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10 сынып Action 2 токсан

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10 сынып Action 2 токсан
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Short term plan: term 2

Unit: 3 Virtual reality

Lesson 25

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Virtual reality; Application of virtual reality

Learning objectives


10.1.5.1 - use feedback to set personal learning objectives;

10.2.1.1 - 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;

Lesson objectives

Learners will be able to:

- introduce the topic of virtual reality

- practise vocabulary relating to applications of virtual reality

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min.





Pre-learning

«Brainstorming» method

7 min.






Organization moment :

1.Greeting.

Ask about the weather.

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

Warm-Up

Students talk about different things.

Lead – In

What do you imagine about VR?

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Students say different words from the picture

Learners remember previous lesson vocabulary

Learners answer the questions


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- remembers the lesson passed

Point 1

Assessment criteria

make basic statements related to personal information, people and objects




Pictures











worksheet





Picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P:35

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. Ask Ss to discuss in pairs and then ask some Ss to share their answers with the class.








Ex: 2 P: 35

Ask Ss to work in pairs or small groups and match the pictures to the applications.

Elicit answers from around the class.





Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.


Learners read the following definition. Answer the question.

ANSWERS

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. We use VR for entertainment, healthcare, art and education purposes.


Learners match the applications of VR to the pictures.

ANSWERS

1 B

2 F

3 E

4 A

5 C

6 D



Descriptor:

- read the following definition

-answer the question

Total: 3 point


Self assessment


Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.


Descriptor:

- match the applications of VR to the pictures.

Total: 3 point

-Make CCQ questions Yes / No

Card

Worksheet




Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: P:

Home task:

Write the days


Poster Success
















Short term plan: term 2

Unit 3 Virtual reality

Lesson 26

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Products of the future

Learning objectives


10.2.8.1 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects;

10.3.5.1 - interact with peers to make hypotheses about a wide range of general and curricular topics;

Lesson objectives

Learners will be able to:

- present new vocabulary

- listen and read for gist

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.








Organization moment :

1.Greeting.

Ask about the weather.

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

Warm- Up

Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals.

Lead – In


The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

Learners remember previous lesson vocabulary




Students say different words from the picture

Answer the question.



The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- know daily routines vocabulary

- know prepositions of place

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P36

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.




Ex: 2 P: 36

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.



Ex: 3 P: 36

Ask Ss to read questions 1-7 and underline the key words.

Give Ss time to read the text and write the letter A, B 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.





Pupils listen and say. Make sentences

ANSWERS

2 The key is made of metal.

3 The bottle is made of glass.

4 The chair is made of wood.

5 The box is made of plastic.


Pupils read the title, the introduction, and loom at the pictures.

ANSWERS

I expect the text to be about technology of the future and how it will make life easier for people.


Pupils read and for questions choose from the text

ANSWERS

1 robust material

2 recycling

3 first-aid use

4 treasure-hunting

5 machine no putting together

6 shopping

7 limitless potential



Descriptor:

- listen and say. Make sentences

Total: 2 point




Descriptor:

- read the title, the introduction, and loom at the pictures.

Total: 1 point



Descriptor:

- read and for questions choose from the text

Total: 2 point



Self assessment



-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet




Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: P:

Home task:

Write the days


Poster Success













Short term plan: term 2

Unit 3 Virtual reality

Lesson 27

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Grammar reference: Future tenses


Learning objectives


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

10.4.1.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics;

Lesson objectives

Learners will be able to:

- consolidate new vocabulary

- revise future tenses

- practise future tenses using personal examples

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

Warm- Up

revise the vocabulary from the previous

Lead – In

Do you think textile products are developed in Kazakhstan?

If it not developed how to develop our textile?

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson





Students say different words from the picture and answer the question


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1



Assessment criteria

- Learners have met the learning objectives if they can talk about persons character





Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 4 P: 37

Explain the task and give Ss time to complete it.

Check Ss' answers.



Ex:5 P: 37

Explain the task. Go through the descriptions A-G and elicit which tense we use in each case. Refer Ss to the Grammar Reference section for more details.

Give Ss time to complete the task and then check Ss' answers.



Ex:6 P: 37

Explain the task. Give Ss time to complete it and then check Ss' answers.

Elicit the reasons for each use.








Ex: 7 P: 37

Elicit a variety of answers from Ss around the class.











Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils fill the gaps.

ANSWERS

1 assembly

2 turn into

3 endless

4 graphics

5 dissolve

Pupils match the examples to the description. Find more examples in the text

1 E

2 D

3 A

4 B

5 C

6 F

7 G

Pupils choose the correct form verb

ANSWERS

1 will answer - an on-the-spot decision

2 will be - a prediction based on what we believe/ imagine

3 am going to buy - a plan or intention 4. Are you working - a fixed arrangement

5 will be travelling - an action in progress at a particular time in the future

6 won't a promise

7 is going to play - a prediction based on what we


Pupils say two thing you will be doing this time.

ANSWERS

I will be studying at school this time next week.

I will be having an English lesson this time next week.

I'm playing football tomorrow evening.

I'm visiting my grandparents tomorrow evening.

In the summer, I will swim in the sea.

In the summer, I will go on holiday.

I'm going to clean my room this weekend.

I'm going to watch TV this weekend.

Descriptor:

- fill the gaps

Total: 1 point


Descriptor:

- match the examples to the description. Find more examples in the text

Total: 1 point



Descriptor:

- choose the correct form verb

Total: 1 point



Descriptor:

- say two thing you will be doing this time

Total: 1 point


-Make CCQ questions Yes / No


pupils are evaluated by collecting pencils

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success




Short term plan: term 2

Unit 3 Virtual reality

Lesson 28

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Apps on the go


Learning objectives


10.4.2.1 - understand specific information and detail in extended texts on a range of

familiar general and curricular topics, and some unfamiliar topics;

10.5.4.1 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;

Lesson objectives

Learners will be able to:

- introduce the topic and present new vocabulary

- predict the content of the text; to listen and read for gist

- read for specific information

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson





Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1



Assessment criteria

- Learners have met the learning objectives if they can talk about mobile apps





Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 38

Elicit where app comes from (application).

Then elicit what Ss use mobile apps for and ask them to tell their partner and make sentences using the prompts and following the example.

Ask various Ss to tell the class.

Ex:2 P: 38

Read out the title and ask Ss to read the first paragraph of the text and guess what the text is about.

Play the recording. Ss listen and read and find



Ex:3 P: 38

Explain the task. Give Ss time to read the questions and the answer choices and then read the text again and choose the correct answers.

Check Ss' answers.


Ex: 4 P: 38

Give Ss time to complete the task. Tell them to refer back to the text if necessary.

Check Ss' answers.







Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils use the phrases below to tell your partner. Complete the sentences

ANSWERS

I use mobile apps to chat online, upload pictures and play games.


Pupils read the title and the first paragraph of the article

ANSWERS

The text is about new types of apps that are available


Pupils read the text again and for question choose the correct answer.

ANSWERS

2 B

3 D

4 B

5 D

1 A


Pupils fill the gaps

ANSWERS

1 living

2 live

3 breaking

4 independent

5 basic

6 real

7 grab

8 tap

9 keep

10 go

Descriptor:

- use the phrases

- complete the sentences

Total: 1 point


Descriptor:

- use mobile apps to chat online

Total: 1 point



Descriptor:

- read the title and the first paragraph of the article

Total: 1 point



Descriptor:

- fill the gaps

Total: 1 point


-Make CCQ questions Yes / No


pupils are evaluated by collecting pencils

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success












Short term plan: term 2

Unit 3 Virtual reality

Lesson 29

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Grammar: Determines and Pre – determiners

Learning objectives


10.2.8.1 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects;

10.3.2.1 ask complex questions to get information about a limited range of general topics and some curricular topics;

10.4.1.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics

Lesson objectives

Learners will be able to:

- present/practise determiners & pre-determiners

- listen for specific information

- express opinion - agree/disagree

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson





Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1



Assessment criteria

- Learners have met the learning objectives if they can talk about mobile apps





Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 6 P: 39

Ask Ss to read the theory box on p. 38 and explain any points Ss are unsure of.

Refer Ss to the Grammar Reference section for more details.

Then give Ss time to read sentences 1-8 and choose the correct words in bold.

Check Ssanswers.


Ex:7 P: 39

Explain task and ask Ss to read statements 1-6 the recording listen and complete task

Check answers


Ex:8 P: 39

Read out the rubric and explain the task.

Ss work in pairs and discuss the questions in the rubric using the expressions in the table and following the example.

Monitor the activity around the class and then ask some pairs to tell the class.


Ex: 9 P: 39

Explain the task and give Ss time to think of their own mobile app and write a paragraph about it.

Ask various Ss around the class to read their paragraphs aloud.


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils choose the correct word

ANSWERS

1 an

2 those

3 these

4 that

5 Both

6 such

7 Each

8 twice


Pupils listen to two classmates talking about smartphone apps. Mark the statements true or false

ANSWERS

1 T

2 T

3 F

4 T

5 F

6 T



Pupils discuss with your partner. Use your ideas from ex 7

ANSWERS

A: If you ask me, mobile apps are useful.


B: I don't agree. I think they're a waste of time


Pupils create you mobile apps.

ANSWERS

Students own answer.

Descriptor:

- choose the correct word

Total: 1 point



Descriptor:

- listen to two classmates

- mark the statements true or false

Total: 1 point



Descriptor:

- discuss with your partner.

- use your ideas

Total: 1 point




-Make CCQ questions Yes / No


pupils are evaluated by collecting pencils

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success













Short term plan: term 2

Unit 3 Virtual reality

Lesson 30

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Games: Computer accessories and gadgets

Learning objectives


10.2.3.1 understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular

10.4.1.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics;

10.5.4.1 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;

Lesson objectives

Learners will be able to:

- present new vocabulary

- listen and read for specific information

- read for cohesion & coherence

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson





Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about сomputer accessories and gadgets




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 40

Play the recording with pauses for Ss to repeat chorally and/or individually.

Then give Ss time to match the words to the pictures.

Check Ss' answers.







Ex:2 P: 40

Ask Ss to read the definition and elicit thei answers to the question.

Ask Ss to briefly look through the article and find out.




Ex:3 P: 40

Give Ss time to read the text carefully and then match the missing sentences to the gaps.

Tell Ss to look at the words before and after each gap to help them choose their answers.

Play the recording. Ss listen and read the text and check their answers


Ex: 4 P: 41

Give Ss time to answer the questions referring to the text as necessary.

Check Ss' answers.









Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils listen and repeat words in the list. Then match the words to the pictures.

ANSWERS

1 speakers

2 headphones

3 tablet

4 games console

5 smartphone

6 keyboard

7 monitor

8 mouse


Pupils read the definition. Identify between 2D and 3D games

ANSWERS

3D games are more realistic than 2D games and have immersive gameplay. Both types of games have storylines, but 2D games are simpler and have pixelated characters.


Pupils read again and choose from the sentences.

ANSWERS

1 D 2 F 3 B 4 E 5 A


Pupils answer the questions

ANSWERS

1 The advantages of 2D games are that they ar cheap to produce, don't require much compute memory and are suitable for hand-held devices The disadvantages are that they are simplistic with pixelated characters and only involve one screen.


2 2D games are popular again because they can be played on smartphones as a mobile game. Moder versions of 2D consoles are now collector's item and new games are still being produced

Descriptor:

- listen and repeat

- match the words to the pictures

Total: 1 point



Descriptor:

- read the definition

- Identify between 2D and 3D games

Total: 1 point



Descriptor:

- read again and choose from the sentences.

Total: 1 point




-Make CCQ questions Yes / No


pupils are evaluated by collecting pencils

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Short term plan: term 2

Unit 3 Virtual reality

Lesson 31

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Grammar: Quantifiers

Learning objectives


10.1.7.1 - develop and sustain a consistent argument when speaking or writing;

10.3.3.1 - explain and justify own and others’ point of view on a wide range of general and curricular topics;

10.5.7.1 - use independently appropriate layout at text level on a range of general and curricular topics;

Lesson objectives

Learners will be able to:

- consolidate new vocabulary from a text

- consolidate new vocabulary

- present/practise quantifiers

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson





Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 5 P: 41

Explain the task and give Ss time to complete it referring to the text as necessary. Then ask Ss to make sentences based on the text.

Ask Ss around the class to share their answers with the rest of the class.


Ex:6 P: 41

Refer Ss to the words in bold in the text and give them time to match them to their definitions in the list.

Check Ss' answers


Ex:7 P: 41

Explain that we use some in affirmative sentences for plural items and we use any in negative plural sentences and interrogative plural sentences.

Explain that we use much/(a) little with uncountable nouns and many/(a) few with countable nouns.

* Explain that we use a lot of with countable / uncountable nouns.

Refer Ss to the Grammar Reference section for more details.

Explain the task and give Ss time to complete it. Check Ss' answers and then elicit sentences using the other words.


Ex: 8 P: 41

Explain the task and give Ss time to complete it.

Refer Ss to the Grammar Reference section for help if necessary.

Check Ss' answers.

.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils fill the gaps.

ANSWERS

1 game

2 hand-held

3 memory

4 downloadable

5 item

6 must-have

7 open

8 platform


Pupils match the words in bold in the text.

ANSWERS

commands = orders

interact = have an effect on each other

combined = joined

defended = protected

courageous = brave

increasingly more and more

require = need

a must = essential


Pupils choose the correct word. Then make sentences using other words.

ANSWERS

1 any

2 few

3 a lot of

4 much

5 many, any


Pupils read the sentences. Answer the question

ANSWERS

1 Every

2 a number of

3 any

4 Much

Descriptor:

- fill the gaps.

Total: 1 point



Descriptor:

- match the words in bold

Total: 1 point



Descriptor:

- choose the correct word

- make sentences using other words

Total: 1 point



Descriptor:

- read the sentences.

- answer the question

Total: 1 point


-Make CCQ questions Yes / No


pupils are evaluated by collecting pencils

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success




Short term plan: term 2

Unit 3 Virtual reality

Lesson 32

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Writing: An opinion essay


Learning objectives


10.2.8.1 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects;

10.3.3.1 - explain and justify own and others’ point of view on a wide range of general and curricular topics;

10.4.5.1 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

Lesson objectives

Learners will be able to:

- analyse a model for content and structure

- write supporting sentences for given topic sentences


Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson





Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 42

Read the Writing Tip box aloud and introduce the type of writing, the content, layout and useful language.

Ask Ss to read through the rubric and identify the key words and answer the questions.

Check Ss' answers around the class


Ex:2 P: 43

Give Ss time to read the model and match the paragraphs to their content.

Check Ssanswers.


Ex:3 P: 43

Ask Ss to read the model again and identif and categorise the linkers.

Check Ssanswers on the board.


Ex: 4 P: 43

Go through the example. Elicit the connection between the topic sentence and the supporting sentences (they give reasons).

Give Ss time to read the topic sentences and write supporting sentences for them.

Ask Ss around the class to read out their supporting sentences.


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the rubric. Underline the key words and answer the question.

ANSWERS

Key words: '3D games are the best option for the current generation of gamers', teacher, essay giving your opinion with reasons, 120-180 words

1 my teacher

2 my opinion with reasons

3 formal because an essay is a formal piece of writing

4 I think that there are some great non-3D games around, but for a rich, immersive experience with excellent graphics the best option for the current generation of gamers is 3D games

Pupils read the essay and match the paragraphs to the headings below

ANSWERS

A 5 B 3 C 1 D 2 E 4


Pupils read the essay again

ANSWERS

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


Pupils read the topic sentences.

ANSWERS

Students own answer

Descriptor:

- read the rubric

- underline the key words

Total: 1 point



Descriptor:

- read the essay

- match the paragraphs to the headings

Total: 1 point



Descriptor:

- read the essay again

Total: 1 point



Descriptor:

- read the topic sentences.

Total: 1 point


-Make CCQ questions Yes / No


pupils are evaluated by collecting pencils

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success






Short term plan: term 2

Unit 3 Virtual reality

Lesson 33

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Culture corner

Learning objectives


10.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;

10.5.3.1 - write with grammatical accuracy on a range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- elicit different art forms

- consolidate new collocations from the tex

- consolidate information in a text and offer an opinion

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson





Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 44

Ask Ss to work in pairs and come up with list of different art forms. Give the pairs three minutes.

Ask pairs for suggestions around the class and write the full list on the board.


Ex:2 P: 44

Explain the task and ask Ss to read the text again and choose the word from the choice of four which best completes each gap to make the text coherent and correct both lexically and grammatically.

Play the recording Ss listen and follow the text to check their answers


Ex:3 P: 44

Explain the task.

Give Ss time to complete the task, referring back to the text if necessary.

Check Ss' answers


Ex: 4 P: 44

Give Ss time to answer the questions in their own words.

Ask various Ss around the class to share their answers with the rest of the class.


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils in pairs make a list. Tell the class.

ANSWERS

"painting, graffiti, sculpture, music, dance, dram pottery, poetry, animation, photography, video.


Pupils read the text again and for question choose the correct word.

ANSWERS

1 B 2 C 3 D 4 A 5 B 6 C

7 A 8 C 9 A


Pupils fill the gaps.

ANSWERS

1 job

2 develop

3 promising

4 cave

5 virtual

6 come

8 unique



Pupils answer the question

ANSWERS

1 Students use the VR studio to create their art piece, while planning and sketching at home

Descriptor:

- in pairs make a list.

- tell the class.

Total: 1 point



Descriptor:

- read the text

- choose the correct word

Total: 1 point



Descriptor:

- fill the gaps

Total: 1 point



Descriptor:

- answer the question

Total: 1 point


-Make CCQ questions Yes / No


pupils are evaluated by collecting pencils

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success















Short term plan: term 2

Unit 3 Virtual reality

Lesson 34

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Curricular: IT

Learning objectives


10.5.1.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics;

10.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

Lesson objectives

Learners will be able to:

- check their own and others’ writing to ensure that it communicates what they intended and improve the writing if needed

-recognize typical features and inappropriacies in word choice, sentence structure, paragraphs and complete texts

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 45

Introduce vocabulary from 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.


Ex:2 P: 45

Predict information in a text and to listen and read to verify the information

Elicit a variety of answers to the question in th rubric from various Ss around the class.

Play the recording. Ss listen and follow the tex in their books to find out




Ex:3 P: 44

Read for specific information

Ask Ss to read questions 1-5 and then give ther time to read the text again and answer them.

Check Ss' answers.







Ex: 4 P: 44

Consolidate new vocabulary

Give Ss time to complete the task and then chec Ss' answers.






Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils look at the pieces of equipment below. Answer the question.

ANSWERS

AVR headset is used to view the VR world.

A console runs a game or other software.

An HDMI cable transfers audio-visual information

Pupils listen and read. Answer the question.

ANSWERS

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 car communicate through their microphone. In the future sensors will detect the movements users make

Pupils read the text again and answer the question.

ANSWERS

1 The headset is connected to the console either wirelessly or with an HDMI cable.

2 Our brains get the 3D images from the display

3 The headset follows our movements so that the image changes depending on where we are looking.

4 We can't hear what is happening in the real world because the headphones block it out.

5 Bodysuits or sensors will make us feel the virtual environment in the future.


Pupils match the words in bold in the text.

ANSWERS

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

Descriptor:

- look at the pieces of equipment

- answer the question

Total: 2 point



Descriptor:

- listen and read

- answer the question

Total: 3 point



Descriptor:

- read the text

- answer the question.

Total: 3 point



Descriptor:

- match the words in bold in the text

Total: 3 point


-Make CCQ questions Yes / No


pupils are evaluated by collecting pencils


Total: 10 point


Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success


Short term plan: term 2

Unit 3 Virtual reality

Lesson 35

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Language in Use

Summative assessment for the unit «Virtual reality»

Learning objectives


10.5.6.1 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

10.6.2.1 - 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;

Lesson objectives

Learners will be able to:

- write a coherent text stating and explaining an idea/argument

- use an increasing repertoire of countable and uncountable nouns correctly with a greater range of items before the noun;

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 46

Present and practise phrasal verbs with look and try

Go through the list of phrasal verbs and their definitions and elicit an example for each one from various Ss around the class. Tell them they can use their dictionaries to help them if necessary.

Give Ss time to complete the task and then check Ss' answers.


Ex:2 P: 46

practise prepositional phrases

Explain the task and 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.


Ex:3 P: 46

Consolidate words which are often confused

Explain the task.

Give Ss time to complete the task and then check their answer



Ex: 4 P: 46

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


Ex: 5 P: 46

Consolidate collocations from the module

Explain the task and give Ss time to complete it then check their answers


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils complete with the correct particles.

ANSWERS

1 out

2 after

3 over

4 out

5 up to

6 into





Pupils fill the gaps

ANSWERS

1 to

2 on

3 on

4 out

5 on






Pupils choose the correct word.

ANSWERS

1 choose

2 lets

3 simulate

4 skills


Pupils fill in the correct word.

ANSWERS

1 creative

2 sensible

3 frightened

5 different

4 relaxing


Pupils fill the gaps.

ANSWERS

1 high-definition

2 live

3 flora

4 generate

5 monitor

6 breaking

7 collector's

8 built-in

9 independent

10 must-have

Descriptor:

- complete with the correct particles

Total: 2 point








Descriptor:

- fill the gaps

Total: 3 point




Descriptor:

- choose the correct word

Total: 3 point



Descriptor:

- fill in the correct word.

Total: 3 point


-Make CCQ questions Yes / No


pupils are evaluated by collecting pencils


Total: 10 point


Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success


Short term plan: term 2

Unit 3 Virtual reality

Lesson 36

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Progress check

Learning objectives


10.5.9.1 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

10.6.9.1 - 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

Learners will be able to:

- proofread others’ writing for punctuation

- use present to talk about regular actions, timetable events, to retell the plots of films, to write headlines or titles


Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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


revise the vocabulary from the previous

Lead – In



.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 47

Read for specific information

Give Ss time to read the text and complete the task.

Check Ss' answers. Ask Ss to justify their answers.


Ex:2 P: 47

Listen for specific information

Explain the task and ask Ss to read the statements.

Play the recording. Ss listen and complete the text with the correct information.

Ss check their answers with their partners.

Check Ss' answers around the class.


Ex:3 P: 48

Practise vocabulary from the module

Explain the task.

Ss complete the task.

Check Ss' answers.



Ex: 4 P: 48

Consolidate grammar from the module

Explain the task.

Ss complete the task.

Check Ss' answers.


Ex: 5 P: 48

Consolidate grammar from the module

Explain the task.

Ss complete the task.

Check Ss' answers.


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the article and choose the correct option.

ANSWERS

1 C (... allow people to create a big-screen experience on their living room wall with their mobiles.)

2 C (... roll out the screen from your phone so it is closer to the size of a laptop.)

3 B (... turning us into a cashless society.)

4 D (... large amounts of information about our lifestyles on our phones ...)

5 D (... allowing us to use our phones to scan our food for harmful toxins...

Pupils listen to a man talking about the future and complete the statements.

ANSWERS

1 F 2T 3 T 4 F 5 F

Pupils fill the gaps.

ANSWERS

1 interact 2 audience

3 comeback 4 level

5 tap 6 stream

7 arcade 8 lightweight

9 hand-held 10 code

Pupils complete the sentences with correct future form

ANSWERS

1 will make

2 are going to knock

3 starts

4 will have released

5 are going to buy

6 won't let

7 am not going to be

8 turns/will turn

9 is getting

10 will go

Pupils choose the correct item

ANSWERS

1 such 2 that

3 All 4 twice 5 our

Descriptor:

- read for specific information

- choose the correct option.

Total: 2 point


Descriptor:

- listen for specific information

- complete the statements.

Total: 3 point



Descriptor:

- practise vocabulary from the module

- complete the sentences with correct future form

Total: 3 point



Descriptor:

- consolidate grammar from the module

- correct future form

Total: 3 point


-Make CCQ questions Yes / No



Total: 10 point


Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success






Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 37

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Organic and non-organic food

Learning objectives


10.1.5.1 - use feedback to set personal learning objectives;

10.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.6.6.1- use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- show control of their own learning\

-use context clues to identify specific information

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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


revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about organic and non-organic food




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 49

Present vocabulary relating to organic/non-organic food production

Direct Ss' attention to the pictures.

Play the recording. Ss listen and repeat chorally and/or individually. Then elicit which of the pictures relate to organic/non-organic food production.





Ex:2 P: 49

Practise vocabulary relating to organic/non-organic food production

Ask Ss to work in pairs or small groups and match the columns to make sentences.

Elicit answers from around the class.



Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils listen and say. Answer the question.

ANSWERS

Organic food production: compost, biological pesticides Non-organic food production: chemical pesticides, GMO crops, hormones and antibiotics, synthetic fertilisers


Pupils match the two columns to make complete sentences.

ANSWERS

1 C

2 D

3 A

4 B

5 G

6 H

7 E

8 F





Descriptor:

-present vocabulary relating to organic/non-organic food

- answer the question.

Total: 2 point


Descriptor:

- match the two columns to make complete sentences

Total: 3 point


-Make CCQ questions Yes / N


Total: 10 point


Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success
























Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 38

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Organic food

Learning objectives


10.2.4.1 - 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;

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

10.4.2.1 - understand specific information and detail in extended texts on a range of

Lesson objectives

Learners will be able to:

- communicate effectively using target vocabulary and syntax appropriately in context

- identify and explain use/function of adjectives and adverbs

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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


revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about organic and non-organic food




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 50

Present vocabulary related to food

Ask Ss to think of as many words as they can under each heading related to food.

Check Ss' answers around the class.


Ex:2 P: 50

Listen and read for gist

Ask Ss to read the title and the headings and then elicit what the text is about.

Play the recording. Ss listen, read and find out.


Ex:3 P: 50

Read for specific information (true/false/doesn't say statements)

Ask Ss to read statements 1-6. Then give them time to read the text again and mark them according to what they read.

Check Ss' answers.


Ex:4 P: 50

consolidate new vocabulary

Explain the task and give Ss time to complete it.

Check Ss' answers.


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils write as many words as you can think of under each heading

ANSWERS

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.


Pupils read the title and the headings. Answer the question.

ANSWERS

The text is about the benefits of eating organic food.


Pupils read again and mark the statements

ANSWERS

1T

2 F

3 DS

4 T

5 F

6 F


Pupils fill the gaps.

ANSWERS

1 welfare

2 ingredients

3 hormones

4 produce

5 pesticides

6 compost

Descriptor:

- present vocabulary related to food

- write as many words as you can think

Total: 2 point


Descriptor:

- listen and read for gist

- answer the question.

Total: 3 point



Descriptor:

- read for specific information

- read again and mark the statements

- fill the gaps.


-Make CCQ questions Yes / N


Total: 10 point


Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success









Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 39

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Grammar: Pronounce – Quantifiers

Learning objectives


10.3.3.1 - explain and justify own and others’ point of view on a wide range of general and curricular topics;

10.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;

10.4.1.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics;

Lesson objectives

Learners will be able to:

- communicate effectively using target vocabulary and syntax appropriately in context

- identify and explain use/function of adjectives and adverbs

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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


revise the vocabulary from the previous

Lead – In

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about organic and non-organic food




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 6 P: 51

present/revise pronouns and quantifiers

Ask Ss to study the table and then elicit when we use the different types of pronouns and quantifiers.

Refer Ss to the Grammar Reference section to check.










Ex:7 P: 51

practise pronouns and quantifiers

Explain the task and give Ss time to complete it.

Check Ss' answers







Ex:8 P: 51

Explain the task and ask Ss to read the questions.

Play the recording and give Ss time to make notes in answer to the questions.

Check Ss' answers








Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils study the table. Answer the question

ANSWERS

We use relative pronouns in relative clauses to identify/describe the person/place/thing in the main clause.

We use demonstrative pronouns to indicate the person or thing referred to.

We use indefinite pronouns to refer to one or more unspecified objects, people or places.

We use reflexive pronouns with certain verbs/ prepositions when the subject and the object of the verb are the same.


Pupils choose the correct options

ANSWERS

1 some

2 that

3 everyone

4 ourselves

5 anything

6 a few

7 Those

8 everything


Pupils listen to a lecture talking about GM food

ANSWERS

1 In Europe, shoppers can choose whether or not to buy GM food because all GM food must be labelled. In the USA, food manufacturers do not have to reveal if their products contain GM ingredients.

2 Arguments against GM food include: it is dangerous to both humans and the environment, it is harmful, the whole organic farming industry will be destroyed because of cross-co amination of GM crops with non-GMO crops and GM crops will lead to more pollution because many are designed to withstand greater applications of pesticides and herbicides.

Descriptor:

- study the table

- answer the question.

Total: 2 point







Descriptor:

- choose the correct options

Total: 3 point



Descriptor:

- listen to a lecture talking about GM food

Total: 3 point

Total: 3 point


-Make CCQ questions Yes / N


Total: 10 point


Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success




Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 40

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Skyscraper farms

Learning objectives


10.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

10.6.2.1 - 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;

Lesson objectives

Learners will be able to:

- use context clues to identify specific information

- identify the meaning of words using contextual clues


Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about organic and non-organic food




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 52

Present new vocabulary

Ask Ss to look at the picture. Elicit what they can see (a tall, round, glass building).

Play the recording. Ss listen and repeat chorally and/or individually.

Ask various Ss around the class to try to answer the questions in the rubric.

Give Ss time to read the task and find out.



Ex:2 P: 53

Read for cohesion and coherence

Explain the task. Give Ss time to read the text again and choose the correct sentence for each gap.

Check Ss' answers and elicit the Ss' reasons.


Ex:3 P: 53

Consolidate new vocabulary

Give Ss time to complete the task. Tell them to use their dictionaries if they wish.

Check Ss' answers.


Ex:4 P: 53

Practise new vocabulary

Give Ss time to complete the task. Ss can look up any words they are unsure of in their dictionaries.

Check Ss' answers. Give Ss time to write their sentences. Check Ss' answers by asking various Ss to read their sentences aloud


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils look at the picture. Then listen to the sentences and repeat. Answer the question.

ANSWERS

I think it's a tall building where you can grow food. It is powered by solar panels and the produce is grown in a solution of nutrients and water


Pupils read the text again and for each gap choose from the sentences the one which best fits each gap.

ANSWERS

1 C 2 F 3 H 4 E 5 G

6 A 7 B


Pupils choose the correct word. Check in your dictionaries.

ANSWERS

1 challenge

2 risen

3 springing up

4 save

5 powered

6 drains

7 produce

8 rising


Pupils fill the gaps.

ANSWERS

2 friendly

3 real

4 wind

5 vertical

6 local

7 costs

8 direct


Descriptor:

- look at the picture.

- listen and repeat

- answer the question

Total: 2 point




Descriptor:

- read the text

- for each gap choose from the sentences

Total: 3 point



Descriptor:

- choose the correct word

- check in your dictionaries

Total: 3 point



Descriptor:

- fill the gaps

Total: 3 point


-Make CCQ questions Yes / N


Total: 10 point

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success









Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 41

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Grammar: Future Perfect

Learning objectives


10.6.8.1 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics;

10.6.13.1 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

- identify future simple and future continuous in the studied material

- use context clues to identify specific information

- identify the meaning of words using contextual clues

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about future




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 5 P: 53

Present the future perfect and the future perfect continuous

Write on the board: In the future, people will grow vegetables on skyscraper farms. Elicit when we use the Future simple. Then, write on the board: In the future, crops will be grown on skyscraper farms. Elicit how we form the passive form of the future simple (will + be + past participle)

Write on the board: I will have taught and say what you will have done by the end of the day (I will have taught for 8 hours by the end of the day.). Elicit the meaning of will have + past کیا participle (expresses an action that will have finished before a stated time in the future)



Ex:6 P: 53

Practise the future perfect and the future perfect continuous

Explain the task and give Ss time to complete it.

Check Ss' answers around the class.


Ex:7 P: 53

Personalise the topic

Read out the rubric and explain the task.

Ss work in pairs and tell each other their answers.

Monitor the activity around the class and then ask some pairs to tell the class.



Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the theory and find examples of all the future tenses in the text.

ANSWERS

will have risen, will require,

will be, will have, will be, will be made, will be grown, will have been travelling, will go, will be powered, 'll save, 'Il (all) be eating, won't be able to do




Pupils put the verbs in brackets in the future perfect or future perfect continuous.

ANSWERS

1 will have been living

2 will have been converted

3 will have been working

4 won't have finished

5 Will we have found


Pupils write two things.

ANSWERS

I hope I will have travelled abroad and I hope I will have got a great career by the time I'm 30.

By the end of this year, I will have been learning English for over 5 years and I will have been living in my house for over 5 years.

By the end of the century, flying cars and personal robots will probably have been invented


Descriptor:

- read the theory

- find examples of all the future tenses

Total: 2 point


Descriptor:

- put the verbs in brackets in the future perfect

Total: 3 point






Descriptor:

- write two things

Total: 3 point




-Make CCQ questions Yes / N


Total: 10 point

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success







Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 42

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Renewable energy sources

Summative assessment for the unit «Organic and non-organic worlds»

Learning objectives


10.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;

10.2.4.1 - 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;

10.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

Lesson objectives

Learners will be able to:

- identify future simple and future continuous in the studied material

- use context clues to identify specific information

- identify the meaning of words using contextual clues

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about future




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 54

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.




Ex:2 P: 54

Listen and read for specific information

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.





Ex:3 P: 54

Read for specific information

Give Ss time to read the text again and then complete the sentences with phrases from the text.

Check Ss' answers.




Summative assessment for the unit «Organic and non-organic worlds»



Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils look at the pictures. Answer the question

ANSWERS

I 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

Pupils read the title of the text and subheadings. Listen and read the text.

ANSWERS

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


Pupils read again and complete the sentences with phrases from the text

ANSWERS

1 coal, oil and gas

2 ethanol, biodiesel and biojet fuel

3 plant material

4 corn, sugar cane, wheat, rapeseed and soybeans

5 to power engines

6 air pollution

Descriptor:

- look at the pictures

- answer the question

Total: 2 point





Descriptor:

- read the title of the text

- listen and read the text

Total: 3 point




Descriptor:

- read again

- complete the sentences

Total: 3 point





-Make CCQ questions Yes / N



Total: 10 point

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success









Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 43

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Speaking - and Listening

Learning objectives


10.2.7.1 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.6.1 - recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)

- discuss/ debate on given topics demonstrating unprepared speaking

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about future




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 4 P: 54

Consolidate new vocabulary

Explain the task and give Ss time to complete it.

Check Ss' answers.




Ex:5 P: 54

Understand the author's attitude/opinion

Ask various Ss to tell the class about the author's opinion and justify their answers using the text.





Ex:6 P: 55

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.

Check Ss' answers.




Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils fill the gaps.

ANSWERS

1 fossil

2 organisms

3 source

4 carbon

5 dioxide

6 chemicals

7 acid

8 habitat

9 material

10 fats

11 pollution

12 natural


Pupils answer the question

ANSWERS

I think the author is generally in favour of biofuels because even though he/she presents a balanced argument, he/she believes using biofuels is a positive move (it is a good start).


Pupils listen to two people talking about biofuels.

ANSWERS

1 B

2 A

3 A

4 A

5 B



Descriptor:

- fill the gaps.

Total: 2 point


Descriptor:

- answer the question

Total: 3 point




Descriptor:

- listen to two people talking about biofuels.

Total: 3 point


-Make CCQ questions Yes / N



Total: 10 point

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success



















Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 44

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Writing: For –and –against essay

Learning objectives


10.5.9.1 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

10.6.2.1 - 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 ;

Lesson objectives

Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)

- discuss/ debate on given topics demonstrating unprepared speaking

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about for –and –against




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 56

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.

Check Ss' answers around the class.


Ex:2 P: 56

Identify starting/ending techniques

Give Ss time to read the essay and elicit which techniques the writer has used to start/end the essay.


Ex:3 P: 56

Analyse a model for content and structure

Give Ss time to read the model again and match the paragraphs to their content.

Check Ss' answers.


Ex:4 P: 56

Present, practise and substitute linkers

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.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the rubric and answer the questions.

ANSWERS

1 a for-and-against essay

2 formal

3 A-1, 3, 4, 5, 7

B-2, 6, 8


Pupils read the essay. Answer the question.

ANSWERS

The writer addresses the reader directly and uses a rhetorical question to start the essay. Then a quotation is used to end the essay.


Pupils answer the questions

ANSWERS

1 presents the topic

2 gives the arguments for the topic

3 gives the arguments against the topic

4 gives the writer's opinion





Pupils choose the correct words. Replace the linkers in bold in the text. With alternatives.

ANSWERS

1 To begin with, For example

2 Some people feel that, because

3 In contrast, For instance

Descriptor:

- read the rubric

- answer the questions.

Total: 2 point


Descriptor:

- read the essay

- answer the question

Total: 3 point




Descriptor:

- answer the questions

Total: 3 point


Descriptor:

- choose the correct words

Total: 3 point


-Make CCQ questions Yes / N



Total: 10 point

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success












Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 45

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Summative control work for the 2nd term

Learning objectives


10.2.4.1 - 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

10.3.3.1 - explain and justify own and others’ point of view on a wide range of general and curricular topics;

10.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

10.5.9.1 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

Lesson objectives

Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)

- discuss/ debate on given topics demonstrating unprepared speaking

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about for –and –against




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min












LISTENING

Task. Listen to Mia and Ryan talking about computer games. Answer the questions 1-3 while you listen to the recording. Listen and decide who these ideas belong to. Write Mia or Ryan in the spaces provided. CD3 Tapescript 1.


Task. Complete the sentence according to what you hear.



READING

Task. Which paragraph contains the following information? Write Paragraph 1 or 2 next to the sentences below.


Task. Mark the sentences True or False


WRITING


Task. Choose ONE topic to write.


Topic 1. Virtual Reality

Topic 2. Organic and Non-organic Worlds


SPEAKING

Task. You have to work in pairs. Choose one card and discuss questions with your partner. You should collaborate, agree or disagree, showing your point of view. You have one minute to prepare, 2-3 minutes to talk on the topic.


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils listen to Mia and Ryan talking about computer games

ANSWERS

1Ryan

2 Mia

3 Ryan

4 Ryan

5 Ryan

6Need for Speed


Pupils write Paragraph 1 or 2 next to the sentences below.

ANSWERS

Paragraph 1

Paragraph 1

Paragraph 1

Paragraph 2

True

False







Pupils choose ONE topic to write.

ANSWERS

Students own answer



Pupils choose one card and discuss questions with your partner

ANSWERS

Students own answer





Descriptor:

- listen to Mia

Total: 2 point


Descriptor:

- write Paragraph 1 or 2 next to the sentences

Total: 3 point




Descriptor:

- choose ONE topic to write

Total: 3 point


Descriptor:

- choose one card and discuss questions

Total: 3 point


-Make CCQ questions Yes / N



Total: 10 point

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success












Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 46

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Culture corner

Learning objectives


10.6.17.1 - use if / if only in third conditional structures

use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics

10.5.9.1 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

Lesson objectives

Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)

- discuss/ debate on given topics demonstrating unprepared speaking

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about clothing industry




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1a P: 58

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.


Ex:1 b P: 58

Listen and read for lexico- grammatical correctness & coherence

Explain the task and ask Ss to read the text again and think of a word to complete each gap that makes the text coherent so that it is lexically and grammatically correct.

Play the recording. Ss listen and read to check their answers. Ask Ss to justify their answers.


Ex:2 P: 58

Consolidate new vocabulary

Explain the task.

Give Ss time to complete the task, referring back to the text if necessary.

Check Ss' answers.


Ex:3 P: 58

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.

Alternatively, assign the task as HW and ask Ss to give read out their texts in the next lesson.


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the title of the text and look at the pictures. Answer the question

ANSWERS

I think the text is about the organic industry in the UK




Pupils read the text again and fill the gaps.

ANSWERS

1 more 2 is 3 with 4 like

5 which 6 This 7 who 8 At

9 From 10 for 11 these

12 their



Pupils fill the gaps

ANSWERS

1 industry

2 synthetic

3 alternatives

4 wool

5 chemical

6 logo

7 materials

8 sector





Pupils find out information about the organic industry in your country.

ANSWERS

Students own answer.

Descriptor:

- read the title of the text

- answer the questions.

Total: 2 point


Descriptor:

- read the text

- fill the gaps

Total: 3 point




Descriptor:

- fill the gaps

Total: 3 point


Descriptor:

- find out information about the organic industry

Total: 3 point


-Make CCQ questions Yes / N



Total: 10 point

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success







Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 47

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Curricular: Citizenship

Learning objectives


10.2.7.1 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

7.5.7.1 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)

- discuss/ debate on given topics demonstrating unprepared speaking

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about clothing industry




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1a P: 59

Introduce the topic; to relate the topic to yourself

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.


Ex:1 b P: 59

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.

Play the recording. Ss listen and follow the text in their books to find out


Ex:2 P: 59

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.


Ex:3 P: 59

Consolidate new vocabulary

Give Ss time to complete the task and then check Ss' answers.



Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils answer the question

ANSWERS

Sentence 2-1 always check where and how a product was made. I read the labels on the clothes I buy and if I hear in the news about stores that use cheap labour, I avoid going to them. Also sentence 3-1 often shop online. I believe you can find some real bargains by shopping on websites


Pupils listen and read to find out. Answer the question,

ANSWERS

A responsible shopper knows where and how the products they buy are made. They buy fair trade products. They buy products that use fewer natural resources and that don't have unnecessary packaging. They buy second-hand goods and they recycle. Responsible shoppers don't buy anything that is unnecessary and they don't pay too much


Pupils fill the gaps.

ANSWERS

1 manufacture their goods

2 the goods have been made under acceptable working conditions

Descriptor:

- answer the questions.

Total: 2 point


Descriptor:

- listen and read

Total: 3 point




Descriptor:

- fill the gaps

Total: 3 point



-Make CCQ questions Yes / N



Total: 10 point

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success















Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 48

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Language in use: Phrasal verbs Prepositions

Learning objectives


10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.6.1 - recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)

- discuss/ debate on given topics demonstrating unprepared speaking

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 60

Present and practise phrasal verbs with do, drop and get

Go through the list of phrasal verbs and thei definitions and elicit an example for each one from various Ss around the class using thei dictionaries to help them if necessary.

Give Ss time to complete the task and ther check Ss' answers.


Ex:2 P: 60

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.


Ex:3 P: 60

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.


Ex: 4 P: 60

Consolidate collocations from the module

Explain the task and give Ss time to complete it and then check their answers.

Ex: 5 P: 60

Consolidate words which are often confused

Explain the task and give Ss time to complete it and then check their answers.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils choose the correct particle

ANSWERS

1 out

2 up

3 along

4 by

5 over

6 across



Pupils fill the gaps.

ANSWERS

1 at

2 of

3 for

4 on

5 to

6 from

7 from

Pupils fill in the sentences with the correct word derived from the word.


ANSWERS

1 shorten

2 strengthen

3 ensure

4 enlarge

5 encourage


Pupils fill the gaps.

ANSWERS

1 advice

2 vertical

3 environmentally

4 natural

5 responsible

6 animal

7 produce

8 organic



Pupils complete the phrases with do or make

ANSWERS

1 do 2 make 3 do

4 make 5 do 6 make

7 do 8 do 9 do

10 make 11 make

12 make




Descriptor:

- choose the correct particle

Total: 2 point






Descriptor:

- fill the gaps.

Total: 3 point






Descriptor:

- fill in the sentences

Total: 3 point






Descriptor:

complete the phrases with do or make






-Make CCQ questions Yes / N



Total: 10 point

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success


Short term plan: term 2

Unit 4: Organic and non-organic worlds


Lesson 49

Teacher name:


Date:


Grade: 10

Number present:

absent:

Lesson title

Progress check

Learning objectives


10.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

Lesson objectives

Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)

- discuss/ debate on given topics demonstrating unprepared speaking

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

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

revise the vocabulary from the previous

Lead – In


.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson



Students say different words from the picture


What is the difference between information and data?

The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about




Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 1 P: 61

Read for specific information

Give Ss time to read the text again and complete the task.

Check Ss' answers. Ask Ss to justify their answers.


Ex:2 P: 61

Listen for specific information

Explain the task and ask Ss to read the text.

Play the recording. Ss listen and complete the text with the correct word.

Ss check their answers with their partners.

Check Ss' answers around the class.


Ex:3 P: 62

Practise vocabulary from the module

Explain the task.

Ss complete the task.

Check Ss' answers.


Ex: 4 P: 62

Consolidate grammar from the module

Explain the task.

Ss complete the task.

Check Ss' answers.


Ex: 5 P: 60

Consolidate grammar from the module

Explain the task.

Ss complete the task.

Check Ss' answers.


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the text. For question, choose the best answer.

ANSWERS

1.A 2 C 3 A 4 D 5 B


Pupils complete the gaps with the correct words

ANSWERS

1 organic

2 space

3 gardening

4 compost and nutrients

5 delivered

6 neighbours

7 friends

8 full-time


Pupils fill the gaps

ANSWERS

1 converted

2 power

3 nutrients

4 renewable

5 resources

6 solution

7 substances

8 Compost

9 certified

10 shortage


Pupils put the verbs in brackets in the future perfect or future perfect continuous.

ANSWERS

1 will have run

2 will have been working

3 will have created

4 will have opened


Pupils choose the correct item.

ANSWERS

1 any

2 anyone

3 himself

4 This

5 who

6 These

7 myself

8 anything


Descriptor:

- read the text

- choose the best answer

Total: 2 point




Descriptor:

- complete the gaps with the correct words

Total: 3 point




Descriptor:

- fill the gaps

Total: 3 point



Descriptor:

- put the verbs in brackets in the future perfect or future perfect continuous.

Total: 3 point



Descriptor:

-choose the correct item.

Total: 3 point


-Make CCQ questions Yes / N



Total: 10 point

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success














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