Aspect 10 сынып кітабы бойынша құрылған 1 тоқсан ҚМЖ жинағы

Unit 1: Legend or Truth? lesson 1

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

A shark attack survivor

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

Lesson objectives

Learners will be able to:

• use some target structures accurately in more controlled and freer production tasks with some support

• read for cohesion and coherence (gap fill)

• talk about survival stories

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.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

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 tudents own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- Total: 1 point

Pictures

Student’s book

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

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Legend or Truth? lesson 2

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Legend or truth

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

Lesson objectives

Learners will be able to:

• listen and read for specific information (multiple choice, comprehension questions)

• act out an interview

• write a diary entry

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.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

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 tudents own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

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

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Legend or Truth? lesson 3

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Extreme weather

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

Lesson objectives

Learners will be able to:

• learn topic- related vocabulary

• learn prepositions of movement

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.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

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

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

Main part

30 min

8 min

Ex:1 P:8

• Explain the task and give students time to complete it.

• Check students’ answers.

Ex: 2 P:8

٠Consolidate vocabulary from the text.

• Explain the task and give students time to complete it.

• Check students’ answers.

Ex: 3 P:8

Practice prepositional phrases.

• Give students time to complete the task.

• Check students' answers.

Ex: 4 a P:8

• Give students time to label the pictures with the words from the list.

• Check students’ answers

Ex: 4 b P:8

• Explain the task and give students time to complete it

• Students check their answers in pairs.

Ex: 5 P:8

• Explain the task and give students time to complete the task individually

• Students check their answers around the class.

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

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Legend or Truth? lesson 4

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Prepositions of movement

Learning objectives

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

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

Lesson objectives

Learners will be able to:

• learn prepositions of movement

• learn collocations with make and do

• learn phrasal verbs with GIVE

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.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the table and repeat grammar reference

Formative Assessment

Good job!

Assessment criteria

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

Pictures

Student’s book

Main part

30 min

8 min

Ex: 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

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Legend or Truth? lesson 5

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Past tenses

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

Lesson objectives

Learners will be able to:

• learn or revise the past simple

• compare the past simple and present perfect

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.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

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

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

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

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Legend or Truth? lesson 6

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Present perfect and present perfect continuous

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

Lesson objectives

Learners will be able to:

• learn the past perfect and past perfect continuous

• compare the present perfect and the present perfect continuous

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.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the table and repeat grammar reference

Formative Assessment

Good job!

Assessment criteria

- use modals in the past of speculation and deduction

Pictures

Student’s book

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

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Legend or Truth? lesson 7

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Home is where the yurt is…

Learning objectives

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

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

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

Lesson objectives

Learners will be able to:

• read for cohesion and coherence

• to predict to content of a listening

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.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

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

Formative Assessment

Good job!

Assessment criteria

- learner read for gist jobs related to science

Pictures

Student’s book

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

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Legend or Truth? lesson 8

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Writing an article

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;

Lesson objectives

Learners will be able to:

• analyze a rubric

• practise using descriptive language

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.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

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

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

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