Action- plans

Unit 1: Science and scientific phenomenon lesson 1

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Science and scientific phenomena: Famous scientists

Learning objectives

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

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

Lesson objectives

Learners will be able to:

• Read the title of the module science and scientific phenomenon

• reply to informal emails and include relevant information

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

What would the world be without scientists and inventors?

What would our world be like now if it were not for these famous scientists?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the picture and discuss

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- Total: 1 point

Pictures

Student’s book

8 min

Ex:1 a P:7

-Direct students attention to the words in the list and give students time to use them to complete phrases

Ex: 1 b P:7

Ask students to match the scientists to their achievements. Then listen and check their answers.

Ex: 2 P:7

Elicit what each field of study deals with. Students may use their dictionary if necessary. Then elicit which scientist is related to which field. Students may have to look up the answers on the internet.

Over to you

Ask students to close their books, then elicit answers from various student around the class.

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

Students complete the descriptions with words

Answers:

2 invented

3 discovered

4 argued

5 founded

Students match scientists to their achievements in ex 1a

Answers:

1 B Albert Einstein developed the theory of relativity.

2 E Tin Berners – Lee invented the World Wide Web.

3 D Marie Curie discovered radioactivity and won the Nobel Prise twice.

4 A Nicolaus Copernicus argued that the Sun was at the centre of the universe.

5 C Kaisha Atakhanova founded the environmental organisation Eco centre.

Students look at the picture. Which famous scientists related to

Answers:

Nicolaus Copernicus is related to astronomy

Albert Einstein is related to physics

Kaisha Atakhanova is related to biology

Marie Curie is related to physics and chemistry

Tin Berners – Lee is related to computer science

Students name some other famous scientists

Answers:

Students own answer

Descriptor:

- complete the descriptions

Total: 1 point

Descriptor:

- match scientists to their achievements

Total: 1 point

Descriptor:

- elicit which scientist is related to which field

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 2

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Interesting facts about genetics. DNA: A world without disease

Learning objectives

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

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

Lesson objectives

Learners will be able to:

• reply to informal emails and include relevant information

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Ex: 1 a P:8

-Refer students to the Word List at the back of their books and give them time to look up the meaning of the words given.

-Elicit student guesses as to what the article is about.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look up the meaning of the words given. What do you think the article is about?

Answers:

I think the article about genetic engineering.

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- Total: 1 point

Pictures

Student’s book

8 min

Ex:2 P:8

-Ask students to read the sentences 1-8

-then give students time to read to the text and mark the sentences according to what they read.

Ex: 3 P:8

Give students time to complete the sentences using the words in the list.

Ex: 4 a P:8

Read the words / phrases in the list and give students time to match them to make collocations.

Ex: 4 b P:8

Give students time to use collocations from ex 4a to complete the sentences.

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

Students read the sentences and decide if they are T (true), F (false) or DS (doesn’t say)

Answers:

1 T

2F

3T

4T

5T

6T

7DS

8DS

Students fill in: debate, inherited, cells, prevent, made, determines, characteristics, brought

Answers:

1 inherited

2 made

3 determines

4 characteristics

5 debate

6 prevent

7 brought.

8 cells

Students match the columns to make collocations

Answers:

1 d

2 e

3 b

4 f

5 c

6 a

Students use the collocations in ex 4a to complete the sentences.

Answers:

1 Inherit diseases

2 gene editing

3 live longer

4 faulty genes

5 Genetically – modified food

6 Designer babies

Descriptor:

- read the sentences and decide

Total: 1 point

Descriptor:

- complete the sentences using the words in the list

Total: 1 point

Descriptor:

- match the columns to make collocations

Total: 1 point

Descriptor:

- use the collocations

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 3

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Interesting facts about genetics. DNA: Grammar comprehension of adverb

Learning objectives

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

10.6.7.1 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

• read for specific information

• revise comparison of adjectives

• talk and write about people’s characteristics

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

An adverb is a word that modifies verbs, adjectives, phrases, and other adverbs. Many adverbs end in -ly and are typically found adjacent to the word they modify.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the table and repeat grammar reference

Formative Assessment

Good job!

Assessment criteria

- Learners have met the learning objective if they can: speak about animals and their habitats, the steppe

Pictures

Student’s book

Main part

30 min

8 min

Ex: 5 a P:9

-Ask students to read the example sentences in the box and then elicit how we form the comparative and superlative forms of adverbs.

-Refer students to the Grammar Reference section for details.

-Then elicit further examples from the text.

Ex:5 b P:9

Explain the task and give students time to complete it.

Ex: 6 P:9

Ask students to talk in pairs and tell their partner which characteristics they share with other members of their family.

Ex: 7 P:9

Give students to read the text again and make notes and then use their notes to write a short summary of the text.

Ask various students to read their summary to the class.

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

Students read the examples. How do we form the comparative and superlative of adverbs? Find more examples in the article

Answers:

Students own answer

Students complete the sentences with the correct form of the adverbs in bold.

Answers:

1 more loudly

2 the fastest

3 better

4 the worst

5 earlier

6 less

7 the best

8 more carefully

Students tell your partner. What characteristics do you share with other members of your family?

Answers:

I have the same colour hair as my sister and the same colour eyes as my brother.

Students dive the class a short summary on the text.

Answers:

Our genes contain the characteristics we have inherited from our parents. We have trillions of cells in our bodies. Cells have chromosomes (23 from our mum and 23 from our dad) chromosomes have DNA. A gene is a section of DNA. Sometimes genes are faulty and we can get diseases. Gene editing can prevent this from happening.

Descriptor:

-read the example sentences in the box

Total: 1 point

Descriptor:

- complete the sentences with the correct form of the adverbs

Total: 1 point

Descriptor:

- read the text again and make notes

Total: 1 point

Descriptor: 6a

- match sentences with the explanations

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 4

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Interesting facts about genetics. DNA

Learning objectives

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

on a limited range of unfamiliar topics;

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

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

• listen and read for gist and specific information,

• learn animals and their habitats,

• learn prepositional phrases,

• talk about the steppe, prepare a poster of plants and animals that live on our steppe

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

How many centuries dinosaurs lived in our planet?

Can we bring dinosaurs back to life?

But will it ever be possible to bring dinosaurs or other animals from prehistoric times back to life?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students work in a group. Discuss and answer the questions

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

- Learners have met the learning objective if they can: speak about animals and their habitats, the steppe

Descriptor:

- work in groups

- look at the picture and discuss

Total: 1 point

Pictures

Student’s book

8 min

Ex: 1 P:10

Ask students to read the definition and the newspaper headline and then elicit an answer to the question in the rubric.

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

Ex:2 P:10

Explain the task and give students time to complete it by matching the sentences to the gaps.

Students to the Check these words box and ask students to look them up in the Word list

Ex: 3 P:10

Explain the task. Give students time to complete the task.

Ex: 4 P:10

Explain the task. Give students time to complete the task using the words from Check these words box.

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

Students read the dictionary definition and the news headline. Could DNA help bring extinct animals back to life? Read to find out.

Answers:

I think DNA can help extinct animals back to life

Students read again and choose from the sentences the one which first each gap. There is one extra sentence.

Answers:

1 c

2 a

3 f

4 d

5 b

Students feel the gaps

Answers:

1 became

2 bring

3 make

4 walk

5 break

6 hatch

7 conduct

8 run

Students replace the words / phrases in bold using from the Check these words box in their correct form.

Answers:

1 room

2 impressive

3 excavating

4 alterations

Descriptor:

- read the dictionary definition and the news headline.

Total: 1 point

Descriptor:

- read again and choose from the sentences

Total: 1 point

Descriptor:

- feel the gaps

Total: 1 point

.Descriptor:

- complete the task using the words

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 5

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Interesting facts about genetics. DNA: Grammar Past modals of speculations

Learning objectives

10.6.14.1 - use a variety of prepositional phrases before nouns and adjectives; use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics

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

Lesson objectives

Learners will be able to:

• Read for cohesion and coherence

• Present past modals of speculations and deduction

• Read for gist

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

The modals of speculation “must have,” “may have,” “might have,” “could have,” and “couldn’t have” are used to express different degrees of possibility or probability about something that happened in the past.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the table and repeat grammar reference

Formative Assessment

Good job!

Assessment criteria

- use modals in the past of speculation and deduction

Pictures

Student’s book

8 min

Ex:5 P:11

Explain the task and ask students to read the theory.

Refer students to the Grammar Reference section at the back of their books for more details

Elicit an example from the text and what it expresses.

Ex: 6 P:11

Explain the task and give students time to complete it.

Ex: 7 P:11

Ask students to read the questions and answer choices.

Ask students to complete the task by choosing the correct answers according to what they hear.

Ex: 8 P:11

Ask students to work in pairs and talk about what information the most interesting in the text.

Monitor the activity around the class. Then ask some pairs to report back to the class.

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

Students read the theory. Find an example in the text.

Answers:

Jack and his team must have been amazed because it suggested that DNA lasts a lot longer than originally believed

Students use the prompts and the verbs in brackets to complete the sentences with the past modals.

Answers:

1 may/might / could have had

2 must have stolen

3 can’t have had

4 must have gone

Students listen to Jack and Amy talking about a lecture on DNA and choose the correct answer.

Answers:

1 A

2 B

3 C

4 B

Students answer the question. What information in the text did you find the most interesting

Answers:

What I found most interesting is that they have found dinosaur DNA. I am also fascinated by the fact that birds are the distant relatives of dinosaurs and that they can be used to possibly bring dinosaurs back to life in one way or another.

Descriptor:

- read the theory.

Total: 1 point

Descriptor:

- use the prompts and the verbs in brackets

Total: 1 point

Descriptor:

- listen to Jack and Amy talking about a lecture on DNA

Total: 1 point

Descriptor:

- answer the question.

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 6

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Myth busters: Jobs related to science

Learning objectives

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

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

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

Lesson objectives

Learners will be able to:

• Listen and read for gist

• Read for specific information

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Did Einstein really fail math?

Einstein received high grades in school, though his teachers did not notice any particular greatness in him.

His grades in math were, in fact, exceptional.

It is believed that this rumor may have started out referring to how Einstein failed his entrance exam into Zurich Polytechnic School – though he did, indeed, pass the math section.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students work in a group. Discuss and answer the questions

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

- learner read for gist jobs related to science

Pictures

Student’s book

8 min

Ex: 1 a P:12

Present new vocabulary. Direct students attention to the list of jobs and the topics. Then give students time to match the jobs to the topics and tell their partner.

Ex: 1 b P:12

Ask various students around the class to share their opinions with the rest of the class following the example

Ex: 2 a P:12

Ask students to read the subtitles in the text and elicit whether students think they are true or not. Students listen and read and find out

Ex: 2 b P:12

Ask students to read questions and answer choices. Then give them time to read the text and choose their answers according to what they read.

Ex: 3 P:13

Read out the words in the list and ask students to look up their meanings in their dictionaries if necessary. Then give students time to complete the task.

Ex: 4 P:13

Explain the task and give students time to complete the task in pairs.

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

Students match the jobs to a description of what they study. Tell your partner.

Answers:

1 e 2 h 3 f 4 a 5b 6g 7c 8d

Students tell the class. Which job seems the most interesting to you?

Answers:

I think being an astronomer in the most interesting because there is so much we don’t know about planets, the universe and space and finding out more about them would be very exciting and interesting.

Students read the subheadings in the text. Do you think they are true?

Answers:

I think none of the sentences are true because the title of the text is “myth - busters ”

Students read the article again and choose the correct answer

Answers:

1 D 2 B 3 A

Students match the words in bold in the article to their antonyms

Answers:

Definitely - possibly

Dishonest – honest

Awful – excellent

Miss – hit

Unknown – famous

Passed – failed

Luckily – unfortunately

Eventually –immediately

Descriptor:

- match the jobs to a description

Total: 1 point

Descriptor:

-share their opinions with the rest

Total: 1 point

Descriptor:

- read the subheadings

Total: 1 point

Descriptor:

- match the words in bold in the article to their antonyms

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

In pairs, ask students to discuss how they think the advice can save them time with their studies. Elicit opinions from different students around the class.

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 7

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Myth busters: Word formation. Negative verbs

Learning objectives

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

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

Lesson objectives

Learners will be able to:

• practise forming negative verbs

• narrative a story

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the table and repeat grammar reference

Formative Assessment

Good job!

Assessment criteria

- Use different strategies to listen for specific information

Descriptor:

- grammar reference learn word formation negative verbs

Total: 1 point

Pictures

Student’s book

8 min

Ex: 5 P:13

Read the table aloud to students and explain any points they are unsure of providing extra examples if necessary. Give students time to complete the task.

Ex: 6 a P:13

Explain the task. Give students time to consider their answers and then ask various students to tell the class.

Ex: 6 b P:13

Explain the task and give students time to formulate their narrative. Then ask various students around the class to narrate the story to the rest of the class.

Ex: 7 P:13

Explain the task and give students time to research on the internet for a similar myth and then write a short paragraph about it.

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

Students read the theory. Then complete the sentences using the word in bold with the correct prefix and in the correct form.

Answers:

1 misheard

2 disappeared

3 unlocked

4 recharge

5 misbehaved

Students tell the class.

Which of myths did you find the most convincing? Why?

Answers:

I think the most convincing myth is the one about an apple falling on Newton’s head because it is believable. It could have happened and it may have been Newton himself who started the myth.

Students collect information about another myth. Write a paragraph and tell the class.

Answers:

Students’ own answer

Descriptor:

- read the theory.

Total: 1 point

Descriptor:

- answer the questions

Total: 1 point

Descriptor:

- collect information about another myth

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 8

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Writing an article: An article about a famous person

Learning objectives

10.5.3.1 - write with grammatical accuracy on a range of familiar general and curricular topics;
10.6.15.1 - use infinitive forms after an increased number of verbs and adjectives, to use gerund forms after a variety of verbs and prepositions, to use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• write about myth

• read for gist

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students work in a group. Discuss and answer the questions

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

- write about myth

Pictures

Student’s book

8 min

Ex: 1 P:14

Ask students to read the rubric and pay attention to the key words in bold. Give students time to answer the questions and check the answers

Ex: 2 P:14

Give students time to read the model and match the contents to each paragraph

Ex: 3 P:14

Elicit which techniques the writer has used in the model and the give students time to rewrite the beginning and ending using different techniques. Ask various students to read out their beginnings and endings to the class

Ex: 4 P:15

Ask students to read the examples in the box and then elicit which ones are used in the article

Ex: 5 P:15

Explain the task and give students time to complete it

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

Students read the rubric and look at the key words in bold. Answer the questions

Answers:

1 an article

2 my teacher

3 a famous scientist

4 120 – 180

5 when and where he / she was born, his / her achievements, when he / she died

Students read the article and match the paragraphs to the descriptions below

Answers:

1 B

2 C

3 A

4 D

Students rewrite the beginning and ending using another techniques

Answers:

Beginning: addressing the reader directly

Ending: using a short question

Students read the examples and find connectors in the article

Answers:

While, and, because, despite

Students Complete the sentences with a suitable connector

Answers:

1 while / but

2 despite

3 and

4 while

5 because

Descriptor:

- read the rubric

Total: 1 point

Descriptor:

- discuss these revision techniques

Total: 1 point

Descriptor:

- rewrite the beginning and ending using different techniques

Total: 1 point

Descriptor:

- to read the examples

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 9

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Writing an article: Active /Passive: Present/Past simple

Learning objectives

10.3.2.1 - ask and respond to complex questions to get information about a wide range of general and curricular topics;

10.6.5.1 - use a wide variety of question types on a wide range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

• scan the text for specific information, use the thematic vocabulary and give their opinion

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Students think of typical questions connected with personal information that are usually in the first part of an oral exam, e.g. What’s your first name? What’s your surname? How do you spell that? How old are you? Where are you from? What’s your favourite school subject?

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the table and repeat grammar reference

Formative Assessment

Good job!

Assessment criteria

- Use the active and passive voice

Pictures

Student’s book

8 min

Ex: 6 P:15

Ask students to read the examples and then elicit how a passive sentence differs from an active one and when we use “by” or “with”

Then elicit the passive in the article

Ex: 7 P:15

Explain the task. Give students time to complete it.

Ex: 8 P:15

Ask students to read the text and then give them time to rewrite it using the passive. Ask various students to read out the paragraph to check answers

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

Students read the examples. How is a passive sentence different from an active one? Find examples of passive sentences in the article in ex2

Answers:

Students own answer

Students rewrite the active sentences in the passive

Answers:

1 Penicillin was discovered by Alexander Fleming in 1928

2 Physics is taught to our class on Tuesdays be Mr Roberts

3 A helicopter was designed by Leonardo da Vinci in the 15th century