10 сынып Gateway 2 токсан

Unit: 3 Virtual reality

Lesson 25

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Virtual Reality.

Words connected with transport and travel

Learning objectives

10.2.4.1 - implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

10.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

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

Lesson objectives

Learners will be able to:

- pronounce and learn new words related to app development

- talk about transport and trave

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.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

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.

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

Assessment criteria

make basic statements related to personal information, people

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:32

• In pairs, students look at and discuss the photos using as many of the words in the box as they can, e.g. rocket: spacecraft, take off; high-speed train: get on/off, passenger, platform; traffi c jam: motorway. Elicit some ideas from students around the class

.

Ex: 2 P: 32

• Ask students to match words in exercise 1 with the defi nitions. Check their answers

Ex:3 P: 32

Play the track for students to listen to six short travel announcements. Ask students to choose the correct alternative. Elicit answers from students around the class. See p173 for the audioscript for this exercise

Ex: 4 P: 32

Ask students to choose the correct alternative in each sentence, using the dictionary entries to help them

Ex:5 P: 32

In pairs, students take it in turns to ask and answer the questions. In a less confi dent class, students can make notes on their answers before doing this as a speaking activity. Elicit answers from students around the class

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

• Learners work with a partner. Talk about the photos using these words

ANSWERS

Students own answer

• Learners match the words in 1 with these definition

ANSWERS

1 crew

2 traffi c jam

3 theUnderground

subway/ tube

4 spacecraft

5 take off

6 land

7 gate

• Learners listen to six short travel announcements. choose the correct alternative.

ANSWERS

1 stand away from the edge of the platform

2 shouldn’t

3 shouldn’t

4 a, West

5 need

6 bags

• Learners read the dictionary entries. Then choose the correct alternative.

ANSWERS

1 trip

2 voyage

3 Travel

4 journey

5 trips

6 voyages

7 travel

8 trip

Descriptor:

- work with a partner.

- work with a partner.

Total: 3 point

Self assessment

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

Descriptor:

- listen to six short travel announcements

Total: 3 point

Descriptor:

- read the dictionary entries. Then choose the correct alternative.

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

Unit: 3 Virtual reality

Lesson 26

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Reading: GEN - Z

Learning objectives

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

10.4.8.1 - select and evaluate paper and digital reference resources to check meaning and extend understanding

10.6.7.1 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

- talk about the future using different tenses including the future continuous, future perfect simple and future perfect continuous

- talk about transport and trave

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.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

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.

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:33

• In pairs, students discuss what they think the photo in the article shows. Elicit ideas from students in open class

Ex: 2 P: 33

• Ask students to read the article quickly and answer the questions. Set a time limit of three minutes and remind students that it is not necessary for them to understand everything at this stage, they just need to answer the questions.

Ex:3 P: 33

• Ask students to read the text more carefully and complete the gaps with sentences a–f. Elicit from students the key sentences, before or after the gap, which helped them decide on their answers.

Ex: 4 P: 33

• Individually, students note down ideas on how useful they think the future transport projects mentioned in the text are before comparing their ideas with the rest of the class

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

• Learners work with a partner. Answer the question

ANSWERS

Students own answer

• Learners read the article quickly and answer the question

ANSWERS

1 Hyperloop

2 electric car, sports car, high-speed train, planes, supersonic air travel, self-driving car, flying cars, drones, elevator

• Learners read the text again. Complete the sentences with gaps.

ANSWERS

1 c (Our world is on the move.)

2 b (With his Tesla Motors company he has managed ...)

3 f (per capsule ... With no friction ...)

4 a (In the last 50 years, there has been a sharp increase in the number ...)

5 e (flying cars in our skies ... Soon, when you look up, you’ll see hundreds ...)

6 d (Maybe that’s one of the reasons why Japanese engineers … using a massive elevator …)

• Learners think and compare ideas with your class.

ANSWERS

I think the Hyperloop is very useful as it is much faster than ordinary transport and more ecological.

I think the self-driving car is useful because while you are on the move you can do anything you want.

I think drones are very useful because they can do dangerous work more cheaply and safely than humans can.

I think the lunar space elevator is a fascinating idea, but it’s not very useful

Descriptor:

- work with a partner.

- answer the question

Total: 3 point

Self assessment

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

Descriptor:

- read the text again.

- complete the sentences with gaps

Total: 3 point

Descriptor:

- think and compare ideas with your class.

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

Unit: 3 Virtual reality

Lesson 27

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Grammar in context: Future simple

Learning objectives

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

10.6.3.1 - use a variety of adjectives complemented by that, infinitive and wh clauses on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

- identify and present comparing and contrasting ideas and cause/effect patterns

- make complex comparisons between verb/noun phrases

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.

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.

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 future simple

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:34

a) Ask students to decide what tense the verb in blue is in each sentence.

b)Ask students to complete the rules with will, be going to, the present simple or the present continuous.

c)Ask students to look at sentences a–c and complete the rules 1–3 with will or the present simple.

Ex: 2 P: 34

• In pairs, students look at the sentences and explain why will is used in each sentence. Elicit answers from different students around the class

Ex:3 P: 34

• Ask students to decide if the underlined part of the sentence is correct. If it is not correct, they rewrite it. Check their answers

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

a) Learners look at the sentences. Identify the verbs in blue

ANSWERS

a be going to

b present continuous

c be going to

d will

e present simple

b) Learners complete the rules.

ANSWERS

1 be going to

2 be going to

3 will

4 the present continuous 5 the present simple

c) Learners look at the sentences below and complete the rules

ANSWERS

1 will 2 will 3 the present simple

• Learners look at these sentences. Work with a partner

ANSWERS

1 future fact

2 sudden decision

3 prediction based on opinion

4 prediction based on expectations

5 future fact

6 sudden decision

• Learners rewrite the sentences

ANSWERS

1 starts 2 ’ll 3 ’s going to rain 4 correct 5 ‘s taking 6 are going 7 are, doing 8 ’m going to eat 9 correct 10 ’s going to drop

Descriptor:

- identify the verbs in blue

- complete the rules.

Total: 3 point

Self assessment

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

Descriptor:

- rewrite the sentences

Total: 3 point

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

Unit: 3 Virtual reality

Lesson 28

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Developing vocabulary: Prefixes

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 growing range of unfamiliar topics

10.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics

10.4.8.1 - select and evaluate paper and digital reference resources to check meaning and extend understanding

Lesson objectives

Learners will be able to:

- identify and present comparing and contrasting ideas and cause/effect patterns

- make complex comparisons between verb/noun phrases

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.

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.

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 future simple

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:35

In pairs, students fi nd the prefi x in each word and think about what meaning the prefi x gives to the word. Ask them to match the prefi xes with the meanings 1–10.

Ex: 2 P: 35

• Ask students to complete each sentence by adding one of the given prefi xes to one of the words in the box. Check their answers in open class and make sure they have spelt the words correctly

Ex:3 P: 35

a) Ask students to make the negative form of the words using the prefi xes dis-, il-, im-, in-, ir- or un-. Provide dictionaries if necessary

b) Students listen and check their answers. See p173 for the audioscript for this exercise.

Ex:4 P: 35

Ask students to write three sentences using a negative word from exercise 3a in each sentence. Draw students’ attention to the example. Encourage them to use three different prefi xes.

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

a) Learners find the prefixes and match them with the meanings below

ANSWERS

1 mis

2 post

3 under

4 over

5 inter

6 dis

7 re

8 co

9 sub

10 super

Learners complete the sentences by adding the correct prefixes to the word.

ANSWERS

1 disappeared

2 underpaid

3 misunderstood

4 sub-zero

5 rewrite

6 overbooked

7 superhuman

Learners make the negative form of these words. Use the prefixes:

ANSWERS

disadvantage, disagree, unbelievable, incapable, incomplete, unexpected, unlikely, illogical, unnecessary, disobey, impatient, impossible, irregular, irresponsible, unsuccessful, invisible

• Learners make three sentences using negative words from ex 3

ANSWERS

Students own answer

Descriptor:

- find the prefixes

- match them with the meaning

Total: 3 point

Self assessment

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

Descriptor:

- complete the sentences

Total: 3 point

Descriptor:

- make the negative form of these words

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

Unit: 3 Virtual reality

Lesson 29

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Gateway to Life skills: Food miles. Exploding the Myth

Learning objectives

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

10.4.8.1 - select and evaluate paper and digital reference resources to check meaning and extend understanding

Lesson objectives

Learners will be able to:

- identify and present comparing and contrasting ideas and cause/effect patterns

- use digital and paper resources to enrich vocabulary

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.

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.

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 future simple

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:36

a) In pairs, students look at the food label of a product sold in the US. Ask them to estimate how far it travelled before getting to the US. Point out the spelling of fi ber in American English as the label is from the US. In British English the correct spelling is fi bre

b) Ask students to look at the title of the article Food miles: The great debate and discuss what they think ‘food miles’ are. Elicit some ideas in open class

Ex: 2 P: 36

• Ask students to read the introduction to the article to check if their ideas in exercise 1 were correct. Discuss in open class how serious a problem students think food miles are and ask them to give reasons for their answers

Ex:3 P: 37

Divide the class into A and B pairs. Ask Student A to read Text A and Student B to read Text B and answer the corresponding questions. Tell students to make a note of their answers. Go round and monitor or assist students as they work. Weaker students could compare their answers with another student who read the same text before moving on to exercise 4

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

a) Learners work with a partner. Answer the question.

ANSWERS

It travelled from Turkey to Thailand, and then eventually to the US – approximately 22,000 km/14,000 miles.

b) Learners look at the title. Debate and discuss what they think ‘food miles’

ANSWERS

The distance food travels from where it is produced to our table

Learners read the introductions. Answer the question.

ANSWERS

Students own answer.

• Learners work with a partner

ANSWERS

1 They weren’t in season then.

2 They produce 25% of all CO2 emissions.

3 They are responsible for 11% of all carbon emissions.

4 They are an example of unnecessary food travel.

5 We need to produce more food locally and buy locally produced food

Descriptor:

- work with a partner

- answer the question.

Total: 3 point

Self assessment

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

Descriptor:

- Debate and discuss

Total: 3 point

Descriptor:

- work with a partner

- answer the question

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

Unit: 3 Virtual reality

Lesson 30

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Listening

Learning objectives

10.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

10.2.4.1 - implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

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

Lesson objectives

Learners will be able to:

- -give detailed response showing opinion, agreement or disagreement

- -reach a logical conclusion about the author’s intended meaning

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.

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.

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 future simple

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:38

In pairs, ask students to look at the photo of a drone and make a list of ways a drone could be used. Draw students’ attention to the example. Elicit ideas from students around the class.

Ex: 2 P: 38

• Tell students they are going to listen to a radio programme about drones. Play the track for students to tick any of the ideas in their list they mention. See p173 for the audio script for this exercise

Ex:3 P: 38

Play the track again for students to listen and choose the correct alternative.

Ex:4 P: 38

Ask students to note down positive points of UAVs according to Scott and Kim. Elicit answers from students and ask them if they mention any possible negative points and if so, what.

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

Learners work with a partner. Loot at the of a drone. Answer the question.

ANSWERS

Students own answer

Learners listen to a radio programme about drones. Tick any of the ideas in your list that they mention.

ANSWERS

Students own answer

Learners listen again and choose the correct alternative.

ANSWERS

1 Aerial

2 negative

3 stop

4 aerial images

5 offers us new reporting possibilities

6 quite possible

7 thinks

• Learners answer the question

ANSWERS

Students own answer

Descriptor:

- work with a partner

- answer the question.

Total: 3 point

Self assessment

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

Descriptor:

- listen to a radio programme

- tick any of the ideas

Total: 3 point

Descriptor:

- Tick any of the ideas

- choose the correct alternative.

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

Unit 3 Virtual reality

Lesson 31

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Grammar in context

Talking about the future using the future continuous, future perfect simple and future perfect continuous

Learning objectives

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

10.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar 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:

-give a comparison/ contrast-style presentation

- 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

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:1a P: 38

• Students look at the sentences and decide what tense the verbs in blue are. Elicit how we form the tenses

Ex:1b P: 38

• Students complete the rules with future continuous, future perfect simple or future perfect continuous. Check the answers in open class

Ex:2 P: 38

• Ask students to explain the difference between the sentences in each pair. Elicit answers from different students around the class.

Ex: 3a P: 38

• Ask students to read Sarah’s schedule for tomorrow and complete the sentences with the future continuous, future perfect simple or future perfect continuous form of the verbs given

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

•Pupils look at the these sentences. Explain the tenses.

ANSWERS

1 future continuous

2 future continuous

3 future perfect simple

4 future perfect simple

5 future perfect continuous

Future continuous: will/won’t + be + verb-ing Future perfect simple: will/won’t + have + past participle

Future perfect continuous: will/won’t + have + been + verb-ing

•Pupils complete the rules with the future continuous

ANSWERS

1 future perfect simple

2 future continuous

3 future perfect continuous

4 future perfect simple, future perfect continuous

•Pupils explain between difference the sentences.

ANSWERS

1a At 7 o’clock, the activity is in progress.

1b At 7 o’clock, the activity has fi nished.

2a In half an hour the activity will start.

2b In half an hour, the activity will be fi nished. 3a This action will happen sometime before 2050.

3b This action will happen in 2050. \

4a I have a plan to have lunch at 1 pm tomorrow. 4b At 1 pm tomorrow, lunch will be in progress

•Pupils read Sara’s schedule for tomorrow.

ANSWERS

Students own answer

Descriptor:

- look at the these sentences

- explain the tenses.

Total: 1 point

Descriptor:

- complete the rules

- use future continuous

Total: 1 point

Descriptor:

- explain between difference the sentences.

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

Unit 3 Virtual reality

Lesson 32

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Developing speaking

Comparing and contrasting photos

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 growing range of unfamiliar topics

10.3.1.1 - use formal and informal language registers in talk on a range of general and curricular topics, including 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 comparing and contrasting photos

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex: 1 P: 40

• In pairs, students look at the photos and write down the similarities and differences between the two photos in a simple two-column table. Elicit ideas

Ex:2 P: 40

• Tell students they are going to listen to a student doing a speaking task. Ask them to read the task and then play the track for them to listen and answer the questions. Check their answers. See pp173–174 for the audioscript for this exercise

Ex:3 P: 40

• Ask students to complete what the student said with phrases from the Speaking bank. Play the track again if necessary. Elicit answers from different students.

Ex: 4 P: 40

• In pairs, students use the phrases in the Speaking bank to talk about the similarities and differences between the photos in exercise 1.

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

•Pupils work with a partner. Look at the photos. Think similarities and differences between them.

ANSWERS

Students own answer.

•Pupils read the task below. Listen to a student doing this task and answer the questions

ANSWERS

1 Students’ own answers

2 yes

3 yes

•Pupils complete phrases from the speaking bank

ANSWERS

a Both photos show

b In the fi rst photo

c whereas

d One big difference between the photos is that

e while

f Compared with

g Another important difference

h One similarity

•Pupils work with a partner. Use the phrases in the speaking bank

ANSWERS

Students own answer

Descriptor:

- work with a partner.

- identify the photo

Total: 1 point

Descriptor:

- read the task

- Listen to a student doing this task and answer the questions

Total: 1 point

Descriptor:

- complete phrases from the speaking bank

Total: 1 point

Descriptor:

-. work with a partner. Use the phrases in the speaking bank

Total: 1 point

-Make CCQ questions Yes / No

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

Unit 3 Virtual reality

Lesson 33

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Developing writing

Writing a story using a variety of tenses, structures and linkers

Learning objectives

10.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

10.4.7.1 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics

Lesson objectives

Learners will be able to:

- present findings based on mini-scale research

- recognize typical features and in appropriacies 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

How to improve writing skills in English?

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 developing writing

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex: 1 P: 41

• In pairs, students read the writing task and note down some ideas for a story. In a less confident class, elicit ideas from different students around the class and write key vocabulary on the board

Ex:2 P: 41

• Students read the story and decide if there are any similarities with their ideas

Ex:3 P: 41

• Ask students if this type of trip would interest them and elicit reasons why or why not

Ex: 4 P: 41

• Ask students to put the events of the story in order. Check their answers

Ex: 5 P: 41

Ask students to look at the advice in the Writing bank and fi nd examples in the story in exercise 2 for each one. Draw students’ attention to the example and ask them to fi nd examples of other tenses that the writer uses

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

•Pupils work with a partner. Read the task think of some ideas for a story.

ANSWERS

Students own answer.

•Pupils read this story, answer the question.

ANSWERS

Students own answer.

•Pupils answer the question

ANSWERS

Students own answer.

•Pupils put the events of the story in order.

ANSWERS

1 f 2 d 3 a 4 g 5 c 6 e 7 b

•Pupils find examples in the story

ANSWERS

Variety of past tenses: past continuous: … We were soon preparing for landing; past simple … I learnt that …, past perfect simple: … I had fl own …, past perfect continuous: … I had been waiting …, past with ‘would’: … we would observe …, future with ‘will’: I’ll never forget

Participle clauses: Having collected my luggage, I immediately saw ...

Linkers of time and sequence: Four months ago, Luckily

Adjectives and adverbs: excited and nervous, brilliant, immediately, amazing

Descriptor:

- work with a partner.

- read the task think of some ideas

Total: 1 point

Descriptor:

- read the story

- answer the question

Total: 1 point

Descriptor:

- answer the question

Total: 1 point

Descriptor:

- find examples in the story

Total: 1 point

-Make CCQ questions Yes / No

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

Unit 4: Organic and non-organic world

Lesson 34

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Parts of the body

Learning objectives

10.2.8.1 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some unfamiliar topics

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

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

Lesson objectives

Learners will be able to:

- recognize contradicting ideas through keywords

-explain the meaning of words and phrases by using context clues

- 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

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 someone’s personality

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex: 1 P: 70

• SPEAKING In pairs, students check that they understand the words. Provide dictionaries if necessary. If possible, use a diagram to check answers

Ex:2 P: 70

• SPEAKING In pairs, students take it in turns to talk about the photos. Elicit descriptions from different students around the class

Ex:3 P: 70

• Ask students to read the texts, ignoring the gaps for the moment, and match each one to the correct photo

Ex: 4a P: 70

• Ask students to complete the texts in exercise 3 with the words in the box. Provide dictionaries if necessary. Do not check the answers yet

Ex: 4b P: 70

LISTENING Play the track for students to listen and check their answers in exercise 4a (see Answers in exercise 4a above). Students then look at the words in red in the texts and check they understand what they mean. Tell students to use a dictionary if necessary. See p176 for the audioscript for this exercise.y

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

•Pupils work with a partner to identify where the following parts of your body are.

ANSWERS

ankle /ˈæŋk(ə)l/ – the part at the bottom of your leg where your foot joins your leg

bone /bəʊn/ – one of the hard parts that form a frame inside the body of a human or animal

brain /breɪn/ – the organ inside your head that allows you to think and feel, and controls your body

chest /tʃest/ – the upper front part of your body between your neck and your stomach

chin /tʃɪn/ – the centre of the bottom part of your face, below your mouth and above your neck

•Pupils work with a partner. Take it in turns to talk about the photos.

ANSWERS

1 Someone with a bandaged hand and wrist in a sling

2 A healthy meal/salad

3 An unhealthy meal/junk food

4 A woman with a headache/temperature

•Pupils read the texts, ignoring the gaps. Match each text to the correct photo.

ANSWERS

1 D 2 A 3 B 4 C

•Pupils complete the texts with these words.

ANSWERS

a balanced

b allergic

c putting on

d addicted

e infection

f prescription

g dislocated

h painful

•Pupils listen and check your answers

ANSWERS

Students own answer

Descriptor:

- work with a partner.

- identify parts of your body are

Total: 1 point

Descriptor:

- work with a partner.

- talk about the photos

Total: 1 point

Descriptor:

- read the texts

- match each text to the correct photo.

Total: 1 point

Descriptor:

- complete the texts with these words

Total: 1 point

Descriptor:

- listen and check your answers

Total: 1 point

-Make CCQ questions Yes / No

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

Unit 4: Organic and non-organic world

Lesson 35

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Reading health news

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 growing range of unfamiliar topic

10.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

10.4.8.1 - select and evaluate paper and digital reference resources to check meaning and extend understanding

Lesson objectives

Learners will be able to:

- deduce and summarize main points according to the contextual clues

-explain the meaning of words and phrases by using context clues

- 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

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 someone’s personality

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex: 1 P: 71

• SPEAKING In pairs, students discuss if they think the things are good or bad for us and say why?

Ex:2 P: 71

• Students read the four articles from a health website to check their answers in exercise 1. Elicit from students what the basic message of each text is.

Ex:3 P: 71

• Ask students to read the articles again and decide if the sentences are True (T) or False (F). Ask students to point out the part of the text where they found their answer.

Ex: 4 P: 71

• Critical thinking Encourage students to think about the information they read and to say how much they believe this kind of article. Encourage them to explain their answers. Ask students to discuss how they can check any information they read.

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

•Pupils work with a partner. Answer the question.

ANSWERS

Students own answer

•Pupils read the four articles from a health website and check your answer.

ANSWERS

A says that ‘drinking eight glasses of water is good’ is a myth. Our bodies adjust, and drinks don’t have to be water.

B says action fi lms make you eat more (junk food).

C says feeling pain is better than not feeling pain.

D says brain freeze is painful but disappears fast.

•Pupils read the articles again. Are the sentences true or false?

ANSWERS

1 F 2 F 3 T 4 T 5 T 6 T

•Pupils think. Compare your ideas in class

ANSWERS

Students own answer.

Descriptor:

- work with a partner.

- answer the question.

Total: 1 point

Descriptor:

- read the four articles from a health

Total: 1 point

Descriptor:

- read the articles again.

- mark the statements

Total: 1 point

Descriptor:

- compare your ideas in class

Total: 1 point

-Make CCQ questions Yes / No

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

Unit 4: Organic and non-organic world

Lesson 36

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Grammar context: Using the zero, fi rst and second conditionals and unless, as long as, provided/providing (that) and in case

Learning objectives

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

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

10.6.12.1 - use a wide variety of past modal forms to express appropriate functions; use a variety of near modal structures including supposed to, bound to, due, willing to on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

- identify and present comparing and contrasting ideas and cause/effect patterns

- identify and evaluate parts of the argument and type of evidence in given texts

- use adverbs of focus in a sentence appropriately while speaking and writing

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources