Материалдар / Action 10 оқулығы бойынша 3-тоқсан ҚМЖ жинағы

Action 10 оқулығы бойынша 3-тоқсан ҚМЖ жинағы

Материал туралы қысқаша түсінік

Жаңа форматта барлық тақырыптар қамтылған

Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады

Құрметті әріптес!

Қазақстан Республикасының «Авторлық құқық және сабақтас құқықтар туралы» заңына сәйкес авторлық құқық заңмен қорғаланатынын ескертеміз. Сатып алған ҚМЖ – ны тарату туралы факт анықталған жағдайда әкімшілік айыппұл салынады.

«USTAZ tilegi» ғылыми әдістемелік орталығының әкімшілігі

№472 бұйрығы бойынша жасалған ҚМЖ келесі бетте

Бұл ҚМЖ ust.kz сайтында жасалынған. «USTAZ tilegi» ғылыми-әдістемелік орталығының сайтынының ҚМЖ бөлімінде кез-келген пән, кез-келген сынып бойынша ҚМЖ және презентацияны жүктеп ала аласыз. Ол үшін сілтеме арқылы өтіңіз.

https://ust.kz/qmg

Lesson Plan 1

Unit:5	Reading for pleasure
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Types of literature
Learning objectives(s) that this lesson is contributing to:	10.1.3 -respect differing points of view;;
Lesson objectives:	All learners will be able to: know and identify types of books Most learners will be able to:answer the questions Some learners will be able to: tell about books
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: «Verbal support» T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.Which products are organic and non-organic?

2. What is GMO?

3. How often do you buy organic food?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 3points

Encourage Ss who can name object that is connected with new lesson.

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

10min.

Direct student to the pictures. Explain that they show book covers for different types of literature. Elicit which ones are fiction and which ones are non-fiction from Ss around the class.

Aim: to present vocabulary for types of literature, to introduce the topic

Efficiency:

Ss develop their reading skills.

Exercise 1: Look at the pictures. Which books are non-fiction (based on facts) ? fiction (created from the imagination)?

-assign words to the correct group

- read the without mistakes

2points

Whiteboard

Pupils Book

Poster

10 min.

Read out the types of books and explain/elicit their meanings. Match the words with their meaning

Aim: to practice the language of the lesson

Differentiation: «Librarian» method is used to develop their vocabulary knowledge.

Descriptor:

- say definitions corectly

- pronounce the words correctly.

Total: 2point

Whiteboard

Students Book

Poster

10 min

Ask Ss to read the example and elicit similar sentences from Ss around the class about which books they like to read and why.

Aim: to talk about types of books

Efficiency:

To develop their speaking skills and consolidate adjectives

Differentiation: “Verbal support” This technique relies on T-S interaction and an ability in the educator to engage Ss in both simple and complex dialogue according to their learning needs.

Exercise 2 ‘

Answer the questions:

1.Which type of books do you like reading? Why?

Descriptor:

-spelling words correctly 1point.

- answer questions correctly and competently1point.

- 3point

Whiteboard

Students Book

End of the lesson.

Reflection

7 min

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Poster.

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Success criteria for reading task Feedback on language	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 2

Unit:5	Reading for pleasure
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	The War of the Worlds
Learning objectives(s) that this lesson is contributing to:	10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics; 10.3.2 - ask and respond to complex questions to get information about a wide range of general and curricular topics 10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 10.4.9 –recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics; 10.6.5 - use a wide variety of question types on a wide range of familiar general and curricular topics
Lesson objectives:	All learners will be able to: read the biography Most learners will be able to: answer the questions Some learners will be able to: vocabulary, answer, say their opinion about this writer and his works.
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What kind of books do you know?

2. Are you reading a book at this time/ if so which one?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

11 min

Ask Ss to read words from Check these words box, try to find the definition of these words

Aim: to enrich Ss vocabulary

Efficiency:

To develop reading skills

Differentiation: «Librarian» method is used to develop their vocabulary knowledge.

Read the words and say their definitions

Descriptor:

-Give right answers

theme -2 point

Whiteboard

Students Book

Middle of the lesson

Presentation part.

8 min.

“Reading time” Give Ss time to read the text and answer the question. Elicit an answer from the class.

Aim: To read for specific information

Exercise 3. Read about H.G. Wells. What kind of novels did he write?

Descriptor:

-pronounce words correctly

-give right answers

Total: 2point

Whiteboard

Students Book

Poster

8 min

Have Ss ask and answer questions in pairs about H.G. Wells following the example. Monitor activity around the class.

Aim: To consolidate information in a text.

Efficiency:

Develop speaking skills.

Differentiation: Verbal support

Exercise 4 Ask and answer questions as an example.

-Where was H.G.Wells born?

- He was born in Bromley.

-make sentences correctly , pronouncing the words correctly

2 point

Whiteboard

Students Book

Poster

8 min.

Explain the task and ask Ss to read the statements and then read the text and mark them according to what they read.

Aim: to read for specific information (T/F/DS statements)

Efficiency:

Develop their reading skills.

Differentiation: read, understand, mark sentences

Exercise 5

Read the text and decide if statements are T(true), F or Ds.

Descriptor:

- give right answer

- read words correctly

Total: 2point

Whiteboard

Students Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

“Finger” method is used to find out was the lesson clear or not.

Ss show their knowledge according to the lesson

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use our fingers to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Success criteria for reading task Feedback on language	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 3

Unit:5	Reading for pleasure
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	The ruined house
Learning objectives(s) that this lesson is contributing to:	10.1.6 - organise and present information clearly to others 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics 10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
Lesson objectives:	All learners will be able to: know the vocabulary Most learners will be able to: identify types of texts Some learners will be able to: vocabulary, identify, answer the questions
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1. Who is H.G.Wells?

2 What works of H.G.Wells do you know?

3 What about his work “The War of the World”?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 3point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

min.

Ask Ss to read the Theory box. Explain the meaning of any unknown words.

Then ask students to identify the text type.

Aim: to identify and discuss text types

Exercise 6 Read the theory. What type of text are the texts in ex3 and ex5

Descriptor:

-give correct answers

1point

Whiteboard

Students Book

Poster

12 min.

Give Ss time to read the extract and elicit how the characters express their fears.

Aim: to identify character development through emotions in a literary extract.

Differentiation: practice method is used to strengthen the theme.

Exercise 7Answer the question. Find the examples in the text.

Descriptor:

-choose the right answer

Total: 1point

Whiteboard

Students Book

Poster

8 min

Ask Ss to read the questions and answer choices and give them time to read the extract again and choose their answers according to what to what they read.

Aim: to read for specific information

Efficiency:

Develop their reading skills.

Differentiation: «Flexible pace learning»

Exercise 8.

Read the extract in ex7 and choose the correct answer .

Descriptor:

- write notes in answer to the questions correctly

Total: 2point

Whiteboard

Students Book

Poster

7 min

Give Ss time to read the extract again and list all the words used to describe tripods.

Aim: to describe a fictional object from an extract

Differentiation: «Flexible pace learning»

Exercise 9 What are the tripods like? Read the extract again and describe a tripod

Descriptor:

- use vocabulary

-make sentences correctly

3points

Whiteboard

Students Book

Poster.

Give Ss time to answer the question.

Aim: to compare fiction and non-fiction

Exercise 10. Compare the extract to the biography and the review. How do they differ?

T praise the Ss

Well done! Brilliant! Good job! I like it!

End of the lesson.

Reflection

5 min.

The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Success criteria for reading task Feedback on language	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 4

Unit:5	Reading for pleasure
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Character analyses
Learning objectives(s) that this lesson is contributing to:	10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.1.3 -respect differing points of view;; 10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics 10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;
Lesson objectives:	All learners will be able to: get acquainted with grammar Most learners will be able to: understand the grammar Some learners will be able to: use adjectives and compare persons
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.How do the characters express their ideas?

2 What are tripods like?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

8 min.

Play the recording. Ss listen and complete the Venn diagram in their notebooks.

Aim: to listen for specific information, to complete a Venn diagram

Differentiation: understand the presentation, use adjectives, complete the diagram.

Exercise 11. Listen to a professor presenting the characters of the narrator and the curate. Use the adj-s from the list to complete the diagram.

-give right answer

2 points

Whiteboard

Students Book

Poster with diagram

CD track2.6

8 min.

Explain the task and give Ss time to formulate their answers referring to the extract in ex7 and the ideas in ex11 to help them.

Aim: to compare the personalities of two characters from a literary extract.

Exercise 12

Compare the personalities of the narrator and the curate. In what ways are they the same?

Descriptor:

-make sentences correctly

-point out the similarities and differences

Total: 3point

Whiteboard

Students Book

Poster

10 min.

Ask Ss to read the Theory Box and then give them time to read the sentences 1-7 and choose the correct conjunction.

Aim: to present and practice conjunctions

Differentiation: flexible pace learning

Exercise 13

Read the Theory Box and choose the correct item.

Descriptor:

- complete phrases correctly

- make sentences correctly

Total: 2point

Whiteboard

Students Book

9 min

To make sentences with conjunctions . to write them into their copybooks.

Aim: to consolidate conjunctions

Efficiency: to develop their writing skills

Differentiation:practice method

Write their own sentences

Descriptor:

- make sentences correctly

Total: 1point

End of the lesson.

Reflection

5 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency:

To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Students will support each other. More capable students will be given more challenging material to work with in order to allow them to be more challenged. The students will be supported by the teacher during independent work.	Students will be assessed through questioning discussing after-reading activity creating and sharing sentences with new vocabulary	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 5

Unit 5	Reading for pleasure
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Elements in fiction
Learning objectives(s) that this lesson is contributing to:	10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 10.5.4 - 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; 10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics
Lesson objectives:	All learners will be able to: answer the questions Most learners will be able to: identify types of figurative language Some learners will be able to: write a summary of an extract
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: “verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What are the conjunctions and when do we use them?

2 What are the differences in describing the narrator and the curate?

3 What are the similarities in describing the narrator and the curate?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

answer the 3-rd-question.

Total: 3point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

-Explain the task and give Ss time to complete the graphic organiser referring to the extract in Ex. 7.

-Then ask Ss to use their notes and suitable conjunctions to write a summary of the extract.

Aim: To complete a graphic organiser

Differentiation: flexible pace learning

Exercise 14

Fill in the graphic organizer based on the extract you read in ex7. Now use your notes and conjunctions to write a summary of the extract.

-make sentences without mistakes 2point

Whiteboard

Students Book

Poster

12 min.

Ask Ss to read the theory and then give Ss time to find examples in the extract in Ex. 7.

• Elicit answers from around the class and then elicit each type of figurative language used in the sentences 1-6.

Aim: To present, identify and practice figurative language.

Efficiency:

Develop their writing skills.

Differentiation: practice method is used to assess Ss writing

Exercise 15

Find two examples of simile, two of metaphor and one of personification.

Then identify which type of figurative language is used in sentences 1-6.

Descriptor:

-find examples of figurative language

- identify types of sentences correctly

Total: 2points

Whiteboard

Students Book

Poster

10min.

“Quiz”

-Ask Ss to read the novel The War of the Worlds at home. Direct them to www.projectgutenberg.com for an online version. In a future lesson after Ss have read the book, ask Ss to answer the questions to test their knowledge.

-Alternatively, have Ss guess the answers to the questions and then read the book and correct their guesses at a future time.

If it is not feasible to read the book have Ss read a plot summary of the book on Wikipedia or a similar website and then complete the quiz.

Aim: to read and consolidate information

Exercise 16

Test your knowledge. Quiz

- choose the right answer

3 point

Whiteboard

Students Book

End of the lesson.

Reflection

5 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Students will support each other. More capable students will be given more challenging material to work with in order to allow them to be more challenged. The students will be supported by the teacher during independent work.	Students will be assessed through questioning discussing after-reading activity creating and sharing sentences with new vocabulary	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 6

Unit:5	Reading for pleasure
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	The myth of the war of the Worlds panic
Learning objectives(s) that this lesson is contributing to:	10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 10.3.3 - explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; 10.1.6 -organise and present information clearly to others; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
Lesson objectives:	All learners will be able to: answer the questions connected with novel Most learners will be able to: compare information in the articles Some learners will be able to: make own story
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

Team work

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What is a figurative language?

2.Make an example to any type of FL

3 What are the similes?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 3point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

Team work.

min.

-Ask Ss to watch the film adaptation of The War of the Worlds or rent the DVD and play it in class. If this is not feasible, ask Ss to read a plot summary for the film at www.wikipedia.org or www.imdb.com and compare it to the plot of the book.

Elicit answers from Ss around the class

Aim: To compare a novel with a film

Exercise 17:

Answer the question.

-give the right answer

1points

Whiteboard

Students Book

Poster

Team work

7min.

Writing task

Ask Ss to read the newspaper headlines and the extracts and say how they are related to The War of the Worlds.

Aim: To read for gist/specific information

Efficiency:

Develop their reading skills.

Differentiation: verbal support

Exercise 18a

Read an extract and answer the question

Descriptor:

- give the right answer

1point

Whiteboard

Students Book

Poster

Work in pairs

7min.

Writing task

-Ask Ss to read the news articles again and compare and contrast the presentation of the reaction to Orson Welles' version of The War of the Worlds.

-Elicit comparison from Ss around the class and which one Ss believe and why.

Aim:to compare and contrast two news articles

Exercise 18b

Compare and contrast the information in the articles. Answer the questions. Check your answer with your partner

Descriptor:

- give the right answer

2point

Whiteboard

Students Book

Individual work

9min

Explain the task.

Aim: to express an opinion

Differentiation: use vocabulary, answer the questions, express own opinion

Exercise 19

Imagine filming the story nowadays in your country. How would you make it different? Present your story to the class.

-using vocabulary

-make sentences correctly

3 points

Whiteboard

Students Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

“Finger” method is used to find out was the lesson clear or not.

Ss show their knowledge according to the lesson

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use our fingers to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Success criteria for reading task Feedback on language	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 7

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	The human brain
Learning objectives(s) that this lesson is contributing to:	10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
Lesson objectives:	All learners will be able to: know the translation of the vocabulary Most learners will be able to: know the definition of the new vocabulary Some learners will be able to: answer the question
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1. Who is G.H.Wells?

2. What types of figurative language do you know?

3. What good and interesting books can you advice me to read?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 3point

Encourage Ss who can name object that is connected with new lesson.

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

10min.

Give Ss time to read the texts A-D and complete the gaps with the words in the lists.

Aim: to present /practice vocabulary for capabilities of the human brain.

Efficiency:

Ss develop their listening and speaking skills.

Exercise 1a: Fill in the gaps in the texts A-D with words from the lists

-assign words to the correct place

- read the without mistakes

2points

Whiteboard

Pupils Book

Poster

10 min

Give Ss time to discuss in pairs other things that the brain can do.

Aim: to discuss capabilities of the human brain

Play the video for Ss and elicit their comments

“memory” is used to identify their memoraziation

Exercise 1b: name some more capabilities of the human brain

-make sentences correctly and use vocabulary

2points

Whiteboard

Students Book

10 min

“Over to you”

Ask Ss to consider the questions, then elicit answers from various Ss around the class.

Aim: To personalise the topic

Efficiency:

To develop their speaking and writing skills

Differentiation: Verbal support .

Answer the questions

Descriptor:

-spelling words correctly 1point.

- answer questions correctly and competently1point.

- 3point

Whiteboard

Students Book

End of the lesson.

Reflection

7 min

The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Poster.

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Teacher circulates the room constantly offering support to weaker students and encouraging stronger students to think of more complex, abstract thoughts.	The teacher and students will give brief feedback.	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 8

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Physical structure of the human brain
Learning objectives(s) that this lesson is contributing to:	10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
Lesson objectives:	All learners will be able to: understand the text Most learners will be able to: understand the text and answer the questions Some learners will be able to: vocabulary, answer, say their opinion about the text
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1. name some capabilities of the human brain

2. Which capabilities do you consider the most important?

Aim: Revise the previous lessons material

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

10 min.

«Vocabulary»

Ask Ss to talk about the meanings of the words /phrases in the list.

Tell Ss to check the meanings of any they are unsure of in their dictionaries.

Aim: To present vocabulary related to the physical structure of the human brain

Differentiation:

«Librarian» method is used to develop their vocabulary knowledge

Exercise 1a. The words below come from the text. What do you think they mean? Check in your dictionary

Descriptor:

-pronounce and write words correctly

Total: 3points

Whiteboard

Students Book

Poster

10 min

Explain that our brain is divided into two hemispheres (left, right) each one controlling different tasks/skills.

•Elicit Ss' guesses in answer to the questions in the rubric.

Aim: To predict the content of the text; to listen and read for gist

Efficiency:

Develop speaking and listening skills.

Differentiation: read, understand, answer

Exercise 1B

Try to answer the questions. Listen and read to find out.

-give right answers, pronouncing the words correctly

3 points

Whiteboard

Students Book

CD 2.7

10 min.

Ask Ss to read the statements 1-8 and then give Ss time to read the text and mark the statements according to what they read.

Aim: to read for specific information

Efficiency:

Develop their reading and listening skills.

Play the recording. Ss listen and read to find out and check if their guesses were correct.

Exercise 2

Read the sentences and decide if they are T, F or D/S.

Descriptor:

- choose correct answer

Total: 2points

Whiteboard

Students Book

Poster

End of the lesson.

Reflection

Individual work:

7 min.

“Finger” method is used to find out was the lesson clear or not.

Ss show their knowledge according to the lesson

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help

Aim: To know how many Ss got the theme

Efficiency:

Ss can use our fingers to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Success criteria for reading task Feedback on language	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 9

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Question types
Learning objectives(s) that this lesson is contributing to:	10.4.5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.3.2 - ask and respond to complex questions to get information about a wide range of general and curricular topics; 10.2.2 - 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; 10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.6.5 - use a wide variety of question types on a wide range of familiar general and curricular topics;
Lesson objectives:	All learners will be able to: understand, know the usage of curricular grammar Most learners will be able to: can identify types of question Some learners will be able to: understand, identify, make own questions
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson

Questions:

1Give a definition of the word “brain”

2 Into which hemispheres is the brain divided?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

7min.

Give Ss time to answer the questions.

Aim: to consolidate information in a text

Exercise 3

answer the questions

Descriptor:

-give correct answer

2 points

Whiteboard

Students Book

Poster

Go through the list of words in rubric and give Ss time to match them to highlighted words in the text.

Aim: to consolidate new vocabulary

Differentiation: «Librarian» method is used to develop their vocabulary knowledge

Exercise 4

match the highlighted words in the text to their definitions

Descriptor:

-match words correctly to their definitions

Whiteboard

Students Book

7 min.

“Grammar” Ask Ss to read the examples in the box and then elicit more examples from the text from Ss around the class.

Exercise 5

Read the examples and find more examples in the text

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

5 min.

Explain the task and give Ss time to complete it

Aim: To classify questions and ask and answer questions

Exercise 6a

choose the correct option

Descriptor:

-choose the right answer

Total: 1point

Whiteboard

Students Book

Poster

Ask Ss to ask and answer their own questions

Aim: To practise question types

Efficiency: to develop Ss’ writing skills

Differentiation: practice method is used to assess Ss writing

Exercise 6b

Make own questions

-write questions correctly

1 point

Whiteboard Students Book

Poster

6 min

Explain the task and ask Ss to read the questions and answer choices.

Play the recording and give Ss time to complete the task.

Aim: to listen for specific information

Efficiency:

Develop their listening skills.

Differentiation: practice method is used to assess Ss writing

Exercise 7

Choose the correct answer

Descriptor:

- choose the correct answer

Total: 1point

Whiteboard

Students Book

Poster

CD track 2.8

5 min

Ask Ss to read the text again. Then explain the situation and ask Ss to ask and answer questions following the example.

Monitor the activity around the class and then ask some Ss to ask and answer in front of the class.

Aim: to consolidate information in a text

Efficiency: Develop their speaking skills.

Differentiation: verbal support

Exercise 8

Ask and answer the questions about brain.

Descriptor:

- use vocabulary

- use different types of questions

3points

Whiteboard

Students Book

Poster.

5min

Explain the task and give Ss time to write a short summary of the text.

- Give Ss time to research online and collect information about the brain and prepare a quiz.

Aim: To write a short summary

to prepare a quiz

Exercise 9a, b

-write a short summary of the text

-prepare a quiz

-make sentences without mistakes

- use types of questions

Whiteboard

Students Book

Capabilities of the human brain

End of the lesson.

Reflection

Individual work:

5 min.

The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Students will support each other. More capable students will be given more challenging material to work with in order to allow them to be more challenged. The students will be supported by the teacher during independent work.	Students will be assessed through -after-reading activity creating and sharing sentences with new vocabulary	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 10

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	6b. Intelligences
Learning objectives(s) that this lesson is contributing to:	10.4.1 - understand main points in extended texts on a wide range of familiar and some 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.3.2 - ask and respond to complex questions to get information about a wide range of general and curricular topics;
Lesson objectives:	All learners will be able to: know the translation of the vocabulary Most learners will be able to: know the definition of the vocabulary Some learners will be able to: answer the questions
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: “verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.name the types of questions

2 make your own questions

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

8 min.

Direct Ss’ attention to the intelligences (1-8) in the list.

Ask them to read them and the explanations (a-h) and then match them.

Aim: To present vocabulary for types of intelligences

Differentiation: flexible pace learning

Exercise 1a

Read the “intelligences” below and match them to what they refer to.

-find right answers 1point

Whiteboard

Students Book

Poster

Read the questions in the rubric aloud and then elicit Ss' guesses.

Give Ss time to read the text and find out if their guesses were correct.

Aim: To introduce the topic of a text and read for specific information

Exercise 1b

Read the questions and find out the answers from the text

find right answers 1point

8 min.

Explain the task and ask Ss to read the sentences A-F and then read the text and choose the correct ones to fill each gap.

•Give Ss time to complete the task and remind them to look at the key words before and after the gaps that will help them find the missing sentences.

•Play the recording. Ss listen and read and check

Aim: to listen and read for cohesion and coherence

Exercise 2

Read and choose from the sentences A-F the one which fits each gap (1-5) There is one extra sentence.

Descriptor:

-choose the right sentences

2points

Whiteboard

Students Book

CD 2.9

10 min.

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

•Check Ss' answers.

Aim: To consolidate information in a text

Efficiency:

Develop their speaking skills.

Differentiation: Verbal support

Exercise 3 answer the questions from this exercise

Descriptor:

-answer the questions

Total: 2points

Whiteboard

Students Book

Poster

9 min.

Writing task

Explain the task and give Ss time to complete it.

Check Ss' answers.

Aim: to develop critical thinking skills

Differentiation: practice method is used to assess Ss writing

Exercise 4

Complete sentences

- make sentences without mistake

-correctly state their idea

2 points

Whiteboard

Students Book

End of the lesson.

Reflection

Individual work:

5 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Success criteria for reading task Feedback on language	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 11

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Grammar: relative clauses
Learning objectives(s) that this lesson is contributing to:	10.6.17 - 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. 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
Lesson objectives:	All learners will be able to: understand the grammar Most learners will be able to: answer the questions Some learners will be able to: understand, answer, make a poster
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.Does everybody have intelligence?

2 Do you agree with Gardner’s theory?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

12 min.

«Grammar» Explain that a defining relative clause gives necessary information and is essential to the meaning of the main sentence. We do not put the clause in commas, e.g. The man who fixed my car was very tall. (Which man is tall? The one who fixed my car.)

Explain that a non-defining relative clause gives extra information and is not essential to the meaning of the main sentence. The clause is put in commas. We cannot use that instead of who. E.g. Ben, who is my ractice, is noisy. (Ben is noisy – the meaning of the sentence is clear; who is my ractice – gives extra information.)

Ask Ss to read the theory box and then elicit examples from the text.

Refer Ss to the Grammar Reference section for more details.

Aim: to present relative clauses

Exercise 5

Read the theory. Find examples in the text.

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

Poster

7min

Explain the task and give Ss time to complete it.

Check Ss’ answers.

Aim: To practice defining/non-defining relative clauses

Differentiation: practice method is used to assess Ss writing

Exercise 6

Join the sentences using the relative pronoun/adverbs in brackets.

-Do exercise without mistakes

2point

Whiteboard

Students Book

8 min.

Explain the task and give Ss time to conduct a survey by interviewing their classmates about their type of intelligence with reasons.

•Give Ss time to compile their information and create a poster. Tell Ss they may include a chart or a diagram to display the information.

Aim: To conduct a survey and prepare a poster

Differentiation: verbal support

Exercise 7

Do a survey. Find out the most popular intelligence make a poster.

Descriptor:

-ask questions without mistakes

-discuss the types of intellegences

Total: 2point

Whiteboard

Students Book

Poster

8 min.

“ICT” Explain the task and ask Ss to go online and research information about Howard Gardner

•Give them time to use the information to write a short biography and add a picture.

•Check Ss' answers by asking various Ss to present their biography to the class.

Aim: to write a biography

Differentiation: digital resources

exercise 8

Collect information online about Howard Gardner.

Descriptor:

-make sentences correctly

- find interesting and captivating information

Total: 4point

Whiteboard

Students Book

End of the lesson.

Reflection

Individual work:

5 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency:

To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Students will support each other. More capable students will be given more challenging material to work with in order to allow them to be more challenged. The students will be supported by the teacher during independent work.	Students will be assessed through after-reading activity creating and sharing sentences with new vocabulary	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 12

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	6C Stress
Learning objectives(s) that this lesson is contributing to:	10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 10.2.2 - 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 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics 10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics; 10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;
Lesson objectives:	All learners will be able to: understand the meaning of words Most learners will be able to: understand the text , answer the questions Some learners will be able to: words, questions, say their opinions about the new theme
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.The Rule of Relative clauses

2.Make sentences/examples.

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

10 min.

Give Ss time to complete the sentences using the words.

•Check Ss' answers around the class.

Aim: to practise subject-specific vocabulary

Exercise 1:

Complete the sentences

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

Poster

5min

Have Ss read the sentences again.

•Play the recording. Ss listen and follow the text in their books and find out which of the sentences in Ex.1 are true.

Aim: To listen and read for specific information

Efficiency:they learn to assess themselves

Differentiation: listen and understand, read without mistakes, find sentences

Exercise 2

Which of the sentences in ex1 are true?

Descriptor:

-give right answers

-read the words without mistakes

2points

Whiteboard

Students Book

Poster

CD track 2.10

5 min.

Ask Ss to read questions 1-3 and the possible answers and give them time to read the text again and choose the correct answers.

Check Ss' answers around the class. Ss should justify their answers.

Aim: To read for specific information

Efficiency:

Develop their writing skills.

Differentiation: flexible pace learning

Exercise 3 page75

Choose the correct answers

Descriptor:

-choose correct answer

Total: 2points

Whiteboard

Students Book

5 min.

Give Ss time to answer the questions without copying the information straight from the text.

Check Ss’ answers around the class.

Aim: To answer comprehension questions based on a text

Differentiation: verbal support

Exercise 4

Answer the questions

Descriptor:

- answer the questions correctly

-use vocabulary

Total: 2points

Whiteboard

Students Book

Poster

10 min

Explain that an abstract noun is the name of something that is not concrete or tangible (e.g. emotion, intelligence) and that a compound noun is the name of something that is made up of two words that have been put together (e.g. blackboard, swimming pool).

Aim: to identify abstract and compound nouns

Exercise 5

Find examples of abstract and compound nouns in the text

Give correct answers-

2 points

Whiteboard

Students Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

“Finger” method is used to find out was the lesson clear or not.

Ss show their knowledge according to the lesson

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use our fingers to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Students will support each other. More capable students will be given more challenging material to work with in order to allow them to be more challenged. The students will be supported by the teacher during independent work.	Students will be assessed through questioning discussing after-reading activity creating and sharing sentences with new vocabulary	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 13

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	6C Grammar: The passive
Learning objectives(s) that this lesson is contributing to:	10.6.17 - 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 10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics 10.2.5 -recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.6 - deduce meaning from context 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 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
Lesson objectives:	All learners will be able to: understand the grammar and use it Most learners will be able to:answer the questions Some learners will be able to: grammar, questions, say their opinions about the new theme
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What is a stress?

2.Is it bad for you?

3 What types of stress do you know?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 3points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

12 min.

Explain that to form the passive we use the verb to be and the past participle of the main verb. Elicit that the subject of the active sentence becomes the agent (the person doing the action) and is introduced with by. Explain that the passive sentence gives emphasis to the action rather than the person who does it.

Then elicit the passive forms in the text.

Check Ss' answers and refer them to the Grammar Reference section for more information.

Aim: To identify and revise the passive

Exercise 6a:

Find examples of the passive in the text

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

Poster

4min.

Explain the task and give Ss time to complete it

Aim: To practice the grammar

Efficiency:develop their writing skills

Differentiation: “memory” is used to identify their memoraziation

Exercise 6b

Complete the sentences

Descriptor:

-give right answers

-read the words without mistakes

2points

Whiteboard

Students Book

Poster

4 min.

Ask Ss to read the examples.

•Explain/Elicit that we form type 3 conditional with if/when + past perfect + would have + past participle and that we use it to talk about an unreal situation in the past.

•Refer Ss to the Grammar Reference section for more information.

Aim: to present type 3 Conditional

Exercise 7: How do we form Conditionals?

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

4min.

Writing task

Explain the task and give Ss time to complete it.

•Check Ss' answers

Aim: To practise the type 3 Conditional

Efficiency:

Develop their writing skills.

Differentiation: practice method is used to assess Ss writing

Exercise 8

Complete the sentences

Descriptor:

- write sentences correctly

Total: 2point

Whiteboard

Students Book

Poster

4min

“Listening” Explain the task and ask Ss to read the statements and then play the recording.nPlay the recording. Ss listen and complete the task.

Aim: To listen for specific information

Efficiency:

Develop their listening skills.

Exercise 9

Listen and match the speakers to the statements

-find correct answer

1 point

Whiteboard

Students Book

Poster

CD 2.11

7 min

--Read the rubric aloud and elicit answers from Ss around the class.

-- Explain the task and give Ss time to research online for other ways to reduce stress and write a short paragraph about it.

Aim: To talk about reducing stress

--to write a paragraph about reducing stress

Differentiation: use vocabulary, answer the questions, write a paragraph

Exercise 10a,b

--Answer the questions, discuss with your partner

--find information online –What other ways can we use to reduce stress?

using vocabulary

-make sentences correctly

- find interesting and captivating information

2 points

Whiteboard

Students Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

“Finger” method is used to find out was the lesson clear or not.

Ss show their knowledge according to the lesson

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use our fingers to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Students will be assessed through -grammar activities	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 14

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	6D An email giving advice
Learning objectives(s) that this lesson is contributing to:	10.5.4 - 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; 10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;
Lesson objectives:	All learners will be able to: use opening and closing remark Most learners will be able to: answer the questions Some learners will be able to: write an email
Value links:	Create friendly atmosphere

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1How can we reduce the stress?

2. Tell the rule of 3^rd conditional

3 Make own examples

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 1point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

12 min.

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

•Ask Ss to read through the rubric and look at the key words in bold and answer the questions.

•Explain to Ss that it is very important to read the rubric carefully so that they include all the points mentioned.

Aim: to analyze a rubric

Differentiation:verbal support

Exercise 1

Answer the questions

Descriptor

-give right answers

- Total: 1point

Whiteboard

Students Book

Poster

Read the rubric aloud and give Ss time to read the email and match the paragraphs to the content

Aim: To analyse a model story for structure and content

Differentiation: practice method is used to assess Ss writing

Exercise 2

Match the paragraphs to the definitions

Descriptor:

-find the right answer

- pronounce the words correctly.

Total: 2point

Whiteboard

Students Book

4 min.

Give Ss time to read sentences 1-10 and elicit which ones are opening remarks and which ones are closing remarks.

Aim: to identify opening/dosing remarks

Differentiation: practice method is used to assess Ss writing

Exercise 3

Mark the sentences as Opening Remark or Closing Remark

-give correct answers

1points

Whiteboard

Students Book

Poster

4 min.

Give Ss time to substitute the remarks in the email with suitable alternatives from Ex3

Aim: To substitute opening/closing remarks in a model

Efficiency:

Ss develop Ss writing skills

Differentiation:

practice method is used to assess Ss writing

Exercise 4

Replace the opening and closing remarks

Descriptor:

- replace sentences correctly

1point.

Whiteboard

Students Book

Poster.

7min.

Read the Writing Tip aloud and then give Ss time to find examples of informal style in the email.

- Give Ss time to rewrite the paragraphs, and then ask various Ss to read out the paragraphs to the class

Aim: To identify elements of informal style

- To practise using informal style

Exercises 5.6

Find examples of informal style then rewrite sentences in formal style into the informal style

Descriptor:

-find right examples

- rewrite sentences correctly

2points

Whiteboard

Students Book

Explain the task and give Ss time to complete it.

Aim: To practise making suggestions

Differentiation: Verbal support

Exercise7, 8

Find the ways the writer of the emal makes suggestions

Make suggestions using the ideas

-make sentences without mistakes

8 min

Writing task

Read the Writing Tip aloud and then time to find and write results for the f advice in Ex8

Aim: To practise giving results for pieces of advice

Exercise 9

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

Explain the task and give Ss time to write email using the plan and their answers to & 9. Then ask various Ss to read their e aloud.

Remind Ss to use informal style.

Aim: To write an email giving advice

Exercise 10

Write an email to your friend.

Descriptor:

Make sentences without mistakes

-use informal type 2 points

Whiteboard

Students Book

End of the lesson.

Reflection

5 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like: What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Students will be assessed through Writing tasks	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 15

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	6E Culture corner
Learning objectives(s) that this lesson is contributing to:	10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
Lesson objectives:	All learners will be able to: know the vocabulary Most learners will be able to: understand the text and answer the questions Some learners will be able to: write a paragraph
Value links:	create friendly atmosphere

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson

Questions:

1 When do we use informal type ?

2 When do we write an email giving advice?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

10 min.

Elicit what, if anything, Ss know about the Duke of Edinburgh's Award and then give Ss time to read the text and find out about it.

Aim: To introduce the topic and read for gist

Differentiation: verbal support

Exercise 1

Read and answer the questions

Descriptor:

-give correct answer

2 points

Whiteboard

Students Book

Poster

5min.

Read out the Study Skills box.

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.

Aim: To read for lexico-grammatical correctness & coherence

Exercise 2

Complete the sentences from the text

Descriptor:

-choose the correct words

1 point

Whiteboard

Students Book

7 min.

Explain the task.

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

Aim: To consolidate new vocabulary

Differentiation: practice method is used to assess Ss writing

Exercise 3

Descriptor:

-choose the right answer

Total: 1point

Whiteboard

Students Book

Poster

7 min

Read the rubric aloud.

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

Give Ss time to prepare their answers

Aim: To consolidate new vocabulary

Differentiation: «Flash» method is used to identify the quickest Ss.

Exercise 4a.b

-Answer the questions.

-In tree minutes write few sentences

Descriptor:

- choose the correct answer

-write sentences without mistakes

-use vocabulary

Total: 2points

Whiteboard

Students Book

CD 2.12

6min

Aim: Give Ss time to collect information about a local award/youth organisation and write a paragraph about it. Then ask various Ss to read out their paragraph to the class.

Aim: To write a paragraph about an

award/youth organisation from your country

Differentiation: digital resourses

Exercise 5

Write a paragraph

- find interesting and captivating information

2 points

Whiteboard

Students Book

Capabilities of the human brain

End of the lesson.

Reflection

5 min.

The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Teacher circulates the room constantly offering support to weaker students and encouraging stronger students to think of more complex, abstract thoughts.	The teacher and students will give brief feedback.	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 16

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	6f Curricular:PSHE
Learning objectives(s) that this lesson is contributing to:	10.1.1 – use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics; 10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics
Lesson objectives:	All learners will be able to: answer the questions Most learners will be able to: give a summary of a text Some learners will be able to: find more information and tell the class
Value links:	Respect each other, create friendly atmosphere

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: “verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What is the Duke Edinburgh’s award?

2. How can this award help young people?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

10 min.

Read the title of the text and elicit their guesses as to how we can improve our memory.

Aim: to predict the content of the text and read for gist

Differentiation:verbal support

Exercise 1 answer the questions

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

Poster

5min.

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. Ss should pay attentions to the words before/after each gap as they will help them to do the task.

Aim: to read for lexico –grammatical correctness&coherence

Exercise 2

Complete the gaps with the correct word

pronounce words correctly

- find right answer

2 points

Whiteboard

Students Book

5min.

Give Ss time to look back through the text and find all the phrasal verbs.

Give Ss time to write sentences using the phrasal verbs.

Aim: to consolidate new vocabulary

Differentiation:“Librarian” method is used to develop their vocabulary knowledge.

Exercise 3

Find all the phrasal verbs in the text and make sentences using them

Descriptor:

-Find right answers

-make sentences without mistakes

Total: 2points

Whiteboard

Students Book

Poster

5min.

Writing task

Explain the task and give Ss time to complete it

Aim: to consolidate new vocabulary

Efficiency:Develop their writing skills

Differentiation: practice method is used to assess Ss writing

Exercise 4

Complete sentences with suitable words

-choose the right answer

2 point

Whiteboard

Students Book

10 min

Play the recording. Give Ss time to paraphrase the information in the text and then ask various Ss to tell the class about the brain training techniques and which one they think would work best for them.

Aim: to give a summary of a text

Differentiation: “memory” is used to identify their memoraziation

Exercise 5a

Listen and read

Descriptor:

-pronounce words correctly

-give a summary of a text

2 points

Whiteboard

Students Book

CD 2.13

Explain the task and direct the Ss to the Internet encyclopaedias or other reference sources to collect more information about memory techniques.

Aim: to research and present other memory techniques

Differentiation: Digital resources

Exercise 5b

Do some Internet research . use key words: ways to improve your memory

- find interesting and captivating information

Whiteboard

Students Book

Smartphones

End of the lesson.

Reflection

5 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Teacher circulates the room constantly offering support to weaker students and encouraging stronger students to think of more complex, abstract thoughts.	The teacher and students will give brief feedback.	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 17

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Language in use
Learning objectives(s) that this lesson is contributing to:	10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics
Lesson objectives:	All learners will be able to: complete the quiz Most learners will be able to: form adverbs from adjectives Some learners will be able to: quiz, form adj/s, create own quiz
Value links:	Respect each other, be polite .

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: “verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What kind of tricks do you know which can you use to keep your memory in top form?

2 How can we improve our memory.

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

8 min.

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

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

Aim: to present and practice phrasal verbs with set and take.

Efficiency: to enrich Ss

Vocabulary

Exercise 1

Choose the correct particle

-choose the right particle

1point

Whiteboard

Students Book

Poster

5min.

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.

Aim:to practice prepositional phrases

Differentiation: “flash” method is used to identify the quickest Ss.

Exercise 2

Complete the sentences with suitable prepositions

-Choose the right preposition

1 point

Whiteboard

Students Book

slide

5min

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

Aim: To consolidate words which are often confused

Exercise 3

Choose the correct word

- write the answer correctly

1 point

Whiteboard

Students Book

slide

10 min

Writing task

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.

Aim: To form adverbs from adjectives

Differentiation: practice method is used to assess Ss writing

Exercise 4 Fill in the correct word derived from the word in brackets.

-choose the right answer

1 point

Whiteboard

Students Book

Make photocopies of the quiz.

Give Ss time to complete the quiz, looking back through the module if necessary

Aim: To consolidate information in the module

Efficiency: to develop writing skills

Differentiation: “memory” is used to identify their memoraziation

Quiz

-correct answer

2 point

Whiteboard

Students Book

7min.

Ask Ss to read through Module 6 and write a quiz of their own.

•Ss can prepare their quizzes alone Ask Ss to go through the module and compile their quizzes.

Ask Ss to exchange their quizzes, do them, and then check their answers.

Aim: To create a quiz

Efficiency: to develop their thinking skills and memorization

Differentiation: “memory” method is used to identify their memorization

To create a quiz

Create a quiz correctly

2point

Whiteboard

Students Book

End of the lesson.

Reflection

5 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Students will support each other. More capable students will be given more challenging material to work with in order to allow them to be more challenged.	Students will be assessed through revision exercises: vocabulary, grammar	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 18

Unit:6	Capabilities of the human brain
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Progress check: In pursuit of happiness
Learning objectives(s) that this lesson is contributing to:	10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.2.2 - 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 10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.6.17 - 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 10.5.1- plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.6.5 - use a wide variety of question types on a wide range of familiar general and curricular topics
Lesson objectives:	All learners will be able to: usage of vocabulary Most learners will be able to: usage of grammar Some learners will be able to: vocabulary, grammar, write an email
Value links:	Respect each other, be polite

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: “verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What is a memory?

2 Make sentences with phrasal verb take

3 make 2 questions to the any type of questions.

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

answer the 3rd-question.

Total: 1point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

10 min.

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

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

Aim: to read for specific information

Efficiency: to develop reading skills Differentiation:“memory” is used to identify their memoraziation

Exercise 1 read the text and choose the best answer to for questions 1-4

-choose the right answer

1point

Whiteboard

Students Book

Poster

5 min.

Ask Ss to read the gapped text.

•Play the recording. Ss listen and complete the gaps accordingly

Aim:to listen for specific information (gap filling)

Efficiency: to develop listening skills

Exercise 2

Complete the sentences

-find the correct answer

1point

Whiteboard

Students Book

CD track 2.14

7 min.

Explain the task.

•Ss complete the task

Aim: to practice the vocabulary from the module

Now complete the sentences from exercise 4

Aim: to consolidate the grammar from the module

Efficiency: to develop writing skills

Differentiation: “flash” method is used to identify the quickest Ss.

Exercise 3, 4 Complete the sentences

Descriptor:

-Choose the right answer

Total: 2points

Whiteboard

Students Book

Poster

8 min.

“Captivating Grammar”

Complete the tasks from exercise 5.6.

Aim: to consolidate the grammar from the module

Differentiation: “memory” is used to identify their memoraziation

Exercise 5.6,7

Choose the correct item.

Descriptor:

choose the right answer

3 points

Whiteboard

Students Book

Individual work

5 min

Writing task

Explain the task and give Ss time to plan and complete their work and then check Ss' answers

Aim: to write an email

Efficiency:

Develop their writing skills

Differentiation: “memory” method is used to identify their memorization

Exercise 8

Write your email

Descriptor:

- write sentences without mistakes

- follow the structure of an email writing

2 points

Whiteboard

Students Book

Poster.

End of the lesson.

Reflection

5 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Students will be assessed through revision exercises: vocabulary, grammar	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 19

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Breakthrough technologies
Learning objectives(s) that this lesson is contributing to:	10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
Lesson objectives:	All learners will be able to: know the usage of the vocabulary Most learners will be able to: divide texts into categories Some learners will be able to: answer the question
Value links:	Respect each other, the opinions of others

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1. What do you know about physical structure of the brain?

2. What occurs in the body when we feel stressed?

3. What do you know about the Duke of Edinburgh’s award?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 3point

Encourage Ss who can name object that is connected with new lesson.

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

10min.

Direct Ss' attention to the pictures and ask them to read the texts next to each one.

Go through the words in the list and explain/elicit the meanings of any unknown words.

Aim: to introduce new vocabulary

Efficiency:

Ss develop their reading and speaking skills.

Exercise 1a: Fill in the gaps in the texts A-D with words from the lists

-assign words to the correct place

- read the without mistakes

2points

Whiteboard

Pupils Book

Poster

10 min

Explain/Elicit the meanings of the words in the rubric and then elicit which category the topic of each text is related to.

Aim: To categorise topics

Differentiation: “memory” is used to identify their memoraziation

Exercise 1b: categorise topics

-find correct answers

2points

Whiteboard

Students Book

10 min

“Over to you”

To talk about a major breakthrough and express a personal opinion on the topic

Elicit answers to the questions in from various Ss around the class.

Play the video for Ss and elicit their comments.

Ss discuss about the text

Efficiency:

To develop their speaking and writing skills

Differentiation: Verbal support .

Answer the questions.

Descriptor:

-spelling words correctly 1point.

- answer questions correctly and competently1point.

- 3point

Whiteboard

Students Book

End of the lesson.

Reflection

7 min

The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Poster.

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Success criteria for reading task Feedback on language	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 20

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Nanotechnology
Learning objectives(s) that this lesson is contributing to:	10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics 10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics; 10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics; 10.1.3 - respect differing points of view 10.3.2 - ask and respond to complex questions to get information about a wide range of general and curricular topics
Lesson objectives:	All learners will be able to: understand the text Most learners will be able to: understand the text and answer the questions Some learners will be able to: vocabulary, answer, write a short summary
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1. Which of the breakthrough technologies do you think has had the biggest impact on our lives?

2. In what area do you think there may be breakthroughs in technology in the future?

Aim: Revise the previous lessons material

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

10 min.

«Vocabulary»

Go through the words/phrases in the list and explain/elicit their meanings. Elicit Ss' guesses as to what the text may be about.

Play the recording. Ss listen, read and check

Aim: To introduce key vocabulary and predict the content of the text

Differentiation:

«Librarian» method is used to develop their vocabulary knowledge

Exercise 1a. These words appear in the text. What could the text be about?

Descriptor:

-pronounce words correctly

Total: 1points

Whiteboard

Students Book

Poster

CD 2.15

5 min.

Ask Ss to discuss the question in pairs and justify their opinions with reasons. Then ask various Ss around the class to tell the rest of the class.

Aim: To express an opinion

Efficiency:

Develop speaking skills.

Differentiation:

Verbal support

Exercise 2 b

Answer the questions

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

10 min

Ask Ss to read questions 1-6 and possible answers. Ss listen and read the text again and choose the correct answers.

•Check Ss' answers and ask them to justify them.

Aim: To listen and read for specific information

Efficiency:

Develop listening skills.

Exercise 2 a

Listen, read then choose the correct answer

Descriptor:

-give right answers, pronouncing the words correctly

2 points

Whiteboard

Students Book

CD 2.15

Explain the task. Give Ss time to fill in the gaps to complete the phrases. Then, ask Ss to write sentences using the phrases.

Aim: To consolidate new vocabulary

Differentiation: practice method is used to assess Ss writing

Exercise 3

Complete phrases and make sentences with them

Descriptor:

-give right answers

-make sentences without mistakes

2 points

Whiteboard

Students Book

Explain the task and read out the example.

Explain how tenses and pronouns change from direct to reported speech. Refer Ss to the Grammar Reference section for more details.

Aim: to revise/practise reported speech

Differentiation: practice method is used to assess Ss writing

Exercise 4

Change sentences from direct speech into reported speech

-write sentences correctly

1 point

Whiteboard

Students Book

10 min.

Read the rubric aloud and share your opinion withus.

Aim: To express an opinion

Efficiency:develop their speaking skills

Exercise 5

Answer the question

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

Poster

Give Ss time to look through the text tag; and find the main idea in each paragraph. / Ss to make notes and then give Ss time to i their notes to summarise the text. Remind that they should use their own words while writing the summary as much as possible.

•Ask various Ss around the class to read the summary to the rest of the class.

Aim: To identify the main idea; to summarise a text

Exercise 6

Write a short summary of the text

Descriptor:

- write sentences correctly

- identify the main idea of the text

Total: 2points

Whiteboard

Students Book

End of the lesson.

Reflection

5 min.

“Finger” method is used to find out was the lesson clear or not.

Ss show their knowledge according to the lesson

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help

Aim: To know how many Ss got the theme

Efficiency:

Ss can use our fingers to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Success criteria for reading task Feedback on language	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 21

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	7b.Robotics
Learning objectives(s) that this lesson is contributing to:	10.4.1 - understand main points in extended texts on a wide range of familiar and some 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers 10.2.2 - 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 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics;
Lesson objectives:	All learners will be able to: know the usage of vocabulary Most learners will be able to: understand the text Some learners will be able to: answer the questions
Value links:	Respect each other, create friendly atmosphere .

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: “verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What are the nanobots?

2 Do you think they will ever replace humans in fields like medicine?

3 Would you like to have arobot?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 3points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

10 min.

Direct Ss' attention to the definition.

Ask them to read it and then ask some Ss to tell the class

Aim: To introduce the topic

Differentiation: flexible pace learning

Exercise 1

Read the definition

-understand the definition

Find synonyms

2points

Whiteboard

Students Book

Poster

10min.

Read the actions aloud and ask Ss to discuss which ones they think the robot in the picture can do

•Play the recording. Ss listen, read and check.

Aim: to listen and read for specific

information

Efficiency:

Develop their listening skills.

Differentiation: Verbal support

Exercise 2

Answer the question

Descriptor:

-give right answers

-read the text correctly

2points

Whiteboard

Students Book

CD 2.16

10 min.

Explain the task and ask Ss to read the questions and answer choices and then read the text again and choose their answers.

Aim: To read for specific information

Play the video

Exercise 3 choose the correct answer

Descriptor:

-choose the right answer

Total: 3points

Whiteboard

Students Book

Poster

End of the lesson.

Reflection

7 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like: What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Teacher circulates the room constantly offering support to weaker students and encouraging stronger students to think of more complex, abstract thoughts.	The teacher and students will give brief feedback.	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 22

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	7B Electronics
Learning objectives(s) that this lesson is contributing to:	10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 10.3.2 - ask and respond to complex questions to get information about a wide range of general and curricular topics; 10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.1.8 - develop intercultural awareness through reading and discussion; 10.5.1- plan, write, edit and proofread work at text level independently on a range of general and curricular topics;
Lesson objectives:	All learners will be able to: answer the questions Most learners will be able to: discuss Some learners will be able to: design own robot: make a poster
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What is a robot?

2 Do you like robots?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

10 min.

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

Aim: То consolidate information in a text

Exercise 4a

Answer the questions

-find correct answers

1 point

Whiteboard

Students Book

Poster

Give Ss time to consider their answers and then ask various Ss around the class to share their answers with the rest of the class

Aim: To express an opinion Differentiation: verbal support

Exercise 4b

Express your opinion by answering the question

-make sentences without mistakes

Give correct answer to the question

2points

Whiteboard

Students Book

10 min.

Explain the task and give Ss time to complete it.

Aim: To complete a summary of the text

Exercise 5

To complete advert

Descriptor:

-write correct answers

Total: 1point

Whiteboard

Students Book

Poster

Ask Ss to read the gapped text and think about what the missing words might be.

•Play the recording. Ss listen and complete the gaps.

Aim: to listen for specific information

Exercise 6

Listen and complete the gaps

Descriptor:

-write correct answers

Total: 2point

Whiteboard

Students Book

CD 2.17

10 min.

Give Ss time to consider their answers and then to share his answer with the rest of the class.

Aim: to express an opinion

Differentiation: verbal support

exercise 7

Answer the questions

Descriptor:

-make sentences correctly

Total: 1point

Whiteboard

Students Book

Explain the task and ask Ss to work in pairs and design a robot. Give them time to include information covering all the points in the rubric.

Ask all the pairs of Ss to present their robot. Then have the class vote for the best design.

Aim: To design and present a robot

Differentiation:Variable outcomes

Exercise 8

Design your own robot

Descriptor:

-telling interesting and captivating information

1 point

poster

End of the lesson.

Reflection

7 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency:

To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	The teacher and students will give brief feedback.	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 23

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	6C The road to sucsess
Learning objectives(s) that this lesson is contributing to:	10.1.3 - respect differing points of view; 10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics; 10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.4.6 -recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics;
Lesson objectives:	All learners will be able to: understand the meaning of words Most learners will be able to: understand the text , answer the questions Some learners will be able to: words, questions, say their opinions about the new theme
Value links:	Respect each other, be diligent

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What is a “humanoid” robot?

2.Are robots popular in your country?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

7 min.

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

•Ask Ss to read the list of words/phrases and explain/elicit the meanings of any unknown words and then match some of them to the definitions.

•Choose two Ss to read the example aloud.

•Ask Ss to discuss the importance of each characteristic in helping someone to become successful.

Aim: To present key vocabulary

Efficiency:

Develop their listening and speaking skills.

Differentiation: verbal support

Exercise 1:

Listen and say. Which word means: single-minded? Brave?...

Answer the questions.

Descriptor:

-give right answers

-read the words without mistakes

2points

Whiteboard

Students Book

Poster

CD track 2.18

6min.

-Elicit what, if anything, Ss know about Thomas Edison.

-Read the quotation aloud and elicit what Ss can infer about his personality from it.

Play the recording.

Ss listen, follow the text in their books and find out.

Aim: -to introduce the topic of the text

- To read for gist

Differentiation: verbal support

Exercise 2a,b

Answer the questions, say your opinions

Descriptor:

- correct answer

Total: 2points

Whiteboard

Students Book

CD track 2.19

7 min.

Ask Ss to read the headings (A-H) and give them time to read the text again and match them to the paragraphs (1-7).

Check Ss' answers and ask them to give reasons for their choices.

Aim: To read for comprehension

Efficiency:

Develop their reading skills.

Play the video for Ss and elicit their comments.

Exercise 3a

Match the headings to the paragraphs

Descriptor:

-choose correct answers

Total: 2points

Whiteboard

Students Book

Poster

10 min

Read the rubric aloud and elicit answers with reasons from Ss around the class.

Aim: to identify the author's purpose

Exercise 3b

-Give correct answers

2 points

Whiteboard

Students Book

Poster

End of the lesson.

Reflection

7 min.

“Finger” method is used to find out was the lesson clear or not.

Ss show their knowledge according to the lesson

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use our fingers to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Students will support each other. More capable students will be given more challenging material to work with in order to allow them to be more challenged. The students will be supported by the teacher during independent work.	Students will be assessed through questioning discussing after-reading activity creating and sharing sentences with new vocabulary	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 24

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	7C Grammar
Learning objectives(s) that this lesson is contributing to:	10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics; 10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;
Lesson objectives:	All learners will be able to: understand the grammar and use it Most learners will be able to:answer the questions connected with text Some learners will be able to: grammar, questions, make a presentation
Value links:	Respect each other.

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

Team work

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1 What do you know about the T. Edison?

2. What did he invent?

3 What about the text “On the path to true genius”?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 1points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

7 min.

Give Ss time to complete the task. Refer Ss to the Grammar Reference section for details.

elicit examples in the text.

• Elicit which of the words in bold we use v countable/uncountable nouns or both.

Aim: To revise quantifiers and countable/ uncountable nouns

Efficiency:develop their writing skills

Differentiation: “memory” is used to identify their memoraziation

Exercise 4:

Underline the correct words.

Find more examples in the text

Descriptor:

-give right answers

-read the words without mistakes

2points

Whiteboard

Students Book

Poster

6 min.

Give Ss time to complete the task using their dictionaries if necessary.

Aim: to distinguish between commonly confused words

Exercise 5:

Choose the correct words

Descriptor:

-choose the right answer

1point

Whiteboard

Students Book

12min.

Explain the task and go through the list of words in the rubric. Give Ss time to match them to the words in bold in the text.

Aim: to consolidate new vocabulary

Efficiency:

Develop their writing skills.

Differentiation: practice method is used to assess Ss writing

Exercise 6

Match the words in bold in the text with their meanings

Descriptor:

- write sentences correctly

Total: 2point

Whiteboard

Students Book

Poster

“Think” Ask Ss to read Edison's quotations in the text again and explain them. Then ask various Ss around the class to say which ones are the most inspirational and why.

Aim: To analyse quotations

Efficiency: Develop Ss speaking skills

Exercise 7

Read Edison’s quotes in the text and explain their meaning.

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

Read the rubric aloud and give Ss time to think of their answers. Then write a few sentences.

Aim: To develop critical thinking skills

Differentiation:“Flash” method is used to identify the quickest Ss

Exercise 8

Answer the questions.

-using vocabulary

-make sentences correctly

2 points

Whiteboard

Students Book

Poster

7 min

“ICT” Explain the task and give Ss time to rest online for more information about Edison.

Aim: To develop research skills; To a presentation on Thomas Edison

Differentiation:

Digital resources

Exercise 9

Find more information about T.Edison.

Prepare a presentation

-using vocabulary

-make sentences correctly

-find interesting and captivating information

2 points

Whiteboard

Students Book

Poster

End of the lesson.

Reflection

Individual work:

5 min.

“Finger” method is used to find out was the lesson clear or not.

Ss show their knowledge according to the lesson

5 fingers- I understood

4 fingers -I have some questions

2 fingers-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use our fingers to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Students will be assessed through Questioning Grammar activities	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 25

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	7D A for and against essay
Learning objectives(s) that this lesson is contributing to:	10.5.4 - 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; 10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics 10.4.5 Deduce meaning from context in extended texts on a wide range of familiar general and curricular topics,and some unfamiliar topics 10.4.5 Deduce meaning from context in extended texts on a wide range of familiar general and curricular topics,and some unfamiliar topics
Lesson objectives:	All learners will be able to: identify the key words Most learners will be able to: answer the questions Some learners will be able to: analyze an essay
Value links:	Create friendly atmosphere, study well

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1Why was T.Edison so successful?

2. Tell the rule of quantifiers

3 Make own examples with them

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 2point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

12 min.

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

Aim: to analyze a rubric

Differentiation: verbal support

Exercise 1

Identify the key words and answer the questions

Descriptor

-give right answers

- Total: 2point

Whiteboard

Students Book

Poster

Give Ss time to read the model and match

the paragraphs to their content.

Aim: To analyse a model story for structure and content

Differentiation: practice method is used to assess Ss writing

Exercise 2 a

Match the paragraphs to the definitions

Descriptor:

-find the right answer

- pronounce the words correctly.

Total: 2points

Whiteboard

Students Book

Ask Ss to read the model again and elicit the

writer's opinion on the topic.

Aim: to understand the writer's viewpoint

Exercise 2b

Answer the question

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

7 min.

Elicit the topic sentences and then ask Ss around the class to suggest suitable alternatives.

Aim: to substitute topic sentences

Differentiation: practice method is used to assess Ss writing

Exercise 2c

Replace the topic sentences with other appropriate ones.

Descriptor:

-give correct answers

1point

Whiteboard

Students Book

Poster

11 min

Writing task

Elicit substitutions for the linkers in bold in the model for suitable alternatives from the list from Ss around the class.

Aim: To substitute linkers

Exercise 3

Replace the words in bold in the model with phrases from the list.

Descriptor:

find the right answer

1point

Whiteboard

Students Book

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

Aim: to practice linkers

Efficiency: to develop writing skills

Differentiation: practice method is used to assess Ss writing

Exercise 4

Choose the correct answer

Descriptor:

-choose the right answer

2 points

Whiteboard

Students Book

End of the lesson.

Reflection

7 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Students will support each other. More capable students will be given more challenging material to work with in order to allow them to be more challenged. The students will be supported by the teacher during independent work.	Students will be assessed through questioning writing	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 26

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	7D
Learning objectives(s) that this lesson is contributing to:	10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics 10.5.1- plan, write, edit and proofread work at text level independently on a range of general and curricular topics; 10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; 10.5.4 - 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; 10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics; 10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy
Lesson objectives:	All learners will be able to: categorize arguments Most learners will be able to: answer the questions Some learners will be able to: write an essay
Value links:	Create friendly atmosphere, be diligent

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation:

“Verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1What should the essay contain?

2. Is the writer in favour of or against the topic?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 1point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

5min.

Explain the task and give Ss time to complete it.

Check Ss' answers by asking Ss around the class to read out their sentences.

Aim: To practise linkers

Exercise 5

Join the sentences using the words in brackets

Descriptor

-write sentences correctly

- Total: 1point

Whiteboard

Students Book

Poster

5min.

Explain the task and give Ss time to complete it.

Check Ss' answers by asking Ss around the class to read out their completed paragraphs.

Aim: To practise writing paragraphs and topic sentences

Differentiation: practice method is used to assess Ss writing

Exercise 6 write an appropriate topic sentence for each paragraph

Descriptor:

-find an appropriate topic sentence

- pronounce the words correctly.

Total: 2points

Whiteboard

Students Book

5 min.

Ask Ss to read through the rubric and underline the key words.

Explain to Ss that it is very important to read the rubric carefully so that they include all the points mentioned.

Aim: to analyse a rubric

Exercise 7a

Read the rubric and find the key words

Descriptor:

-find right answers

1point

Whiteboard

Students Book

7min.

Give Ss time to match the arguments and the justifications and then check Ss' answers.

Aim: to match arguments to justifications

Exercises 7b

Descriptor:

-find right examples

- rewrite sentences correctly

2points

Whiteboard

Students Book

Elicit which arguments from Ex. 7b are in favour of robots in education and which are against from Ss around the class

Aim: To categorise arguments as for or against a topic

Differentiation: practice method is used to assess Ss writing

Exercise 7c

Answer the question

T praise active Ss with phrases such as: “Good job!

Well done!”

8 min

Writing task

Ask Ss to read the Useful language box then give them time to form full sentences using the prompts in Ex. 7b and suitable phrases from the Useful language box

Aim: To practise forming full argumentative sentences

Differentiation: practice method is used to assess Ss writing

Exercise 8

-write sentences without mistakes

1point

Whiteboard

Students Book

Explain the task and give Ss time to write their essay using the plan and their answer to ex5. Then ask various Ss to read their essay to read aloud. Remind Ss to use full verb forms and appropriate linkers.

Aim: To write a for-and-against essay

Differentiation: practice method is used to assess Ss writing

Exercise 9

Write an essay in formal style

Descriptor:

Make sentences without mistakes

-use formal style

-use linkers

2 points

Whiteboard

Students Book

End of the lesson.

Reflection

7 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Students will support each other. More capable students will be given more challenging material to work with in order to allow them to be more challenged. The students will be supported by the teacher during independent work.	Students will be assessed through Questioning writing	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 27

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	7E Culture corner: The science museum, London
Learning objectives(s) that this lesson is contributing to:	10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics 10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics
Lesson objectives:	All learners will be able to: know usage of the vocabulary Most learners will be able to: understand the text and answer the questions Some learners will be able to: write a paragraph
Value links:	create friendly atmosphere

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson

Questions:

1 What should a for and against essay contain?

2 What linking words should we use when writing an essay?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

7min.

Elicit what, if anything, Ss know about the Science Museum in London and then give Ss time to read the text and find out about it.

Aim: То introduce the topic and read for gist

Differentiation: verbal support

Exercise 1a

Answer the questions

Descriptor:

-grammatically correct sentence

-find correct answers

2 point

Whiteboard

Students Book

Poster

5min.

Explain the task, ask Ss to read the sentences A-F, read the text again and choose the correct sentence for each gap to make a cohesive and coherent text.

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

Aim: To listen and read for cohesion and coherence

Efficiency: to develop their reading and listening skills

Exercise 1b

Match the sentences to the gaps

Descriptor:

-choose the correct sentence

2 point

Whiteboard

Students Book

CD 2.20

6min.

Explain the task.

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

Aim: To consolidate new vocabulary

Differentiation: practice method is used to assess Ss writing

Exercise 2

Descriptor:

-choose the right answer

Total: 2point

Whiteboard

Students Book

Poster

12 min

“ICT” Give Ss time to collect information about a science museum in their country and write a paragraph about it.

Aim: To write a paragraph about a science museum in your country

Differentiation: digital resources

Exercise 3

Write a paragraph about a museum in your country

Descriptor:

-write sentences without mistakes

-use vocabulary

Total: 2points

Whiteboard

Students Book

Capabilities of the human brain

End of the lesson.

Reflection

7 min.

The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Teacher circulates the room constantly offering support to weaker students and encouraging stronger students to think of more complex, abstract thoughts.	Students will be assessed through questioning discussing after-reading activity creating and sharing sentences with new vocabulary	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 28

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	7f Curricular: Science&technology
Learning objectives(s) that this lesson is contributing to:	10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 10.3.5 – interact with peers to make hypotheses about a wide range of general and curricular topics;
Lesson objectives:	All learners will be able to: know and understand the vocabulary Most learners will be able to: answer the questions Some learners will be able to: find more information and tell the class
Value links:	Respect each other, create friendly atmosphere

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: “verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.In which country is the science museum located?

2. What can people see there?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 2points

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

5 min.

Read the title of the text aloud and elicit what Ss know about the topic.

Play the recording. Ss listen and read and then tell the class if their prior knowledge was mentioned.

Aim: to predict the content of the text and read for gist and prior

Differentiation:verbal support

Exercise 1 answer the questions

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

Poster

CD 2.21

8min.

Explain the task and ask Ss to read the statements 1-8.

Ss read the text again and decide if the statements are true, false or if the fact is not mentioned in the text.

Check Ss' answers. Ask Ss to correct any false statements.

Aim: to read for specific information

Exercise 2

Mark sentences.

pronounce words correctly

- find right answer

2 points

Whiteboard

Students Book

Explain the task and give Ss time to complete it.

Aim: to consolidate new vocabulary

Differentiation: “Librarian” method is used to develop their vocabulary knowledge.

Exercise 3

Complete the sentences with suitable words

Descriptor:

-Find right answers

Total: 2points

Whiteboard

Students Book

Poster

9min

“ICT” give them time to research online more information about Al and prepare a presentation.

Aim: To give a presentation

Differentiation: digital resources

Exercise 4

presentation

- find interesting and captivating information

- make sentences without mistakes

Total: 2points

Whiteboard

Students Book

Poster

8 min

Give Ss time to consider the question and discuss it

Aim: To develop critical thinking

Differentiation:verbal support

Exercise 5

Descriptor:

-pronounce words correctly

- make sentences without mistakes

-ability to convey own opinion

2 points

Whiteboard

Students Book

End of the lesson.

Reflection

7 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like: What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
Students will support each other. More capable students will be given more challenging material to work with in order to allow them to be more challenged. The students will be supported by the teacher during independent work.	Students will be assessed through questioning discussing after-reading activity creating and sharing sentences with new vocabulary	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 29

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Language in use
Learning objectives(s) that this lesson is contributing to:	10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics
Lesson objectives:	All learners will be able to: complete the quiz Most learners will be able to: know word formation Some learners will be able to: quiz, word formation, create own quiz
Value links:	Respect each other, be polite .

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

8 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: “verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What is AL?

2 How does it work?

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

Total: 1point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

6 min.

Ask Ss to study the diagram and then give them time to complete the task using their dictionaries to help them if necessary.

Aim: to present and practise phrasal verbs with the particle down

Efficiency: to enrich Ss

Vocabulary

Exercise 1

Complete the sentences

-choose the right particle

1point

Whiteboard

Students Book

Poster

7min.

Explain the task and give Ss time to complete it. 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.

Aim:to practice prepositional phrases

Differentiation: practice method is used to assess Ss writing

Exercise 2

Choose the correct word

-Choose the right preposition

1 point

Whiteboard

Students Book

slide

Explain the task and give Ss time to complete it.

Aim: To practise collocations

Exercise 3

complete sentences

- write the answer correctly

1 point

Whiteboard

Students Book

slide

12 min

Writing task

Explain the task and give Ss time to complete it.

Aim: To practice ford formation

Differentiation: practice method is used to assess Ss writing

Exercise 4 complete sentences

-choose the right answer

1 point

Whiteboard

Students Book

Explain the task and give Ss time to complete it.

Aim: To consolidate words which are often confused

Differentiation: practice method is used to assess Ss writing

Exercise 5

Choose the correct word

-choose the right answer

1 point

Whiteboard

Students Book

Make photocopies of the quiz.

Give Ss time to complete the quiz, looking back through the module if necessary

Aim:

Efficiency: to develop writing skills

Differentiation: “memory” is used to identify their memoraziation

Quiz

-correct answer

2 point

Whiteboard

Students Book

7 min.

Ask Ss to read through Module 6 and write a quiz of their own.

•Ss can prepare their quizzes alone Ask Ss to go through the module and compile their quizzes.

Ask Ss to exchange their quizzes, do them, and then check their answers.

Aim: To create a quiz

Efficiency: to develop their thinking skills and memorization

Differentiation: “memory” method is used to identify their memorization

To create a quiz

Create a quiz correctly

2point

Whiteboard

Students Book

End of the lesson.

Reflection

Individual work:

5 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Students will be assessed through revision exercises: vocabulary,	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Lesson Plan 30

Unit:7	Breakthrough technologies
Teacher’s name:
Date:
Grade:10	Number present: absent:
Theme of the lesson:	Progress check: Insect farming
Learning objectives(s) that this lesson is contributing to:	10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.5.5 – develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; 10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics 10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics; 10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;
Lesson objectives:	All learners will be able to: usage of vocabulary Most learners will be able to: usage of grammar Some learners will be able to: vocabulary, grammar, write a for and against essay
Value links:	Respect each other, be polite

Plan:

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: “verbal support”

T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1.What is a robot?

2 Tell the rule of Reported speech

3 make your own examples

Aim: Revise the previous lessons material.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

answer the 3rd-question.

Total: 1point

Encourage Ss who answer the questions

Whiteboard

Cards

Students Book

Middle of the lesson

7 min.

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

Aim: to read for specific information

Efficiency: to develop reading skills Differentiation:“memory” is used to identify their memoraziation

Exercise 1 read the text and answer the questions

-choose the right answer

1point

Whiteboard

Students Book

Poster

6 min.

Ask Ss to read the statements 1-5..

•Play the recording. Ss listen and mark the statements accordingly

Aim:to listen for specific information

Efficiency: to develop listening skills

Exercise 2

Mark sentences

-find the correct answer

1point

Whiteboard

Students Book

CD track 2.22

8 min.

Explain the task.

•Ss complete the task

Aim: to practice and consolidate the vocabulary from the module

Now choose the correct option from exercise 4

Efficiency: to develop writing skills

Differentiation: “flash” method is used to identify the quickest Ss.

Exercise 3, 4, 5 Complete the sentences

Descriptor:

-Choose the right answer

Total: 2points

Whiteboard

Students Book

Poster

7 min.

“Captivating Grammar”

Complete the tasks from exercise 6.7.8

Aim: to consolidate the grammar from the module

Differentiation: “memory” is used to identify their memoraziation

Exercise 6,7,8

Choose the correct item.

Descriptor:

choose the right answer

3 points

Whiteboard

Students Book

7 min

Writing task

Explain the task and give Ss time to plan and complete their work

Aim: to write an essay

Efficiency:

Develop their writing skills

Differentiation: “memory” method is used to identify their memorization

Exercise 9 to write an essay

Descriptor:

- write sentences without mistakes

- follow the structure of an essay writing

2 points

Whiteboard

Students Book

Poster.

End of the lesson.

Reflection

5 min.

The One-Minute Papers method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions.

Ss answer the questions like : What is the most important issue discussed today?

What did you find difficult to comprehend?

What are some questions you would like to explore further?

Aim: To know how many Ss got the theme.

Efficiency: To make appropriate modifications that would enhance students’ learning engagement and performance

Differentiation: «Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Students Book

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment – how are you planning to check learners’ learning?	Health and safety check ICT links
By individual support, peer support and tasks	Students will be assessed through revision exercises: vocabulary	ICT links
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?	Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Жариялаған:

English teacher

08 Қаңтар 2025

293

Материал жариялап, аттестацияға 100% жарамды сертификатты тегін алыңыз!

Ustaz tilegi журналы министірліктің тізіміне енген. Qr коды мен тіркеу номері беріледі. Материал жариялаған соң сертификат тегін бірден беріледі.

Оқу-ағарту министірлігінің ресми жауабы

Сайтқа 5 материал жариялап, тегін АЛҒЫС ХАТ алыңыз!

Қазақстан Республикасының білім беру жүйесін дамытуға қосқан жеке үлесі үшін және де Республика деңгейінде «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық материалыңызбен бөлісіп, белсенді болғаныңыз үшін алғыс білдіреміз!

Сайтқа 25 материал жариялап, тегін ҚҰРМЕТ ГРОМАТАСЫН алыңыз!

Тәуелсіз Қазақстанның білім беру жүйесін дамытуға және білім беру сапасын арттыру мақсатында Республика деңгейінде «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық жұмысын жариялағаны үшін марапатталасыз!

Ресми байқаулар тізімі

Республикалық байқауларға қатысып жарамды дипломдар алып санатыңызды көтеріңіз!

Action 10 оқулығы бойынша 3-тоқсан ҚМЖ жинағы

Химия пәні

Тарих пәні

Биология пәні

Ағылшын тілі пәні

География пәні

Информатика пәні

Мектепке дейінгі білім беру

«Қазақ тілі» жəне «Қазақ əдебиеті»

Дене шынықтыру

Білім алушылардың білім сапасын арттыру

Инклюзивті білім беру