions.

Requirements for the presentation

Loud and clear speech	
Each member (of a group/pair) is presenting	
Good and appropriate idea, i.e. its applicability	

Students explain functions of mobile applications.

Ss create an icon for their application and explain it. They have 5 minutes for preparation.

SS go to the board to briefly explain the purpose and functions of their mobile applications.

students outline their ideas on a poster, go back to their groups, read the comments and answer the questions

Verbal evaluation

Individual avaluation

Mutual avaluation

End

5 min

REFLECTION

Students are to determine their level truthfully. If a student is confident enough, they choose more than 60%, if they still struggle with the topic, they choose less than 60%.

Homework: Less able students may examine and research the applications of their own phones. Have them prepare the speech/presentation of their most favourite / useful application.

Saying goodbye

Students reflect on the lesson according to “The Ladder of Success” technique.

Self-assessment

LESSON 29

Unit 3: Virtual reality

School:

Date: 14 November

Teacher name:

Grade: 10a ә

Number present:

Number absent:

Theme of the lesson:

Developing and evaluating mobile applications

Learning objectives

10.1.7 develop and sustain a consistent argument when speaking or writing

10.5.3 explain and justify their own and others’ point of view on a range of general and curricular topics

10.6.9 use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics

Lesson objectives

All the students will be able to

write an email to an e-pal conduct an interview with the classmates

Most students will be able to

write an email with some errors (grammar, lexical) that do not interfere the understanding

make up 2-3 questions and interview 3-4 students in a class

Some students will be able to

write an email with rare minor errors only as ‘slips’

make up 4-5 questions and interview 5-6 or even more students in a class

Criteria

Virtual reality

Previous lesson

Developing and evaluating mobile applications

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up – “All about Emails”

Inform students about the lesson objectives.

With their partners, students brainstorm three reasons why people write emails to each other.

Mutual avaluation

Middle

30 min

Writing an Email

Tell students that today they are going to write an e-mail to an e-pal about a mobile application (imaginary or existent). Firstly, find out if they are aware of the word “e-pal”.

Brainstorm the rules, some tips on writing e-mails. Revise the structure and format (Greeting, Introduction, Body, Conclusion, Closing). Show slide 4 to have an idea of how to write each part of an email.

I wrote…

detailed description of an application

two positive things of a mobile application

a question asking what application their e-pal likes to use

The email has…

a greeting

an introduction

a body

a conclusion

a closing

more than 120 words

Interview

Ask students to think of 3-5 questions based on the learning of the current topic (mobile phones, mobile applications). Then ask them to interview as many people as they can. Then they summarize their findings and present them to the class.

Example questions:

Do you like talking on the phone? Why/why not?

Should students be allowed to carry phones with them to school? Why/why not?

How will phones be different 100 years in the future?

etc.

Differentiation

For less able students the teacher may prepare questions in advance.

Ss introduce with the writing checklist. On completion, students need to do self-evaluation work.

They are to write more than 120 words.

Ss answer the questions

Verbal evaluation

Individual avaluation

Mutual avaluation

End

5 min

REFLECTION

Students reflect on the lesson completing the sentences:

Today at the lesson I …
The most useful and interesting thing was …
I was good / bad / active at …

Home task: to learn new vocabulary

Saying goodbye

Students reflect on the lesson completing the sentences

Self-assessment

LESSON 33

Unit 3: Virtual reality

School:

Date:

Teacher name:

Grade: 10

Number present:

Number absent:

Theme of the lesson:

Developing and evaluating mobile applications

Learning objectives

10.1.10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

10.5.5 interact with peers to make hypotheses about a wide range of general and curricular topics

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

Lesson objectives

All learners will be able to:

discuss different functions for using a computer

recognize an opinion on computer gaming

Most learners will be able to:

summarize information after a class survey

give an opinion on computer gaming

Some learners will be able to:

explain his/her opinion on computer gaming

Criteria

Learners have met the learning objective if they can: speak about natural disasters and write an email

Previous lesson

Developing and evaluating mobile applications

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

New Sub-topic :

Expressing and justifying opinions about 2D games

Intro: Ask students in pairs or small groups to brainstorm as many different functions for using a computer. Set a time limit (2 minutes) and then ask the group with the most ideas to share them with the class, adding in any different answers from other groups in the end.

Explain that this lesson is going to be about playing computer games.

Show Slides 1 & 2 and introduce lesson objectives for this lesson:

to discuss different functions for using a computer

to summarize information after a class survey

to give an opinion on computer gaming

Possible answers: send e-mail, write a letter, do calculations, surf the internet, print, listen to music, watch TV online, watch DVDs, play games…

Verbal evaluation

Middle

30 min

Class survey: Gaming Habits

Explain to the students that they will conduct a class survey to find out what gaming habits their class members have. Provide students with computer games survey student worksheets.

Computer games survey student worksheet for high levels

Questions	Name 1	Name 2	Name 3	Name 4	Name 5
1. 1. Do you like playing computer games?
2.
3.
4.
5.
6.

Students in the group need to ask each other the questions to find out the information and then they need to analyze and report it to the class.

Differentiation: Low-level students can be provided with useful phrases and expressions for reporting information.

The majority/minority of respondents said that …

3 students out of 5 who were surveyed claimed that …

It would be fair to conclude that …

The conclusion that can be drawn from these facts is that ...

Discuss the results which students received during the survey together with a class.

Ss do the task

Ss should summarize the information they got from their classmates during the survey, write 3-5 sentences presenting the data and report them to the class.

Mutual avaluation

End

5 min

REFLECTION

The teacher throws a ball and asks learners to share what was useful, what was difficult, what is worth remembering.

Homework: Students are to memorize the new vocabulary

Saying goodbye

Ss answer

Individual avaluation

LESSON 27 Unit 3: Virtual reality			School:
Date:8,9 November			Teacher name: Izbulatova G
Grade: 10a ,ә			Number present:		Number absent:
Theme of the lesson:		Virtual reality
Learning objectives		10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics; 10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics; 10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics;
Lesson objectives		All learners will be able to: listen and read for gist, for specific information Most learners will be able to: listen and read for gist, read for specific information, compare buildings Some learners will be able to: listen and read fir gist, read for specific information, compare buildings, write about an eco-friendly building
Criteria		Learners have met the learning objective if they can: compare buildings and write about buildings
Previous lesson		Developing and evaluating mobile applications
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. То analyse a model for content and structure Give Ss time to read the model and match the paragraphs to their content. Elicit answers from Ss around the class. Answer Key The writer thinks that 3D games are the best option for today's gamers. 3D games have excellent graphics making the game world more believable and the game more enjoyable. 3D games have open world gameplay. Gamers therefore have a fully immersive experience. 3D games need expensive hardware. As a result, people may prefer 2D games because they cannot afford the technology for 3D games.			Give Ss time to read the model again and answer the questions.		Verbal evaluation
Middle 30 min	Ask Ss to read the model again and identify and categorise the linkers. Answer Key introduce an opinion - I believe list points - To begin with add more points - Secondly show results - As a result/Therefore introduce an opposite viewpoint - On the other hand introduce examples - For example conclude - In conclusion To substitute linkers • Explain the task and give Ss time to complete it. • Ask Ss to check their answers with their partner. Answer Key I believe - In my view To begin with - To start with For example - For instance As a result/therefore - Consequently Secondly - In addition On the other hand - However In conclusion - To sum up To write supporting sentences for topic sentences Go through the example. Elicit the conm between the topic sentence and the supp sentences (they give reasons). Ask Ss around the class to read out supporting sentences. Suggested Answer Key First of all, they present the player with dt landscapes. Secondly, the characters they m the game have believable facial expressions. Computer games enthusiasts will war experience the more realistic games it off will also provide people with an opportun have virtual trips and holidays, at a fracti the cost of real ones.			Ss read the model again and identify and categorise the linkers. Ss complete the task Ss read the topic sentence write supporting sentences for them.		Mutual avaluation Individual avaluation Individual avaluation
End 5 min	REFLECTION Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson. Hometask: To write an opinion essay Saying goodbye			Ss do the task		Self-assessment

LESSON 35 Unit 3: Virtual reality			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Expressing and justifying opinions about 2D games
Learning objectives		10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics
Lesson objectives		All learners will be able to: listen and read for gist, read for specific information Most learners will be able to: listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world Some learners will be able to: listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world, make a speech about the importance of being a global citizen.
Criteria		Learners have met the learning objective if they can: prepare a poster about changing the world and make a speech about the importance of being a global citizen
Previous lesson		Expressing and justifying opinions about 2D games
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Pre-learning Put cut-outs with discussion questions around the class and ask students to mingle with a partner and discuss the questions from the cards. Encourage learners to give extended answers and use complex grammar and topical vocabulary. At the end of the discussion, ask students to guess the topic of the unit.			Students work in pairs; they walk around the class and come up to the place with a question card. They are to discuss the questions.		Verbal evaluation	PPT slide 1-3 Blackboard, Smartboard
Middle 30 min	Activity 1 Students are to write their attitudes towards computer/video games in their notebooks. They will come back to their notes later to see if their opinions have changed. Activity 2 Tell learners that they will watch a video with a Swiss brain scientist explaining how video games affect the human brain. Provide learners with questions. Students should predict possible answers. Play the video, and ask learners to make notes on each question. Activity 3 Students work with online resources and search for other scientist’s viewpoints regarding video games. Encourage students to find opinions that contradict with Professor Bavellier’s point of view (some negative impacts of video games) Plenary Ask students to come back to the paragraph they wrote at the beginning regarding their attitudes towards video games.			Students do not have to write long text regarding their opinions, it is important for them to provide a few arguments and clarifications for their positions Students in pairs check and compare their predictions with the answers given by Professor. Open class discussion and feedback follow. Students should then report their findings to the class, ask follow-up questions and discuss different viewpoints. Students should reflect and write if their opinions have changed after these series of lessons.		Individual avaluation Mutual avaluation Individual avaluation	Handout 1. PPT slide 4-5
End 5 min	REFLECTION To make a positive change by being a global citizen you can: volunteer for a group that helps your local community. sign a petition that campaigns for positive action to help the environment. email/tweet your local MP or a world leader to encourage them to make a positive change. Hometask: to make a poster Saying goodbye			Ss do the task		Self-assessment

Unit 3: Virtual reality			School:
Date:22,23 November			Teacher name:
Grade: 10a ә			Number present:		Number absent:
Theme of the lesson:		Expressing and justifying opinions about 2D games
Learning objectives		10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics;
Lesson objectives		All learners will be able to: read for gist, read for specific information Most learners will be able to: read for gist, read for specific information and write an essay following the plan given Some learners will be able to: read for the gist, read for specific information, write an essay following the plan given and offer solutions to a problem.
Criteria		Learners have met the learning objective if they can: write an essay offering solutions to a problem
Previous lesson		Expressing and justifying opinions about 2D games
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.			Ss introduce vocabulary from the text
	To introduce the topic and predict the content of the text Ask Ss to look at the different pieces of equipment and think about what they do. Tell them they can check any they are not sure of in a dictionary or online. Elicit what they do around the class. Suggested Answer Key A VR headset is used to view the VR world. A console runs a game or other software. An HDMI cable transfers audio-visual information from one device to another. A display is what we see on a screen or VR headset. Headphones allow us to hear sound. A microphone allows us to communicate. A controller allows us to physically interact with a VR world. Sensors are instruments which detect heat, light, movement, etc.					Verbal evaluation
Middle 30 min	To predict information in a text and to listen and read to verify the information • Elicit a variety of answers to the question in the rubric from various Ss around the class. • Play the recording. Answer Key Users put on a VR headset. It is connected to a console either wirelessly or through an HDMI cable. The display shows them the VR world and they listen to sound through the headphones. Controllers allow them to physically interact with the VR environment. They can communicate through their microphone. In the future, sensors will detect the movements users make. To consolidate new vocabulary Answer Key 1 surface = ground 2 audience = people at a performance 3 intrude = interrupt 4 runs = controls 5 images = pictures 6 block out = stop 7 physically = using the body To consolidate information in a text and express a personal opinion Suggested Answer Key The headset covers our eyes and ears completely, console runs the software to it, either wireless . through an HDMI cable. The display shows us the world and we listen to sound through the headpho-- We can communicate through a microphone built - the headset. Controllers allow us to physically inte-a with the environment. In the future, sensors detect the movements we make.			Ss listen and follow the text in their books to find out Ss complete the task Ss write a short summa- the text.		Individual avaluation Mutual avaluation Individual avaluation
End 5 min	REFLECTION (An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region. Hometask: WB Ex:11 Saying goodbye			Ss describe any of global issues with the solution in their region		Self-assessment

Unit 3: Virtual reality

School:

Date: 28 November

Teacher name:

Grade: 10а, ә

Number present:

Number absent:

Theme of the lesson:

Expressing and justifying opinions about 2D games

SA 1

Learning objectives

10.2.1 Understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

10.3.3 Explain and justify own and others’ point of view on a wide range of general and curricular topics

10.6.9 Use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some language from the module to express views and pose some relevant activity accurately

Most learners will be able to:

use a range of language from the module to express views and pose a range of relevant activity accurately

Some learners will be able to:

use a wide range of language from the module to express views and pose a range of relevant activity accurately

Criteria

Recognise the main idea with no support in long talks on different topics

Provide a point of view in conversations and discussions, defend and deliberately explain ideas, statements by giving arguments, reasons

Apply active and passive simple present and past forms and past perfect simple forms

Previous lesson

Expressing and justifying opinions about 2D games

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Divide learners into two groups by cut of pictures

Inner and outer circle

Students give feedback each other’s and change their thoughts about home work

Verbal evaluation

Middle

10 min

Vocabulary Work

Distribute the worksheets with the crossword;

Even if you didn’t teach them some words, like ‘obtain’, students might guess the meaning.

Individually, students should make up three sentences using the words from the crossword they filled in.

You can ask 2-3 volunteers to read their sentences aloud and write them on the board. Focus students’ attention on sentence structure, verb-subject agreement and the use of articles.

Students in pairs should fill in the puzzle.

In pairs they read their sentences to each other and check.

Mutual valuation

Worksheet

20 min

LISTENING

1. Speaker 1 likes to know as soon as they get a new message.

2. Speaker 2 thinks the most annoying thing is when people use their phone in meetings.

3. Speaker 3 says that FOMO, or fear of missing out, is more common among teens.

4. Speaker 4 thinks that young people today are aware of the drawbacks of online communication.

5. Speaker 5 has made a lot of new friends thanks to online communication.

SPEAKING

Questions for discussion may be changed/ adapted by the teacher beforehand. There is no need to discuss every question. Learners can choose a couple of questions to discuss. Learners are encouraged to explain their answers and giving comments.

This is as a group discussion. Answer the questions demonstrating equal contribution to the discussion.

Ss listen to five different people talking about communication in the digital world and circle True or False for these sentences

Ss work in small groups (3-4 learners). Each group gets cards and they answer the questions demonstrating equal contribution to the discussion.

Individual

evaluation

End

5 min

REFLECTION

What have you remembered on the lesson today?
What was new for you?
What information was interesting for you?
What pros and cons of a mobile phone can you name?

Hometask: to learn the words from the unit

Saying goodbye

Students reflect on the lesson answering the questions

Self-

assessment

LESSON 38 Unit 3: Virtual reality			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Unit revision
Learning objectives		10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics;
Lesson objectives		All learners will be able to: Listen and read for a gist, read for specific information Most learners will be able to: Listen and read for a gist, learn about values, do a quiz Some learners will be able to: Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Criteria		Learners have met the learning objective if they can: speak about values
Previous lesson		Expressing and justifying opinions about 2D games SA 1
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Reading To read for specific information Give Ss time to read the text and complete the task. Check Ss' answers. Ask Ss to justify their answers. Answer Key C (... allow people to create a big-screen experience on their living room wall with their mobiles.) C (... roll out the screen from your phone so it is closer to the size of a laptop.) В (... turning us into a cashless society.) D (... large amounts of information about our lifestyles on our phones ...) D (... allowing us to use our phones to scan our food for harmful toxins...)			Ss answer the questions		Verbal evaluation
Middle 30 min	Listening To listen for specific information Explain the task and ask Ss to read the statements. Play the recording. Ss check their answers with their partners. Check Ss' answers around the class. Answer Key IF 2 T 3 T 4 F 5 • Explain the task. • Ss complete the task. • Check Ss' answers. Answer Key interact 6 stream audience 7 arcade comeback 8 lightweight level 9 hand-held tap 10 code To practise vocabulary from the module • Explain the task. • Ss complete the task. • Check Ss' answers. Answer Key 1 will make 6won't let 2 are going to knock 7am not going to be 3 starts 8 turns/will turn 4 will have released 9is getting 5 are going to buy 10will go To consolidate module grammar from the Explain the task. Ss complete the task. Check Ss' answers. Answer Key such 3 All 5 our			Ss listen and complete the text with the correct information. Ss consolidate grammar from the module		Individual avaluation Mutual avaluation
End 5 min	FEEDBACK Ask Ss to write a reflection of the lesson. 3 – new words 2 – adjectives to describe the lesson 1 – one activity you like Homework: to repeat words and grammar Saying goodbye					Self-assessment

LESSON 39 Unit 4: Organic and non-organic worlds			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Organic and non-organic worlds
Learning objectives		10.1.5 use feedback to set personal learning objectives 10.2.5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics and curricular topics 10.3.1 understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics
Lesson objectives		All learners will be able to: discuss several questions about the way they shop create and fill in graphic organizers Most learners will be able to: suggest characteristics for graphic organizers match topic-related words with their definitions do Organic Foods Quiz Some learners will be able to: write a short summary after reading the article
Criteria		speak about the problems and suggest the solutions to some of the problems in the pictures
Previous lesson		Unit revision
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up & Objectives discuss several questions about the way we shop create and fill in graphic organizers match topic-related words with their definitions read the article and do Organic Foods Quiz write a short summary after reading the article			Ss discuss the questions		Verbal evaluation
Middle 30 min	Discussing the difference between organic and non-organic food Ask students in pairs to discuss several questions about the way they shop. 1. Where do you buy fruits and vegetables? 2. How do you choose the fruits and vegetables you buy? What do you look for? 3. Do you know where your fruits and vegetables come from? Graphic organizer Together with the students discuss any characteristics we usually pay attention to when we shop. Make corresponding notes on the board. Then the students tick any important characteristics for fruits/vegetables and write them in columns 2-8 in Graphic Organizer Worksheet. Students individually complete this table and then in pairs tell each other what they have written and why. Teacher may also ask for any common or shared belief about the quality of any fruit or vegetable. For example, all bananas must be of a bright color and medium size. Ask students to share the whole class with their ideas. Reading “Organic Foods” Distribute worksheets with the article “Organic Foods” and have students go through the first activity. They need to match topic-related words with their definitions individually and then in pairs check their answers. Discuss the answers as a whole class. Remind the students that there are three main characteristics of an academic summary: 1) it is a shortened version of a text which gives readers an idea of the most important information in that text 2) a summary is written in your own words, rather than just copied from the original text 3) it should cover main point and key ideas			Ss share with their answers with the whole class. Ss create graphic organizers where the first column is for different fruits/vegetables. Ss read the article and summarize the main idea, stated in this article, then write a short summary consisting of 3-4 complete sentences.		Individual avaluation Mutual avaluation Individual avaluation
End 5 min	Reflection Wrap up the lesson asking students to share the most interesting ideas and concepts they remember from the lesson. Homework: Ex: 2 at page 49 Saying goodbye			Ss do the task		Self-assessment

LESSON 40 Unit 4: Organic and non-organic worlds			School:
Date:12 December			Teacher name:
Grade: 10ә, а			Number present:		Number absent:
Theme of the lesson:		Discussing the difference between organic and non-organic food
Learning objectives		10.1.5 use feedback to set personal learning objectives 10.2.5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics and curricular topics 10.2.4 understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
Lesson objectives		All learners will be able to: listen and read for gist and for specific information Most learners will be able to: listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases Some learners will be able to: listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on our steppe
Criteria		Learners have met the learning objective if they can: speak about animals and their habitats, the steppe
Previous lesson		Organic and non-organic worlds
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 10 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Ask Ss to think of as many words as they can under each heading related to food. Check Ss' answers around the class. Suggested Answer Key FRUIT: apples, pears, bananas, melon, grapes, oranges, lemons, etc. VEGETABLES: potatoes, carrots, broccoli, tomatoes, lettuce, cucumbers, etc. MEAT: beef, lamb, pork, chicken, etc. DAIRY PRODUCTS: milk, cheese, yoghurt, butter, cream, etc.			Ss present vocabulary related to food		Verbal evaluation
Middle 30 min	To talk about organic food Ask Ss to talk in pairs about which organic food they buy and give reasons why (not). Ask various Ss to tell the class. To read for specific information Ask Ss to read statements 1-6. Then give them time to read the text again and mark them according to what they read. To consolidate new vocabulary Explain the task and give Ss time to complete it. Check Ss' answers. Organic food no more nutritious Write the headline “Organic food no more nutritious” on the board and ask the students to guess if statements a-h are true (T) or false (F) a. Scientists have found that non-organic food is no longer nutritious. b. The article suggests people shouldn’t waste money on organic food. c. Research says vitamin content in organic/non-organic food is the same. d. The researcher said there was more phosphorus in non-organic food. e. The researcher said people should think more about pesticides. f. Non-organic food in the U.S. contains pesticides over acceptable limits. g. The researcher advised people to buy more fruit and vegetables. h. Spending on organic food in the USA has doubled since 1997.			Ss do the task Ss choose true or false sentences		Individual avaluation Mutual avaluation
End 5 min	FEEDBACK To prepare a poster Explain the task and ask Ss to work in small groups to look up information on the Internet or any other sources. Ss can use ideas from the text on p. 6. Ask various Ss to present their posters to the class. Homework: Student’s Book: Language Review 1a Workbook: 1a Saying goodby			Ss do the task		Self-assessment

LESSON 41 Unit 4: Organic and non-organic worlds			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Discussing the difference between organic and non-organic food
Learning objectives		10.1.5 use feedback to set personal learning objectives 10.2.5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics and curricular topics 10.3.1 understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics 10.5.3 explain and justify their own and others’ point of view on a range of general and curricular topics
Lesson objectives		All learners will be able to: explain the meaning of words complete the chart Most learners will be able to: read and identify whether the given statements are true or false give opinion on quotes discuss preferences for food Some learners will be able to: present another student’s response in a written form
Criteria		read and identify whether the given statements are true or false present another student’s response in a written form
Previous lesson		Discussing the difference between organic and non-organic food
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. To introduce the topic of the lesson Give Ss time to answer the question referring to the text as necessary and then elicit Ss' answers. Suggested Answer Key Non-organic farming methods can have a negative impact on the environment by polluting the soil and the water table with pesticides and chemical fertilisers. They also pollute our bodies with hormones and chemicals when we eat these foods.			Ss answer the question		Verbal evaluation
Middle 30 min	Vocabulary work 1. You will find bananas in the produce section of your market. 2. Farmers use pesticides and herbicides to kill insects and weeds. 3. I hate insects! Mosquitoes bite me every time I go outside. And ants get into all the food in the cupboards. 4. Sometimes I have problems growing vegetables. But I never have trouble growing weeds! They just take over the garden. 5. Cancer kills millions of people every year. 6. These tomatoes don’t look very nice. But they taste wonderful. Some words are the names of the categories. Other words are examples of things that belong in the categories. Reading Students read the newspaper advice column “Ask Mr. Green” where people with shopping problems write to him. Explain to students that they will read a letter to Mr.Green and his response to the person who wrote this letter. The writer asked two questions. Firstly, students read the answer of Mr. Green and analyze how well these two questions were answered by Mr.Green. Then they complete reading comprehension task: they should decide if the statements given after the text are true or false. Speaking Get students read each quote given in the worksheet (Ex 4). Tell them that they need to decide whether the person who said these quotations would probably buy organic or nonorganic produce. Then they need to discuss the answers with their partner. Then students discuss their preferences for food (organic or regular produce) in pairs and then present each other’s responses in a written form.			Ss read the sentences and try to understand the underlined words without looking them up in a dictionary. Ss do the task Then they use the underlined words to complete the chart. Ss read the newspaper advice and complete reading comprehension task Ss discuss the answers		Individual avaluation Verbal evaluation Mutual avaluation
End 5 min	REFLECTION The teacher throws a ball and asks learners to share what was useful, what was difficult, what is worth remembering. Homework: to learn new vocabulary Saying goodbye			Ss do the task		Self-assessment

LESSON 42 Unit 4: Organic and non-organic worlds			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Discussing the difference between organic and non-organic food
Learning objectives		10.2.5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics and curricular topics 10.5.3 explain and justify their own and others’ point of view on a range of general and curricular topics 10.5.6 navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to: define different meanings of the word “organic use functional language words; use subject-specific words (pesticide, nutritious, produce, supply, contain, herbicides, insects ,illnesses, chemicals etc) Most learners will be able to: present 2-3 logical supporting arguments Some learners will be able to: make up sentences using the word “organic” in scientific meaning
Criteria		present 2-3 logical supporting arguments use functional language words use subject-specific words (pesticide, nutritious, produce, supply, contain, herbicides, insects ,illnesses, chemicals etc)
Previous lesson		Discussing the difference between organic and non-organic food
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 10 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Vocabulary Work Give each pair a task: one student is focused on different school subjects; another student is researching various parts of speech and collocations. E.g. (biology) pertaining to or derived from living organisms (chemistry) relating to the compounds of carbon, relating to natural products organically - adverb organicity - noun Students add this information to their vocabularies. Differentiation 1-2 volunteers can make up a sentence using the word “organic” in the meaning related to science and write it on the board. Possible answer: Organic chemistry is the study of the structure, properties, composition and reactions.			Ss focus on the different meanings of the word “organic”. Then each student writes own definition of the words “organic” and shares it with his/her classmate.		Verbal evaluation	Vocabularies laptops
Middle 25 min	Opinion Exchange In this speaking activity, students give and justify opinions by arguing for or against organic food. Write on the board “Organic food is healthier than non-organic” and the students decide if they want to argue for or against, half the students should argue for and half against. If there is no an equal number of students who for or who against then ask high achievers to present the opinion which is different from theirs. Organize students to sit in pairs when one of them strongly believes that organic food is healthier than non-organic and another disagrees with his/her opinion. Remind the students of functional - Discussion, Debate & Opinion Language which they have learnt before. At the end of this activity, those students who were assigned the role can share their real opinions with their classmates. Point out to the statement written on the board once again and discuss whether organic food is healthier than non-organic or not with a whole class.			Ss are given 3-5 minutes to prepare. Working alone, they need to write down 2-3 reasons why he/she might agree or disagree with each one. Ss should listen to each other’s arguments and give corresponding counter-arguments.		Individual avaluation Mutual avaluation	PPP Slide3 Functional – Discussion, Debate & Opinion Language_ Worksheet
End 5 min	FEEDBACK Ask students to prepare a ‘takeaway’ for their classmates summarizing the most important aspects of the series of lessons on a piece of paper. If you have time, read the students’ notes aloud and elicit feedback. Homework: Student’s Book: Language Review 1c Workbook: 1c Saying goodbye			Ss do the task		Self-assessment

LESSON 43 Unit 4: Organic and non-organic worlds			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Analyzing the advantages and disadvantages of biofuels
Learning objectives		10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.6.8 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: listen and read for gist, pronounce the /oo/ sound Most learners will be able to: listen and read for gist, pronounce /oo/ sound, role play a dialogue Some learners will be able to: listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental organization
Criteria		Learners have met the learning objective if they can: apply to environmental organization and role play the dialogue
Previous lesson		Discussing the difference between organic and non-organic food
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Speaking To introduce the topic; to talk about renewable energy sources Refer Ss to the pictures and elicit what Ss now about renewable energy sources and which one(s) are used in their country. Ask various Ss to tell the class. Suggested Answer Key know that hydroelectric power, solar power, wind power, geothermal energy and tidal power are all forms of renewable energy sources from natural resources such as water, the sun, the wind, the heat from the Earth and the sea.			Ss talk about renewable energy sources		Verbal evaluation
Middle 30 min	Reading • Ask Ss to read the title and the subheadings in the text and try to answer the questions. • Play the recording. Ss listen and follow the text in their books and check their answers. Suggested Answer Key • Biofuels are made from recently living organisms such as plants and animals. • They are mostly made from plant material. • There are different methods to make them (e.g. ethanol is mixed with petrol and biodiesel is mixed with regular diesel) • Yes and no. They are carbon neutral and they produce less toxic chemicals than regular fuels, as well as less pollution and less acid rain. However, it takes more energy and natural resources to produce them, possibly destroying natural habitats. • Refer Ss to the Check these words box and ask Ss to look them up in the Word List. To read for specific information Give Ss time to read the text again and then complete the sentences with phrases from the text. To discuss biofuels and alternative energy sources and express an opinion Have Ss talk in pairs about the use of biofuels giving reasons and expressing their opinions on renewable energy sources. Have some Ss share their answers with the class. Listening To listen for specific information Ask Ss to read the questions and the answer choices and think about the key words.Play the recording and give Ss time to choose their answers.			Ss listen and read for specific information Ss read the text again and complete the sentences Ss discuss Ss read the questions and the answer choices		Individual avaluation Mutual avaluation
End 5 min	Reflection Teacher asks students to reflect about what they have learnt today. Each student before leaving the classroom names 5 new words from the lesson Homework: Ex: 7 at page 57 Saying goodbye			Ss do the task		Self-assessment

LESSON 44 Unit 4: Organic and non-organic worlds			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Analyzing the advantages and disadvantages of biofuels
Learning objectives		10.4.5 Deduce meaning from context in extended texts on a wide range of familiar general and curricular topics,and some unfamiliar topics 10.5.3 Write with grammatical accuracy on a range of familiar general and curricular topics 10.6.3 Use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics
Lesson objectives		All learners will be able to: read for gist, read for specific information Most learners will be able to: read for gist, read for specific information and write an essay following the plan given Some learners will be able to: read for the gist, read for specific information, write an essay following the plan given and offer solutions to a problem.
Criteria		Identify the meaning and details of the reading texts on familiar and some unfamiliar topics Demonstrate the ability to write grammatically correct sentences on familiar topics
Previous lesson		Analyzing the advantages and disadvantages of biofuels
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. То introduce the topic and read for gist Ask Ss to read the title and look at the pictures. Have Ss guess what the text is about. Ss read to find out.			Ss read to find out
Middle 10 min	To consolidate information in a text Give Ss time to prepare a short summary of the text using their answers to Ex. 3a. Ask various Ss around the class to share their answers with the rest of the class. To write a paragraph about the organic industry in your country • Give Ss time to collect information about the organic industry in their country and write a text about it. Then ask various Ss to read out their text to the class. READING Task 1. Read the text Organic Food No More Nutritious and decide whether the statements below true (T) or false (F). The article suggests people shouldn't waste money on organic food. Research says vitamin content in organic/non-organic food is the same. The researcher said there was more phosphorus in non-organic food. The researcher said people should think more about pesticides. Non-organic food in the U.S. contains pesticides over acceptable limits. WRITING Task 2. Write an essay about Pros and Cons of biofuels. Tips for writing: write about Pros and Cons; support Pros and Cons with reasons and examples; use topic-related vocabulary; use past modal forms including must have, can’t have, might have.			Ss prepare a short summary of the text Ss write a paragraph about the organic industry in your country Ss read the text and choose true or false statements Ss write an essay about Pros and Cons of biofuels		Verbal evaluation Individual avaluation Mutual avaluation Individual avaluation
End 5 min	REFLECTION Students reflect on the lesson completing the sentences: Today at the lesson I … The most useful and interesting thing was … I was good / bad / active at … Homework: to revise grammar themes Saying goodbye			Ss Students reflect on the lesson completing the sentences		Self-assessment

LESSON 45 Unit 4: Organic and non-organic worlds			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Analyzing the advantages and disadvantages of biofuels
Learning objectives		10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics; 10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.6.8 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: listen and read for gist, read for specific information Most learners will be able to: listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world Some learners will be able to: listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world, make a speech about the importance of being a global citizen.
Criteria		Learners have met the learning objective if they can: prepare a poster about changing the world and make a speech about the importance of being a global citizen
Previous lesson		Analyzing the advantages and disadvantages of biofuels
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Writing To analyse a rubric Read the Writing Tips box aloud and introduce the type of writing, content, layout and useful language. Ask Ss to read through the rubric, identify the key words and answer the questions.			Ss analyze a rubric		Verbal evaluation
Middle 30 min	To identify starting/ending techniques • Give Ss time to read the essay and elicit which techniques the writer has used to start/end the essay. To analyse a model for content and structure Give Ss time to read the model again and match the paragraphs to their content. • Ask Ss to read the examples in the box on linkers. • Then explain the task and give Ss time to complete it. • Check Ss' answers and then ask them to suggest suitable alternative from the box. To order sentences into a paragraph and identify/substitute the topic sentence Give Ss time to read the sentences and put them in order to form a cohesive paragraph. Check Ss' answers. Elicit the topic sentence and then ask Ss around the class to suggest a suitable alternative. To write a for-and-against essay Explain the task and give Ss time to write their essay using the plan and their answers to Ex. 6. Then ask various Ss to read their essays aloud. Remind Ss to use linkers. Alternatively, assign the task as HW and check Ss' answers in the next lesson.			Ss identify starting/ ending techniques Ss read the model again and match the paragraphs to their content. Ss read the sentences and put them in order to form a cohesive paragraph Ss write their essay using the plan and their answers		Mutual avaluation Individual avaluation Verbal evaluation Individual avaluation
End 5 min	REFLECTION Students reflect on the lesson answering the questions: What have you remembered on the lesson today? What was new for you? What information was interesting for you? What pros and cons of a mobile phone can you name? Homework: to finish your writing Saying goodbye			Ss Students reflect on the lesson answering the questions		Self-assessment

LESSON 46 Unit 4: Organic and non-organic worlds			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Analyzing the advantages and disadvantages of biofuels
Learning objectives		10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; 10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics ; 10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: Listen and read for a gist, read for specific information Most learners will be able to: Listen and read for a gist, learn about values, do a quiz Some learners will be able to: Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Criteria		Learners have met the learning objective if they can: speak about values
Previous lesson		Analyzing the advantages and disadvantages of biofuels
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Ask Ss to read sentences 1-10 and then ask various Ss around the class to say which one(s) best describe(s) them. Elicit/Explain any unknown words. To express a personal opinion and to listen and read to verify information Elicit a variety of answers to the question in the rubric from various Ss around the class.			Ss do the task Ss listen and follow the text in their books to find out		Verbal evaluation
Middle 30 min	To read for specific information Ask Ss to read the incomplete sentences 1-6 and then give them time to read the text again and complete them. Check Ss' answers. Suggested Answer Key manufacture their goods the goods have been made under acceptable working conditions goods are often much better quality than cheaply made new products for sale at similar prices try to recycle our belongings to avoid paying too much to save money • Refer Ss to the Check these words box and ask Ss to look them up in the Word List. • Play the video for Ss and elicit their comments. To consolidate new vocabulary Give Ss time to complete the task and then check. Ss' answers. Answer Key 1 human 4reduced 7 wisely 2 child 5take 8 seasonal 3 working 6hard-earned THINK! To consolidate information in a text and express a personal opinion Give Ss three minutes to write a few sentences expressing their opinion on how the information in the text may have changed their perspective and helped them. Ask various Ss around the class to read their sentences out. Suggested Answer Key The text made me realise that I don't think enough about where and how the things I buy were manufactured. Because of it, I will start doing some research on the big stores that I use. This will stop me paying money to companies that use child labour or have unacceptable working conditions.			Ss read the text and complete the sentences Ss complete the task Ss write a few sentences expressing their opinion on how the information in the text may have changed their perspective and helped them		Mutual avaluation Individual avaluation
End 5 min	REFLECTION What have I learnt? What new words have I learnt? What are my problems? Home task: to prepare for the summative assessment Saying goodbye			Ss do the task		Self-assessment

LESSON 47 Unit 4: Organic and non-organic worlds			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Summative control work for the 2^nd term
Learning objectives		10.2.7 Understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics 10.6.2 Use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics 10.6.8 Use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics
Criteria		Deduce meaning from context with little support in extended talk on a limited range of general and curricular topics. Write a text keeping the layout and format of a given genre according to the given questions, writing about real events connecting them into paragraphs Choose a card and prepare an individual speech providing unprepared speech to answer a variety of questions and applying a variety of grammar accurately.
Previous lesson		Analyzing the advantages and disadvantages of biofuels
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 2 min	GREETINGS The aims of the lesson
SA 35 min	LISTENING Task 1. Listen to the article and fills in the gaps with proper word; find words while listening. Transcript: Organic Foods Have Same Nutritional Value. READING Task 2. Read the text and do the task. Cool Jobs: Doing real science in virtual worlds. Choose TRUE or FALSE sentences. Wim Veling treats patients with mental-health disorders. Exposure therapy help patients overcome phobias, or fears. Veling doesn’t treat patients with depression and anxiety. Dolphin therapy can be dangerous because Dolphin s are big and strong animals. Answer the questions. Why did Wim Veling choose dolphins as the subject of his VR video? What are three ways that Veling measures whether his patients are relaxed? WRITING Task 3. Write the article according to the plan how and why you use the famous mobile applications in your life. Use quantifiers much and many correctly where it is necessary. Plan Write about a mobile application that you often use. Give your evaluation on its advantages and disadvantages. What can be done to improve it? SPEAKING Task 4. Take a card with a topic and questions to speak about for 2-3 minutes. Before you speak you have one minute to think about what you are going to say and you can make notes if you wish.			Ss listen to the article and fills in the gaps with proper word Ss read the text and choose TRUE or FALSE sentences Ss answer the questions Ss write the article according to the plan how and why you use the famous mobile applications in your life Ss answer the questions		Individual avaluation
End 3 min	REFLECTION You may ask students any of the followings: Tell an English word you learned and what it means? Describe a mistake you made and what learned from it? Explain how you challenged yourself today? Tell about something you noticed today? Homework: revise the words from the units Saying goodbye			Ss answer		Self-assessment

LESSON 48 Unit 4: Organic and non-organic worlds			School:
Date:			Teacher name:
Grade: 10			Number present:		Number absent:
Theme of the lesson:		Unit revision
Learning objectives		10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics; 10.6.8 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics;
Lesson objectives		All learners will be able to: Listen and read for a gist, read for specific information Most learners will be able to: Listen and read for a gist, learn about values, do a quiz Some learners will be able to: Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Criteria		Learners have met the learning objective if they can: speak about values
Previous lesson		Summative control work for the 2^nd term
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. To present and practise phrasal verbs with do, drop and get Go through the list of phrasal verbs and their definitions and elicit an example for each one from various Ss around the class using their dictionaries to help them if necessary.			Ss complete the task and then check Ss' answers.		Verbal evaluation
Middle 30 min	To practice prepositional phrases • Explain the task, give Ss time to complete it and then check Ss' answers. • Ask Ss to add the words to the Prepositions section in their notebooks. • Ask Ss to revise this section regularly as this will help them use the English language in a natural way. To form verbs from nouns/adjectives Read the theory box and the examples aloud and then explain the task. Give Ss time to complete the task and then check Ss' answers. To consolidate collocations from the module Explain the task and give Ss time to complete it and then check their answers. Quiz Mark the sentences T (true) or F (false). Correct the false sentences. Animals have better living conditions on organic farms. Synthetic fertilisers prevent crop damage. More than 90% of our farmland is in use. Fossil fuels come from living things. Ethanol is used to power jet engines. Biofuel production could lead to loss of habitat. The organic industry in the UK is worth over £2 billion. New products are sold off at reduced prices in charity shops. To create a quiz Ask Ss to read through Module 4 and write a quiz of their own. Ss can prepare their quizzes alone or in groups (in class or at home). Ask Ss to go through the module and compile their quizzes.			Ss add the words to the Prepositions section Ss form verbs from nouns/ adjectives Ss complete the task Ss correct the false sentences Ss exchange their quizzes, do them, and then check their answers		Individual avaluation Verbal evaluation Mutual avaluation Individual avaluation
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: What have you remembered on the lesson today? What was new for you? What information was interesting for you? What is the difference of defining and non-defining relative clauses? Hometask: revise grammar themes from the units Saying goodbye			Ss do the task		Self-assessment

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