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Aspect 10 сынып кітабы бойынша құрылған 1 тоқсан ҚМЖ жинағы
04 Қырқүйек 2024
202
4 рет жүктелгенберіледі
Дипломдар мен сертификаттарды алып үлгеріңіз!
Материалдың толық нұсқасын
жүктеп алып көруге болады
Short term plan: term 1
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Unit 1: Legend or Truth? lesson 1 |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
A shark attack survivor |
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Learning objectives |
10.1.6 - organise and present information clearly to others; 10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.2.2 - 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 |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
Is it safe to enter the water? |
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: S |
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 |
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Main part 30 min 8 min |
Ex:1 P:5 Direct Ss' attention to the texts and the words in the list and give Ss time to use the words provided to complete the gaps. Check Ss' answers. Ex: 2 P:5 Elicit variety of answers from the SS around the class. In differentiation part «Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.
Ex: 3 P:5 Elicit various opinions from the SS around the class.
Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students compare survival stories. Play the Video. Elicit Ss’ answers at the end. Answers: 1 bit 2 learnt 3 attacked 4 survived 5 lost 6 took 7 fell 8 cut Students compare the stories of the people in the text. Suggested Answer Key All the stories are about people surviving difficult events. All the people except for Abylay Abilmansur were taking part in sporting activities when something happened to them. Three of the stories are about problems caused by something natural: a sandstorm, a shark or a falling rock. Abylay Abilmansur's story is different because his life was in danger because of other people. Both Bethany Hamilton and Aron Ralston lost one of their arms but managed to sun/ive. Bethany and Aron also had to help themselves out of danger, but Mauro Prosperi had help from a family of nomads. Students discuss about story. Which story do you think is the most inspiring? Why? Suggested Answer Key I think the story of Bethany Hamilton is the most inspiring because we learn that after the shark attack she continued to surf and win competitions so she didn't let her accident stop her from living a full life. |
Descriptor: - To introduce the topic and new vocabulary Total: 1 point Descriptor: - compare the stories Total: 1 point Descriptor: - discuss about story. Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! . |
Poster
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tudents own
answer
Short term plan: term 1
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Unit 1: Legend or Truth? lesson 2 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Legend or truth |
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Learning objectives |
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 10.4.1- understand main points in extended texts on a wide range of 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 |
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Lesson objectives |
Learners will be able to:
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Value links |
Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
Mountaineer Rustam Nabiyev started climbing Mount Manaslu in Nepal. Nabiyev conquers a mountain with a height of more than 8 thousand meters on one hand: he lost his legs as a result of an emergency while serving in the army. The climber himself admitted that the route is very dangerous, but he knows what he is going for. |
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 Who is in this picture? Do they know him? Answers: S |
Formative Assessment
Good job! Assessment criteria -Identify detailed information in extended conversation with support |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex:1 P:6 • Read out the questions and elicit students guesses in answer to them Ex: 2 P:6 • Refer students to the Word list at the back of their books and give them time to look up the meanings of the words given in the list Ex: 3 P:6 • Read out the sentences. Give students time to listen to and read through the text and find out which sentences are false. • Ask various students to tell the class and correct the false sentences. Ex: 4 P:6 • Read the Study Skills box aloud and then ask students to read questions. • Give students time to underline the key words and elicit synonyms for them. • Give students time to read the text and decide on the correct answers from the options. Ex: 5 P:7 • Allow Ss time to read the questions and then read the text again and answer them. • Elicit answers from various Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students introduce the topic of a text Suggested Answer Key Sir Edmund Hillary was a mountaineer from New Zealand. In 7953, Hillary was the first man to reach the summit of Mount Everest, with Tenzing Norgay. Students complete the sentences. Using these words Answers: 1 set 2 spotted 3 fought 4 conquer 5 discovered 6 returned 7 failed 8 solved Students read for specific information and listen to and read the text to find out. Answers: 1T 2T 3F 4F 5F 6T 7F 8T Students read for specific information. Read the text again. For each question choose the best answer. Answers: B (whole text) D (t 11-14) A (I 31-33) C (whole text) Students consolidate information in a text and answer the question 1 He had planned to leave a photo at the summit and this photo wasn't found on his body. 2 He was using outdated equipment similar to that used by Mallory and Irviine in 1924. |
Descriptor: - introduce the topic Total: 1 point Descriptor: - complete the sentences. Total: 1 point Descriptor: - read for specific information Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! . |
Poster
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Short term plan: term 1
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Unit 1: Legend or Truth? lesson 3 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Extreme weather |
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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 10.6.3.1 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to:
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Value links |
Integrity – Integrity is the quality of having strong moral principles. So, a person with integrity will always act with honesty and adhere to their own moral code regardless of what others do. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
The main types of extreme weather are waves of heat and cold, heavy rains and snowfalls or no precipitation for a long time, various types of storms, tropical cyclones (hurricanes and typhoons), and some others. Is global warming change our environment? |
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
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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 |
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Main part 30 min
8 min |
Ex:1 P:8
Ex: 2 P:8 ٠Consolidate vocabulary from the text.
Ex: 3 P:8 Practice prepositional phrases.
Ex: 4 a P:8
Ex: 4 b P:8
Ex: 5 P:8
Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students choose the correct word Answers: 1 made 2 achieved 3 numb 4 surrounded 5 goal Students complete the headlines Answers: A mystery B body C documentary D summit E feat Students choose the correct preposition. Answers: 1 on 2 for 3 in 4 at 5 from Students label the pictures Answers: 1 thunderstorm 2 blizzard 3 hurricane 4 drought 5 flood 6 tornado 7 heat wave 8 dust storm Students read the sentences and choose the correct adjectives Answers: 1 relieved 2 confused 3 lonely 4 ashamed 5 worried 6 bored |
Descriptor: - choose the correct word Total: 1 point Descriptor: - complete the headlines Total: 1 point Descriptor: - label the pictures Total: 1 point Descriptor: - read the sentences and choose Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! . |
Poster
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Short term plan: term 1
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Unit 1: Legend or Truth? lesson 4 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Prepositions of movement |
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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; |
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Lesson objectives |
Learners will be able to:
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Value links |
Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Start
5 min
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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
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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 |
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Main part 30 min
8 min |
Ex: 6 P:9 Present/practice verbs/prepositions of movement Give students time to look at the pictures and complete the gaps with the words from the list in the correct form to complete the sentences. Ex:7 P:9 Present/practice collocations with make/do Give students to complete the task Tell students to check their answers in the dictionaries Explain that collocations are two or more words that often go together Ask students to add these to the collocations section in their notebooks in alphabetical order Ex: 8 P:9 Present/practise words often confused Explain the task Give students time to complete the task Check students’ answers Ex: 9 P:9 Present/practise phrasal verbs with GIVE Explain the task Give S time to complete the task Check students’ answers Ex: 10 P:9 Practise word formation (-ing/-ed adjectives) Read the theory box aloud to students and explain any points they are unsure of, providing extra examples if necessary. Give students time to complete the task. Explain that correct spelling is necessary. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students complete the sentences with the verbs in the list in the correct form Answers: 1.sailing 2. swimming 3. fell 4. circled 5. ran 6. threw, pulled Students complete the gaps. Choose five collocations and make sentences Answers: 1.do 2. Make 3.make 4. do 5.do 6.make 7.make 8.do 9.make 10.do Students choose the correct form Answers: 1 saw 2 see 3 looking 4 watched
Students fill in the correct particle Answers: interested amazing satisfied frightened |
Descriptor: - complete the sentences Total: 1 point Descriptor: - Choose five collocations and make sentences Total: 1 point Descriptor: - choose the correct form Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! . |
Poster
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Short term plan: term 1
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Unit 1: Legend or Truth? lesson 5 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Past tenses |
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Learning objectives |
10.6.9.- use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics 10.6.10- use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics |
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Lesson objectives |
Learners will be able to:
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Value links |
Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
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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 in the past Answers: Students own answer
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Formative Assessment
Good job! Assessment criteria - Learners have met the learning objective if they can: speak about climber Descriptor: - work in groups - look at the picture and discuss Total: 1 point |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 1 P:10 Direct Ss' attention to the text and elicit the verb forms in bold. Then give students time to match the verb forms to the uses. Check students' answers and refer them to the Grammar Reference section for more information. Ex:2 P:10 To practice the past simple and the past continuous. Explain the task and then give students time to complete it. Check students’ answers Ex: 3 P:10 To practise the past perfect and the past perfect continuous Explain the task Give Students time to complete the task Check Students’ answers Ex: 4 P:10 To practise the past tenses Explain the task Give Students time to complete the task Check Students’ answers Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students read the text. Identify the tenses. Then match the verbs in bold to their uses. Answers: 1 past simple -B 2 past continuous - D 3 past simple - F 4 past perfect - C 5 past continuous - G 6 past perfect continuous - A 7 past perfect - E Students put the verbs in brackets into the past simple or the past continuous. Answers: 1 were you doing, was watching, was reading 2 was looking, saw, Did anyone get 3 did they get, lost, started 4 was leaving, caught, Were the passengers Students put the verbs in brackets into past perfect or the past perfect continuous Answers: 1 had you been waiting 2 had drunk 3 had been walking 4 had survived 5 hadn’t you checked 6 had been searching
Students underline the correct item Answers: 1 went/bought 2 read 3 were driving/broke 4 did you start 5 realised/had lost/stopped |
Descriptor: - read the text. Identify the tenses Total: 1 point Descriptor: - put the verbs in brackets into the past simple or the past continuous. Total: 1 point Descriptor: - put the verbs in brackets into past perfect or the past perfect continuous Total: 1 point .Descriptor: - underline the correct item Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! . |
Poster
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Short term plan: term 1
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Unit 1: Legend or Truth? lesson 6 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Present perfect and present perfect continuous |
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Learning objectives |
10.6.7- 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 10.6. 13-use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to:
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Value links |
Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
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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
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Formative Assessment
Good job! Assessment criteria - use modals in the past of speculation and deduction |
Pictures Student’s book |
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Main part 30 min
8 min |
Ex:5 P:11 To identify and locate present perfect/present perfect continuous tenses in the text Read out the theory box and go through the examples. Refer students to the Grammar Reference section for more information. Explain the task and give students time to complete it. Ex: 6 P:11 To practise present perfect - present perfect continuous Explain the task and then give students time to complete it. Check students' answers. Ex: 7 P:11 To practise past tenses and the present perfect - present perfect continuous in context Explain the task and give students time to complete the gaps in the text with the correct forms of the verbs in brackets. Check students' answers. Ex: 8 P:11 To practise past tenses in a text and consolidate information Explain the task and read out the example. Students complete the task in pairs. Monitor the activity around the class. Ask various pairs to share their answers with the class Ex: 9 P:11 To present modals of deduction in the past Read out the examples in the theory box. Refer students to the Grammar Reference section for more information. Elicit answers from students around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students read the theory. Find examples of the these tenses in the story of the Black Climber Answers: Present Perfect: has lived on Present Perfect Continuous: have been telling Students read the sentences and choose the correct item Answers: 1.have been looking 4 has lit 2.has been hiking 3. have travelled 4. has lit 5. have been waiting Students in pairs ask and answer questions based on the text in ex. 7 Answers: 1has been working 2hasn’t seen 3suggested 4was shining 5was blowing 6had been fishing 7appeared 8lit 9had forgotten 10tried 11was shouting 12noticed 13saw 14threw 15climbed 16haven’t gone Students read the examples. Which modal verb do we use to express: a positive deduction, a negative deduction, uncertainty? Answers: Sezim and her friends couldn’t have got stuck in a blizzard because the weather was sunny. They could have woken up early because it’s still very sunny when they took the photograph. They might have carried tents with them because they seem to have sleeping bags. They might have walked far because they are high up in the mountains. |
Descriptor: - Find examples of the these tenses in the story of the Black Climber Total: 1 point Descriptor: - ask and answer questions Total: 1 point Descriptor: - read the sentences and choose the correct item Total: 1 point Descriptor: - 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 |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 1: Legend or Truth? lesson 7 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Home is where the yurt is… |
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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 |
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Lesson objectives |
Learners will be able to:
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Value links |
Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
If you were in Kazakhstan, but did not see the white Kazakh yurt on the green meadows of jaylyau, you can not feel and enjoy the real life of Kazakhs and their culture. Yurt is one of the oldest and greatest inventions of Eurasian nomads. At all times Yurt was a practical and convenient, portable accommodation. Do the people of Kazakhstan live in the yurt nowadays? |
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
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Formative Assessment
Good job! Assessment criteria - learner read for gist jobs related to science |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 1 a P:12. To introduce the topic of a text Read out the question and elicit students' answers. Ex: 1 b P:12 To predict the content of a text: reading for gist. Elicit students 'ideas about the text. Give students time to read the text and find out. Ex: 2 P:12 To consolidate new vocabulary through finding definitions in the dictionary Read the words in the list and give students time to look them up. Elicit answers from various students around the class. Ex: 3 P:12 Read for cohesion and coherence. Read the Study Skills box aloud. Give students time to read the text and complete the gaps with the appropriate sentence. Remind students to pay attention to the words before/after each gap as these will help them do the task. students should read the completed text to see if it makes sense Check students’ answers. Ex: 4 P:13 To practise new vocabulary. Give students time to complete the phrases and come up with sentences based on the text. Elicit answers from students around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students tell the class. What do you know about yurts? Answers: Yurts look like big, circular tents. They are traditional homes in Kazakhstan Students read the title and the first paragraph. What do you think the text will be about? Answers: I think the text will be about yurts and the legends behind their history and origins. Students check the meaning of these words in your digital dictionary. Answers: nomad (n): a person who moves from place to place with no permanent home steppe (n): a large area of grassland spacious (adj): having lots of space beetle (n): a small insect with wings grasshopper (n): an insect which makes a high-pitched noise Students read the text and fill in the gaps with a correct sentence one sentence is extra. Answers: 1E 2C 3A 4D 5B Students fill the gaps Answers: 1 gust 2 pour 3 leafy 4 clap 5 high-pitched 6 find 7 dried 8 flexible |
Descriptor: - read out the question and elicit students' answers. Total: 1 point Descriptor: - predict the content of a text Total: 1 point Descriptor: - consolidate new vocabulary Total: 1 point Descriptor: - read the text and fill in the gaps 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 |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 1: Legend or Truth? lesson 8 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Writing an article |
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Learning objectives |
10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy; 10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs; use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics; |
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Lesson objectives |
Learners will be able to:
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Value links |
Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
How to write an amazing article? |
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
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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 |
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Main part 30 min 8 min |
Ex: 1 P:14 То analyse a rubric • Ask students to read the rubric and underlined words to answer the questions. • Check students’ answers. Ex: 2 P:14 To read a model article, put the events in order and give a summary • Give students time to read the model article and to put the list of events in the correct order. Check students’ answers. Ask students to summarise the article using the suggested sequence words. Ex: 3 P:14 To present/practise setting the scene Read the theory box aloud. Ask students to say how the writer set the scene in Ex. 2. Ex: 4 P:14 To present descriptive language Read out the Study Skills box Ask students to complete the task of finding the adjectives used in the text. Check students' answers. Ex: 5 P:14 To present adverbs • Read out the theory box. Ask students to identify the type of adverbs which are written in bold in the text. Check students’ answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students read the rubric. Use the underlined words to answer the questions Answers: 1 I am going to write an article. 2 My teacher is going to read it. 3 It is going to be about an amazing rescue. 4 I should write 120-180 words. Students read the model. Put the events in the order they happened. Then give the class a summary of the article Answers: First, Peter and Richard set out on a hike. Then, they stopped for a break. Next, Peter smelt something in the air. After that, they saw flames and were soon surrounded by Tire. They jumped in a pond. Suddenly, they heard a helicopter. Finally, they were pulled to safety by the rescue worker in the helicopter Students practise setting the scene. How does the writer set the scene in the model in ex.2 Answers: The writer sets the scene by telling us who the people were and how they felt, where they were and when the story took place. The writer also tells us what the weather was like Students find the adjectives the writer has used in the model. Answers: day beautiful summer sky clear blue flames bright pond small smoke thick noise loud rope long |
Descriptor: -use the underlined words Total: 1 point Descriptor: - put the events in the order they happened Total: 1 point Descriptor: - practise setting the scene Total: 1 point Descriptor: - find the adjectives Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 1: Legend or Truth? lesson 9 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Writing an article: Conjunctions |
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Learning objectives |
10.5.3.1 -
write with grammatical accuracy on a range of familiar general and
curricular topics; |
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Lesson objectives |
Learners will be able to:
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Value links |
Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Start
5 min
Main part 30 min
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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
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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 |
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8 min |
Ex: 6 P:15 Practise the correct order of adverbs. Explain the task. Give students time to put the words in the sentences in the correct order to form sentences. Check students' answers. Ex: 7 P:15 present conjunctions Read the theory box and examples aloud Give students time to find examples in the text. Elicit answers from students around the class. Ex: 8 P:15 Analyse a rubric Ask students to read the rubric and underline the key words to help them answer the questions. Explain that articles about events that have happened are written using past tenses. Check students' answers. Ex: 9 P:15 Listen for gist and sequence of events. Play the recording (twice if necessary). Allow students time to complete the task of putting the events shown in the pictures in the correct order. Check students' answers Ex: 10 P:15 Prepare for a writing task & write an article. Go through the plan with Ss. Give students time to make notes under each paragraph heading. (Play the recording again if necessary.) Monitor the activity around the class. Write paragraph headings on board, and fill in with students' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students put the words in the correct order to write sentences in your notebook. Answers: 1 He climbed up the steep mountain more slowly than the others. 2 The accident happened extremely quickly. 3 After a short while, the weather began to grow stormy. / The weather began to grow stormy after a short while. 4 The rescue team were searching busily in the woods all day. 5 Everyone climbed fast, but John climbed the fastest. Students underline the conjunctions used in the article Answers: Peter and Richard...; ... shining and there...; ... around and saw...; ... deep, but it was ...; ... rope and the boys... Students read the rubric, underline the key words and answer the questions Answers: article, Tourists lost at sea, 120-180 words 1 I am going to write an article and my teacher is going to read it. 2 I must begin my article with the title ‘Tourists lost at sea.' 3 I am going to use past tense. Students listen to Steve talking to his friend. Put the pictures in the correct order Answers: 1D 2В ЗА 4С
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Descriptor: - put the words in the correct order Total: 1 point Descriptor: - underline the conjunctions used in the article Total: 1 point Descriptor: - read the rubric, underline the key words Total: 1 point Descriptor: - Put the pictures in the correct order Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 1: Legend or Truth? lesson 10 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
CLIL. Literature. The Sea –wolf |
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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; |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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 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
Did you read this novel about “The sea wolf”? |
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
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Formative Assessment
Good job! Assessment criteria - Use the active and passive voice |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 1 P:16 To make a prediction and read for gist Ask students to look at the picture, read the introduction and suggest what they think will happen next. Elicit answers around the class. Play the recording and have students read the text to check their answers. Ex: 2 P:16 To read for specific information (T/F statements) Have students read the extract and decide whether the information is true or false. Check students' answers. Refer students to the Check these words box and explain/elicit the meanings of the words or ask students to use their dictionaries and look them up. Ex: 1 P:16 To listen and read for specific Information. Play the recording as students read the text and allow them time to answer the questions. Check students' answers. Ex: 4 P:16 To develop research & public speaking skills Explain the task and elicit names of famous characters in literature from Kazakhstan. Write the headings on the board to help the students. Give students time to do research, find information and make notes. students then prepare a presentation and present their information to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students look at the picture read the introduction. What do you think will happen Answers: I think Humphrey and Maud get into a small boat and leave the ship. Students read the extract and decide if the statement are T(true) or F (false) Answers: 1F 2T 3F 4T Students look at the underlined phrases. Explain what the body language means Answers: 1 He was a prosperous merchant and a writer. 2 He was a character in Defoe's novel of the same name. He survived a shipwreck and lived on a desert island. 3 He faced an earthquake, pirates and cannibals. 4 In the end, a ship rescues Crusoe and Friday and they sail back to England Students develop research and public speaking skills Answers: Students own answer |
Descriptor: - make a prediction and read for gist Total: 1 point Descriptor: - read for specific information Total: 1 point Descriptor: - listen and read for specific Information Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 1: Legend or Truth? lesson 11 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Progress check. The soul of Kazakhstan |
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Learning objectives |
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; 10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics; |
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Lesson objectives |
Learners will be able to:
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Value links |
Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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 Write these three statements on the board and ask students to discuss if they are true or false: Lead – In
Kazakhstan, the ninth largest state in the world, is located in the heart of Eurasia. With a vast area of 2.75 million square kilometers, it occupies a landmass equivalent to that of Western Europe. From the Caspian Sea in the west to the Altai Mountains in the east, and from the northern region of Western Siberia to the southern deserts and mountain ranges of the Northern Tien Shan, Kazakhstan offers a diverse topography. While a small part of Kazakhstan falls under Eastern Europe, the majority of the country is located in Asia. |
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
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Formative Assessment
Good job! Assessment criteria - write an informal email following the model text and using relevant vocabulary Descriptor: - Discuss and answer the questions Total: 1 point |
Pictures Student’s book |
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Main part 30 min
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Ex: 1 P:17 To read for specific information Explain the task. Ask students to read the questions and underline any key words. Allow students time to read the text and answer the multiple choice questions. Check students’ answers. Play the video for students and elicit their comments at the end. Ex: 2 P:17 To listen for specific information (T/F statements) Ask students to read the statements 1-8. Play the recording. students listen and decide whether the statements are true or false. Check students' answers. Ex: 3 P:18 To consolidate vocabulary from the module Allow students time to complete the task. Check students’ answers. Ex: 4 P:18 To consolidate use of prepositions from the module Allow students time to complete the task. Check students’ answers. Ex: 5 P:18 To consolidate grammar from the module Allow students time to complete the task. Check students' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students read the text. For each question, choose the best answer Answers: 1D 2C 3A 4B 5D Students listen to a conversation and decide in the statements are T (true) or F (false). Answers: 1F 2T 3T 4F 5T 6T 7F 8F Students choose the correct word. Answers: 1 Hit 2 did 3reached 4confused 5 survived Students fill the gaps Answers: 1 up 2 in 3 back 4 without 5 on Students put the verbs in brackets into the correct past tense Answers: 1 had they been hiking 2was driving, began 3haven’t found 4was sailing 5 Had she been working |
Descriptor: - read for specific information Total: 1 point Descriptor: - listen for specific information Total: 1 point Descriptor: - choose the correct word. Total: 1 point Descriptor: - fill the gaps Total: 1 point Descriptor: - put the verbs in brackets into the correct past tense Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 1: Legend or Truth? lesson 12 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Progress check. Summative assessment for the unit «Legend or Truth?» |
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Learning objectives |
10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.6.9.1 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
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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 S |
Formative Assessment
Good job! Assessment criteria - Write with grammatical accuracy
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Pictures Student’s book |
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Main part 30 min
8 min |
Ex: 6 P:18 To consolidate grammar from the module Allow students time to complete the task. Check students' answers. Ex: 7 P:18 To write an article Explain the task. Give students time to plan and complete their work and then check Ss' answers. Alternatively assign the task as HW and check students’ answers in the next lesson. Summative Assessment for the unit Science and scientific phenomenon Listening Task. Listen to the talkand mark the sentencesTrue or False. Follow the link to listen to the recording (play only the part of the recording 0.04-2.13) Speaking Task. Speak about topic ‘Legend and Myth’ for 2-3 minutes. You have 1 minute to prepare. Use the following questions as a help: Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students choose the correct item Answers: 1 has just reached 2 has been trekking 3 been 4 must 5 can’t Students write an article Answers: Students own answer Students listen to the talk and mark the sentences True or False. Students speak about topic ‘Legend and Myth’ for 2-3 minutes |
Descriptor: - choose the correct particle Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: Controversial Issues lesson 13 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Controversial Issues |
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Learning objectives |
10.1.6.1 - organise and present information clearly to others; 10.2.1.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 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 |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
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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
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Formative Assessment
Good job! Assessment criteria - Apply perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 1 P:19 To introduce new vocabulary Play the recording. Students listen and repeat chorally an /'or individually. Direct Ss' attention to the issues in the pictures A-F and give students time to match them to the types of issues in the rubric. Check students’ answers. Ex: 2 P:19 To complete newspaper extracts Direct students to the two texts and the words in the rubric and give students time to use the words to complete the texts. Check students’ answers around the class. Ex: 3 P:17 To personalise the topic Elicit which problem(s) is/are the most serious in students’ country. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students listen and say. Answers: social problems: poverty, homelessness, unemployment environmental problems: endangered species, landfills full of rubbish, pollution Students complete the newspaper extracts with the words below. Which of the problems is about? Answers: 1accommodation 2volunteers 3 household waste 4 packaging A: homelessness B: landfills full of rubbish Students answer the questions. Which of the problems is the most serious in your country? Answers: In my country, pollution is the most serious problem. |
Descriptor: - listen and say. Total: 1 point Descriptor: - complete the newspaper extracts Total: 1 point Descriptor: - answer the questions Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 1: Controversial Issues lesson 14 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Gateway to America |
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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 10.3.3.1- explain and justify own and others’ point of view on a wide range of general and curricular topics 10.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
Who are the people that live and work here? What are their stories? |
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 S |
Formative Assessment
Good job! Assessment criteria - Write with grammatical accuracy |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 1 P:20 Introduce the topic of a text Read out the question and elicit students’ guesses in answer to it. Ex: 2 a P:20 Read the Study Skills box aloud. Refer students to the Word List at the back of their books and give them time to look up the meanings of the words given in the list. Ex: 2 b P:20 To predict the content of a text Ask students to guess what the text is about based on the phrases in Ex. 2a Ex: 3 P:20 To introduce key vocabulary from a text. Elicit answers from students around the class. Ex: 4 P:20 To consolidate vocabulary from the text Refer students to the Check these words box and Explain / elicit the meanings of the words or ask students to use their dictionaries and look them up. Ex: 5 P:20 Read for specific information (T/F statements) Give students time to answer the questions. Check students’ answers and reasons around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students look at the picture of Elis Island in the US. What do you know about it? Answers: Ellis Island is in the sea outside New York City. In the old days, when people travelled to the USA, they had to pass through Ellis Island. Students check the meaning of the phrases in the word list Answers: Students own answer Students listen and read to find out. The words / phrases in ex.2 appear in the text. Answers: I think the text is about what people who moved to the USA had to do when they arrived in the country. Students complete the sentences with words from the Check these words box in the correct form Answers: gateway (n): an entrance immigrants (n): people who move permanently to a new country Students read the text and decide if each sentence is T true or F false. Give reasons. Answers: 1F 2F 3T 4T 5F 6F 7T 8F 9T 10T |
Descriptor: - Introduce the topic of a text Total: 1 point Descriptor: - check the meaning of the phrases Total: 1 point Descriptor: - listen and read to find out Total: 1 point Descriptor: - complete the sentences with words Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: Controversial Issues lesson 15 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Vocabulary. The environment |
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Learning objectives |
10.4.2.1 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics 10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
What should we do so that a living being and natural resources do not disappear from our land? Do we protect our environment? |
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:
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Formative Assessment
Good job! Assessment criteria - write an informal email following the model text and using relevant vocabulary |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 1 P:22 Consolidate vocabulary from a text. Explain the task and give students time to complete it. Ask students to check their answers in the Word List at the back of their books. Check students' answers around the class. Ex: 2 a P:22 Consolidate vocabulary from a text Explain the task and give students time to complete it. Check students’ answers. Ex: 2 b P:22 Practise vocabulary Ask students to use the phrases from Ex. 2a to write sentences. Check students' answers around the class Ex: 3 a P:22 Present and practise topic-related vocabulary in context. Ask students to read the news headlines and complete them with the words in the list. Ask students to check their answers in the Word List at the back of their books. Check students’ answers around the class. Ex: 3 b P:22 Present and practise topic-related vocabulary in context Explain the task. Give students time to complete it in closed pairs. Check students’ answers around the class. Ex: 4 P:23 Explain the task and ask students to match the solutions to the speakers Play the recording twice if necessary. Students listen and complete the task. Check students’ answers. You can play the recording with pauses for students to check their answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students choose the correct words. Check in the World List in the back of the book. Answers: 1 Required 2 Immigrants 3 Disability 4 Pier 5 Ancestors 6 Proof 7 Process 8 obvious Students fill the gaps. Answers: 1.medical 2.family 3.government 4.money 5.whole 6.main 7.train 8.first 9. foreign 10. next Students use the phrases in sentences of your town Answers: 1 My uncle has got a medical problem and he takes medicine for his heart every day. 2 We meet up once a year for a big family reunion. Students fill in the headlines with words. Answers: 1.LAYER 2.WARMING 3.FUELS 4.SMOG 5.SPILL 6.GASES 7.CONSERVATION Students listen to four speakers talking about ways to help solve environmental problems. Match the solution. Answers: 1.save 2.fine 3.reduce 4.prevent 5.ban 6.invest 7.raise |
Descriptor: - choose the correct words Total: 1 point Descriptor: - fill the gaps Total: 1 point Descriptor: - fill in the headlines with words Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You may ask fast finishers to make sentences using words from the glossary. |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
|
Short term plan: term 1
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Unit 2: : Controversial Issues lesson 16 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Word formation |
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Learning objectives |
10.2.1.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.6.15.1 - 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; |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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 Play Noughts and crosses with words from the previous lesson. Lead – In
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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 with a partner. Look at the photo at the bottom of the page and discuss what it could be? Answers: Students’ own answer
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Formative Assessment
Good job! Assessment criteria - Use a growing range of vocabulary related to work Descriptor: - look at the photo and discuss Total: 1 point |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 5 P:23 Present and practise topic-related vocabulary in context Explain the task. Give students time to complete it. Check students' answers around the class Ex: 6 a P:23 Present new vocabulary Give students time to complete the task and then check students' answers. Ex: 6 b P:23 Consolidate new vocabulary Elicit answers from students around the class Ex: 6 c P:23 Give students time to complete the task and then ask various students to tell the rest of the class their answers. Ex: 7 P:23 practise prepositional phrases Give students time to complete the task. Ask students to check their answers in Check Ss’ answers around the class. Ex: 8 P:23 Practise word formation (forming adjectives from nouns or verbs) Read the theory aloud to students and explain any points they are unsure of providing extra examples if necessary. Give students time to complete the task. Explain that correct spelling is necessary. Check students' answers. Remind students to add these words to their lists in their notebooks. Ex: 9 P:23 To present/practise phrasal verbs with TURN Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students choose the correct words. Which tips can help immigrants with? Answers:
finances: В, E fitting in: C. D, E paperwork: A Students complete the sentences. Use these words. Answers: 1.destruction 2.risk 3.commuties 4.healthcare 5. peace Students answer the question. Which of these organisations work on social issues? Answers: WWF works on environmental issues. Save the Children, Oxfam, the World Health Organisation and the United Nations work on social issues. Students answer the question. Which organisations exist in your country? Answer: Students own answer. Students fill the gaps. Answer: 1.on 2.from 3.in 4.in 5.at Students read the theory then from adjectives from the words in bold complete the gaps. Answer: 1.national 2.famous 3.understandable 4.colourful 5. natural 6.sunny Students choose the correct particle Answer: 1 out 2. Into 3.down 4.off 5.down |
Descriptor: - choose the correct words Total: 1 point Descriptor: - complete the sentences. Total: 1 point
Descriptor: - answer the question. Total: 1 point Descriptor: - read the theory then from adjectives from the words in bold Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: : Controversial Issues lesson 17 |
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Grade: 10 |
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absent: |
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Lesson title |
Infinitive/-ing forms |
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Learning objectives |
10.6.9.1 use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics 10.5.3.1 write with grammatical accuracy on a range of familiar general and curricular topics 10.3.1.1 use formal and informal language registers in talk on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
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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 with a partner. Look at the photo at the bottom of the page and discuss what it could be? Answers: Students’ own answer
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Formative Assessment
Good job! Assessment criteria - Use a growing range of vocabulary related to work Descriptor: - answer the questions Total: 1 point |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 1 P:24 Present infinitive / ing forms Read the text in the box aloud. Draw Ss’ attention to examples of the use of the infinitive / ing form in the text. Refer students to the Grammar Reference section and give them time to complete the rules. Check students’ answers around the class. Ex: 2 P:24 Practise infinitive/ing forms Explain the task and then give students time to complete it. Check students’ answers around the class. Ex: 3 P:24 Practise the difference in meaning between to infinitive and the -ing form Explain the task and then give students time to complete it. Check students’ answers and explanations around the class. Ex:4 P:24 Explain the task and then give students time to complete it. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students look at the grammar reference section and complete the rules with infinitive or – ing form. Find exaamples in the text above Answers: 1 -ing e.g. to making 2 infinitive with to e.g. fortunate enough to get 3 infinitive without to e.g. might mean 4 -ing form e.g. moving to a new country... 5 infinitive with to e. g. Do you want to immigrate... 6 -ing e.g. get used to living ... 7 infinitive with to e.g. would you like to immigrate? 8 infinitive with to e.g. feel lucky to ... Students fill the gaps with the verbs in brackets in the correct form Answers: 1.decide, to make 2.travelling, visiting 3.sponsor, to do 4 to watch, entering 5 to live, To tell Students put the verbs in brackets into the infinitive or the – ing form. Explain the difference in meaning. Answers: 1 giving (they finished giving them) 2 to buy (they stopped temporarily) 3 to submit (don't forget) 4 visiting (do you recall) 5 to take (she attempted) 6 immigrating (he will do it as an experiment) Students choose the correct the verb in brackets into the correct form Answers: 1 to move 2 to achieve 3 to do 4 to improve 5 to take 6 to practise 7 learning 8 attending 9 speak 10 know |
Descriptor: - complete the rules with infinitive or – ing Total: 1 point Descriptor: - fill the gaps with the verbs Total: 1 point Descriptor: - choose the correct the verb Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: : Controversial Issues lesson 18 |
School: |
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Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Conditionals |
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Learning objectives |
10.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.2.7.1 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.4.1.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
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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
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Formative Assessment
Good job! Assessment criteria - Use a growing range of vocabulary related to work Descriptor: - ask them which prepositions do they need Total: 1 point |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 5 P:25 Present/revise and practise comparison of adjectives. Read the examples in the box aloud. Explain the task, directing students’ attention to the Grammar Reference section, and then give students time to complete the task. Check students’ answers around the class.
Ex: 6 P:25 practise comparison of adjectives Read the information in the box aloud. Explain the task and read the example aloud. Ask students to work in pairs and give them time to complete the task. Monitor the activity around the class. Ex: 7 P:25 present/revise conditionals Read the theory box aloud. Ask the students to work in pairs. Explain the task and direct students’ attention to the Grammar Reference section. Give students time to complete the task, then elicit answers from pairs around the class. Ex: 8 P:25 Practice conditionals. Explain the task and then give students time to complete it. Check students’ answers around the class and elicit the types of conditionals. Ex: 9 P:25 To practise conditionals using personal examples. Explain the task and give students time to complete it. Elicit answers from various students around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students study the table. Then choose the correct item. Answers: 1 as 2 enough 3 very 4 even 5 the least 6 than 7 by far Students compare these VS points of entry for immigrants in as many ways as possible. Answers: The New York point of entry was by far the busiest in 2015. The Boston point of entry is the least busy of the three. The San Francisco point of entry is not as old as the other two. The New York point of entry has a slightly higher percentage of immigrants in the population today than the San Francisco one. Students work in pairs how do these sentences differ in meaning Answers: Fist sentence: (if = might) The economy might improve, and if it does, unemployment will decrease. Second sentence: (unless = if not) Unemployment can never decrease unless the economy improves first. Students complete the sentences. Which type of conditional is used in each one. Answers: 1 wouldn’t have become (type3) 2 won’t spend (type1) 3 wouldn’t have missed (type 3) 4 make (type0) 5 would stay (type2) Students complete the sentences. |
Descriptor: - choose the correct item Total: 1 point Descriptor: - compare these VS points of Total: 1 point Descriptor: - complete the sentences Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? Answers: 1.If everyone drove electric cars, the air wouldn't be so polluted 2.If the government creates more jobs, unemployment will decrease. 3.If immigration wasn't a possibility, people wouldn't have as many job opportunities |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: : Controversial Issues lesson 19 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Reading skills: Woman in the workplace |
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Learning objectives |
10.2.5.1 - recognize 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; 10.3.3.1 - explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.4.2.1 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
Who is this woman in the picture? Where doea she work? |
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 with a partner. What do you know about…. Answers:
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Formative Assessment
Good job! Assessment criteria - Use a growing range of vocabulary related to work |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 1 a P:26 Read out the question. Ask students to skim the text to find the answer.
Introduce the topic of the text Ask students to look at the picture and elicit students’ guesses as to how it relates to the text. Ex: 2 P:24 Read for specific information (missing sentences) Ask students to read the sentences A-F and underline the key words. Remind students to look at the sentences before and after the gaps in the text. Give them time to read the text again and choose the correct answers for the questions. Check students’ answers around the class and ask students to justify their answers. Play the recording for students to check their answers. Ex: 3 P:26 Consolidate new vocabulary through synonymous words/phrases Read the words/phrases in the list and give students time to find synonymous words in the text. Elicit answers from various students around the class and elicit what part of speech each word' phrase is. Ex: 4 P:26 Consolidate vocabulary from the text Explain the task and students time to complete it. Check students answers around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students read the text quickly the term “gender equality” means. Answers: I think the term ‘gender equality' means women and men doing the same things at work. Students look at the picture. How is it related to the text? Answers: I think the picture is related to the text because it shows a woman working in a factory, and the text is about women at work. Students read the text again and fill in the gaps. One sentence is extra. Answers: E (International Women's Day, on this day - But it’s also a day... notice how much has changed for women) D (Queen Victoria - agreed with her opinion) A (Labour unions started allowing women workers ... strikes in order to earn women more rights ... women in Britain took the right to vote...) F (the women were expected ... refused to accept this... fought to keep...) В (improved significantly... come a long wav) Students find words / phrases in the text . Answers: businesses = para 3: companies (n) point of view = para 1: opinion (n) a small amount = para 1: handful (n) law-makers = para 2: government (n) being paid = para 2: earning (v) improve = para 3: come a long way (phr |
Descriptor: - read the text quickly Total: 1 point Descriptor: - read the text again and fill in the gaps. Total: 1 point Descriptor: - -Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: : Controversial Issues lesson 20 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Listening and Speaking: Reacting to news |
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Learning objectives |
10.4.1.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.6.3.1 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics; |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
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Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students look at the table and repeat grammar reference
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Formative Assessment
Good job! Assessment criteria - Express their opinion and justify it Descriptor: - write these sentences on the board of prepositions Total: 1 point |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 6 a P:27 Introduce new vocabulary and prepare for a listening task Refer students to the Word List at the back of their books and give them time to look up the meanings of the words/phrases given. Ex: 6 b P:27 Iisten for specific information (multiple matching) Explain the task then ask students to read the statements A-E. Play the recording and students listen and complete the task. Check students’ answers. Ex: 6 c P:27 Iisten and understand speakers' viewpoints Explain the task and then play the recordng again. Elicit answers from Student around the class. Ex: 7 P:27 Act out a dialogue using prompts based on a model dialogue Explain the task and read out the example. Give students time to complete the task in pairs using the prompts, their own ideas, the useful language and following the example Ex: 8 P:27 Present homophones Read the theory box and play the recording. students repeat the words. Play the recording again and ask students to complete the task. Elicit answers from students around the class. Ex: 9 P:27 Write the summary of the text Explain the task and write the headings on the board to help the students. Give students time to read the text and make notes under the headings. Students then write a summary of the text using their notes. Alternatively, assign the task as HW. Ask students from around the class to read their summaries aloud. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students will hear four people talking about gender equality. Before you listen, check these words / phrases in the Word List. Answers: prejudice (n): an opinion not based on fact equal society (phr): a state of living where everyone is treated the same same rights and opportunities (phr): the same basic things that people deserve and the same chances in life gender roles (n): the way people expect sb to behave, based on whether they are male or female fight inequality (phr): to try and change a situation where people are treated unfairly Students listen and choose from the list what each speaker says about gender equality. Answers: Speaker 1: A Speaker 2: C Speaker 3: В Speaker 4: E Students listen again. Which speakers agree that there’s still a lot to be done to achieve gender equality in the workplace Answers: Speakers 1 and 4 agree that there's still a lot to be done to achieve gender equality in the workplace Students work in pairs. Use the phrases in the language box and the headlines to act out exchanges as in the example Answers: Students own answer |
Descriptor: - hear four people talking about gender Total: 1 point Descriptor: - listen and choose from the list Total: 1 point Descriptor: - use the phrases in the language box -Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: : Controversial Issues lesson 21 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Writing an opinion essay |
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Learning objectives |
10.3.3 .1- explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.6.9.1 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
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Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students work with a partner. Look at the photo at the bottom of the page and discuss what it could be? Answers: Students’ own answer
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Formative Assessment
Good job! Assessment criteria - Express their opinion and justify it |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 1 P:28 То analyse a rubric Ask students to read the rubric. Draw students' attention to the underlined words. Give students time to answer the questions and then check students' answers. Ex: 2 P:28 Read a model essay and match paragraphs to content Give students time to read the model and match the contents to each paragraph. Check students' answers Ex: 3 P:28 A)To identify and analyse topic sentences/ supporting sentences in a model essay Go through the theory box with students. Ask students to find the topic/supporting sentences, then the linking words. B) To suggest alternative topic sentences students work in pairs. Elicit suitable alternatives from students around the class C) To identify formal language Elicit what characterises a text as formal. Elicit examples from students around the class. Ex: 4 P:28 Practise linking words/phrases Elicit suitable alternatives from students around the class. Direct students' attention to the Grammar Reference section, and then give students time to complete the task Ex: 5 P:28 To practise linking words/phrases Explain the task. Give students time to complete it. Check students’ answers around the class. students justify their answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students read the rubric, look at the underlined words and answer the question Answers: 1 an essay for my teacher on working mothers 2 A ) formal B)longer sentences, formal linking words/phrases Students read the model essay. Which paragraphs contains Answers: 1B 2A 3C 4E 5D Students find the topic sentences in the main body paragraphs Answers: Para B: To begin with, going to work means that mothers can provide more income for the family. - Yes - example - For example, they can buy better food and clothing for their children. (For example) Students replace the underlined words / phrases in the model with alternatives. Answers: To begin with = To start with For example = Therefore As a result = In this way Secondly = In addition For instance = For example On the other hand = Alternatively Therefore = As a result In conclusion = All in all Students read the paragraphs and choose the correct linking words Answers: 1.First of all (list points) 2.For example (example) 3.As a result (result) 4.However (contrast) 5.such as (example) 6.In this way (result |
Descriptor: - read the rubric, Total: 1 point Descriptor: - read the model essay Total: 1 point Descriptor: - find the topic sentences in the main body paragraphs Total: 1 point Descriptor: - replace the underlined words / phrases in the model with alternatives. -Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: : Controversial Issues lesson 22 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Expressing opinion |
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Learning objectives |
10.3.3 .1- explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.6.9.1 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to:
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Value links |
Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Start
5 min
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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
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Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students work with a partner. Look at the photo at the bottom of the page and discuss what it could be? Answers: Students’ own answer |
Formative Assessment
Good job! Assessment criteria - deduce meaning from context in extended texts on a wide range |
Pictures Student’s book |
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Main part 30 min
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Ex:6 P:29 Practise phrases used for expressing opinion Explain the task. Give students time to complete it. Check students’ answers. Ex: 7 P:29 Practise phrases used for expressing opinion Explain the task, give students time to complete it. Check students’ answers. Ex: 8 P:29 A)Analyse a rubric Ask students to read the rubric. Elicit which are the key words and ask students to underline them. Ex: 9 P:29 Write an opinion essay Give students time to complete the task using the Useful Language box and their answers from Ex. 8. Remind students not to use short verb forms and to use appropriate linkers. Remind students to follow the plan and use the Checklist Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students find the phrases the writer uses to express his opinion in the model. Answers: I strongly feel that = In my opinion I believe that =to my mind Students use expressions from the useful language box to expand the prompts to express opinions. Answers: 2 I believe that it is better for children to grow up in the countryside. 3 I strongly believe that eye contact is very important in a conversation. 3 As far as I am concerned, everyone needs a close friend. Students read the rubric and underline the key words. Answers: Key words: teacher, essay, ‘It is good to be part of an extended family! opinion with reasons to support your point of view, 120-180 words |
Descriptor: - find the phrases the writer uses to express Total: 1 point Descriptor: - use expressions from the useful language box Total: 1 point Descriptor: - read the rubric and underline the key words Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: : Controversial Issues lesson 23 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
CLIL. Personal, Social and Health Education Summative Assessment Unit2 |
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Learning objectives |
10.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.3.5.1 - interact with peers to make hypotheses about a wide range of general and curricular topics; |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
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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. Write this question on the board: Should we give money to charity? Why/Why not? Ask students to discuss the question in small groups and share their ideas with the class. Lead – In
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Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students discuss the question in small groups and share their ideas with the class
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Formative Assessment
Good job! Assessment criteria - express their opinion in writing - use a growing range of vocabulary and linking words Descriptor: - discuss the question in small groups and share their ideas with the class Total: 1 point |
Pictures Student’s book |
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Main part 30 min
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Ex: 1 P:30 To introduce the topic and to read for gist Direct students' attention to the picture and give students time to read the text. Elicit answers to the questions in the rubric from various students around the class. Ex: 2 P:30 To read for specific information Ask students to read the sentence stubs and then give them time to read the text again and complete them. Check students’ answers around the class. Summative Assessment Unit2 Reading Task 1. Read the text about natural disasters and choose the correct option. Task 2. Identify and write down the type of the natural disaster. Writing Task 3. Choose a natural disaster, describe it and write your ideas on how to predict and prevent it. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students read the text find out Answers:
Students read again and complete the sentences Answers:
7... a child fights back. Students Read the text about natural disasters Students Identify and write down Students Choose a natural disaster, |
Descriptor: - write the adverbs the writer has Total: 1 point Descriptor: - fill in the sentences with a suitable adjective or adver Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: : Controversial Issues lesson 24 |
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Grade: 10 |
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absent: |
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Lesson title |
Saving the Sea turtles |
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Learning objectives |
10.5.3.1 write with grammatical accuracy on a range of familiar general and curricular topics 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 |
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Lesson objectives |
Learners will be able to:
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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
How we can help save sea turtles? |
Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students discuss the question in small groups and share their ideas with the class
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Formative Assessment
Good job! Assessment criteria - express their opinion in writing - use a growing range of vocabulary and linking words Descriptor: - discuss the question in small groups and share their ideas with the class Total: 1 point |
Pictures Student’s book |
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Main part 30 min 8 min |
Ex: 1 P:31 read for specific information Explain the task. Ask students to read the questions 1-5 and the possible answers. Give students time to read the text and choose the correct answer for each question. Check Ss’ answers. students should justify their Ex: 2 P:31 To answer comprehension questions Give students time to answer the questions. Remind students not to copy from the text but to paraphrase the information in their own words. Check students' answers around the class and ask for justifications from the text. Ex: 3 P:30 To consolidate everyday English from the module Explain the task. Students complete the task. Check students' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students read the text and decide which answer is correct Answers: В (1.4) C(l. 10-14) В (t. 23-25) A(C.36) C (whole text Students answer the questions in your own words Answers: 1 He decided to join in because his holiday was coming to an end and he wanted to do something different. (During my week there, I'd seen other tourists releasing the turtles in the early evening, and as my stay came to an end, I decided to join in.) 2 They are in danger from poachers and from tourists using the beach where they lay their eggs. (These turtles are under threat from poachers who want their meat and eggs.) 3 The project protects the eggs from poachers and allows them to hatch safely. Then they release the baby turtles into the wild. (Oscar and his volunteers collect the eggs and take them to protected areas where they are allowed to hatch in safety. Then within 24 hours, they are taken back to the beach where tourists like me join in the conservation effort... We gently placed them on the sand, stepped back and watched as they crawled slowly into the sea.) Students choose the correct response Answers: 1a 2 b 3 b 4 a |
Descriptor: - read the text and decide which answer is correct Total: 1 point Descriptor: - answer the questions in your own words Total: 1 point Descriptor: - choose the correct response Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: Controversial Issues lesson 25 |
School: |
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Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Summative Assessment for the term 1. |
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Learning objectives |
10.2.2.1 Understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 10.4.1.1 Understand main points in extended texts on a wide range of unfamiliar general and curricular topics 10.5.4.1 Use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics 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 |
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Lesson objectives |
Learners will be able to:
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Value links |
Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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 LISTENING Task. Listen to the tape and write if the information is True (T) or False (F). Follow the link below to listen the audio (listen until 2.06) http://b779011024006a6071c1- 5c160b94f727c0d27cbeccc854542bc6.r78.cf1.rackcdn.com/B1_amazing_facts.mp3 READING Read the article about scientific researches about volcanoes and complete the task below. WRITING Task. Choose ONE topic and write an article. SPEAKING |
Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students work individually |
Formative Assessment
Good job! Assessment criteria - use a growing range of vocabulary and linking words Descriptor: - work individually Total: 1 point |
Pictures Student’s book |
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Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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Short term plan: term 1
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Unit 2: : Controversial Issues lesson 26 |
School: |
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Date: |
Teacher name: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
/Progress check |
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Learning objectives |
10.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.3.5.1 - interact with peers to make hypotheses about a wide range of general and curricular topics; |
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Lesson objectives |
Learners will be able to:
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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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. Write this question on the board: Should we give money to charity? Why/Why not? Ask students to discuss the question in small groups and share their ideas with the class. Lead – In
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Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students discuss the question in small groups and share their ideas with the class |
Formative Assessment
Good job! Assessment criteria - express their opinion in writing - use a growing range of vocabulary and linking words Descriptor: - discuss the question in small groups and share their ideas with the class Total: 1 point |
Pictures Student’s book |
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Ex: 4 P:32 To practise vocabulary from the module Explain the task. Students complete the task. Check students’ answers. Ex: 5 P:32 To practise grammar from the module Explain the task. Students complete the task. Check students' answers. Ex: 6 P:32 To listen for specific information (multiple matching) Ask students to read the questions Play the recording students listen and match the speakers to the statements accordingly. Check students' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students fill the gaps Answers: 1 habitats 2 power 3 fossil 4 volunteers 5 packaging 6 species 7 energy 8 solar 9 smog 10 campaign Students put the verbs in brackets into the correct form Answers: 1 following 2 to do 3 to change 4 making 5 walk 6 taking 7 will get 8 to choose Students listen to the dialogue Answers: 1 S 2D 3 S 4 S |
Descriptor: - fill the gaps Total: 1 point Descriptor: - put the verbs in brackets into the correct form Total: 1 point Descriptor: - listen to the dialogue Total: 1 point Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? |
Cards Worksheets |
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End 2 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! |
Poster
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