Aspect оқулығы бойынша 10сынып 2-тоқсан ҚМЖ жинағы

Unit: 3 Virtual reality

Lesson 25

Teacher name:

Date:

06.11.2023

Grade: 10

Number present:

absent:

Lesson title

Predictions

Learning objectives

10.3.5.1 - interact with peers to make hypotheses about a wide range of 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;

Lesson objectives

Learners will be able to:

- introduce the topic and present new vocabulary

- make predictions

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min.

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Lead – In

How do the people to predict their life?

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Students say different words from the picture

•Learners remember previous lesson vocabulary

•Learners answer the questions

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- remembers the lesson passed

Point 1

Assessment criteria

make basic statements related to personal information, people and objects

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex:1 P:33

• Direct Ss' attention to the pictures and the gapped phrases under each one. Read out the words in the list and give Ss time to use the words provided to complete the gaps (1-8).

Check Ss' answers.

Ex: 2 P: 33

• Explain that we use will to make a positive prediction and won't to make a negative prediction.

Read out the examples and then give Ss time to complete the task in pairs.

Check Ss' answers around the class

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

• Learners use the words in the list to complete the gaps.

ANSWERS

1 printed

2 pill

3 drones

4 electric

5 solar-powered

6 outer

7 online

8 reality

• Learners answer the question

ANSWERS

I think we won't commute on drones.

I think we will use electric cars.

I think we will live in solar-powered houses.

I think we won't live in outer space.

I think we won't learn online from home.

I think we will use virtual reality devices in classrooms

Descriptor:

- use the words in the list

- complete the gaps

Total: 3 point

Self assessment

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

Descriptor:

- answer the question

Total: 3 point

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

Poster Success

Unit 3 Virtual reality

Lesson 26

Teacher name:

Date:

07.11.2023

Grade: 10

Number present:

absent:

Lesson title

Virtual Reality

Learning objectives

10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about 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;

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;

Lesson objectives

Learners will be able to:

- introduce the topic and predict the content of the text

- read for specific information (answer questions)

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals.

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

•Learners remember previous lesson vocabulary

Students say different words from the picture

Answer the question.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- know daily routines vocabulary

- know prepositions of place

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:34

• Ask Ss to read the definition and elicit Ss' ideas about how virtual reality can change our lives.

Play the recording. Ss follow in their books and find out if their ideas match those in the text.

Ex: 2 P: 34

• To read for specific information (answer questions)

Read out the questions.

Give Ss time to read the text and answer them in complete sentences in their own words.

Check Ss' answers around the class.

Ex: 3 P: 34

• Ask Ss to read the statements (1 & 2).

Give Ss time to read the text again and decide if each statement is true or false and mark them accordingly.

Check Ss' answers around the class and ask Ss to correct any false statements by making them true.

Ex: 4 P: 34

• Ask Ss to read the questions (1-3).

Give Ss time to underline the key words and elicit synonyms for them.

Give Ss time to read the text again and choose the correct answers.

Check Ss' answers around the class.

• Pupils read the definition. Answer the question.

ANSWERS

Virtual Reality will affect leisure, education and shopping.

• Pupils listen and read the text and answer the question and complete the sentences.

ANSWERS

1 VR headsets have been available for fifty years.

2 Total VR will first be used in video games.

3 Shoppers will benefit from VR because they will be able to look around virtual shops and touch the products for sale.

• Pupils mark the statements true or false

ANSWERS

1 F (It's only in the past fifty years that technology has advanced enough to create Virtual Reality 3D headsets.)

2 T

• Pupils choose the correct options

ANSWERS

1 A

2 B

3 B

Descriptor:

- read the definition

- answer the question.

Total: 2 point

pupils are evaluated by collecting fish

Descriptor:

- listen and read the text

- complete the sentences.

Total: 1 point

Descriptor:

- mark the statements true or false

Total: 2 point

Self assessment

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

Poster Success

Unit 3 Virtual reality

Lesson 27

Teacher name:

Date:

08.11.2023

Grade: 10

Number present:

absent:

Lesson title

Transport

Learning objectives

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

10.6.8.1 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- consolidate vocabulary from a text

- resent vocabulary relating to transport

- complete a cloze text; to read for cohesion and coherence

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the vocabulary from the previous

Lead – In

what the drivers use in order to find a place position?

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners remember previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- can tell the time

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about persons character

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex: 1 P: 36

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

Check Ss' answers.

Ex:2 P: 36

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

Check Ss' answers

Ex: 3 P: 36

• practise prepositional phrases

Give Ss time to complete the task.

Check Ss' answers.

Ex: 4 P: 36

• Give Ss time to choose the odd word out from each list and then check their answers in their dictionaries.

Check Ss' answers again around the class.

Ex: 5 P: 36

• Ask Ss to look up the meanings of any unknown words in their dictionaries.

Explain the task and give Ss time to complete it.

Check Ss' answers.

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

•Pupils choose the correct word.

ANSWERS

1 leap

2 industry

3 spending

4 limit

5 touch

6 recreate

•Pupils complete the collocations

ANSWERS

1 brain

2 digital

3 golf

4 educational

5 online

6 virtual

•Pupils choose the correct preposition

ANSWERS

1 of

2 for

3 through

4 in

5 for

•Pupils choose the odd word out.

ANSWERS

2 nose

3 bell

4 saddle

5 licence plate

8 anchor

6 pedal

7 steering wheel

Pupils complete the announcements

ANSWERS

1 light

2 seatbelt

3 baggage

4 compartments

5 rail

6 belongings

7 carriage

8 stop

9 passengers

10 port

11 deck

12 crew

Descriptor:

- choose the correct word

Total: 1 point

Descriptor:

- complete the collocations

Total: 1 point

Descriptor:

- choose the correct preposition

Total: 1 point

Descriptor:

- choose the odd word out.

- complete the announcements

Total: 1 point

-Make CCQ questions Yes / No

pupils are evaluated by collecting pencils

Card

Worksheet

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Virtual reality

Lesson 28

Teacher name:

Date:

13.11.2023

Grade: 10

Number present:

absent:

Lesson title

Future tenses

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;

10.4.2.1 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics;

10.6.4.1 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- present/revise future tenses

- practise will and be going to

- practise be going to with personal examples

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

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the language from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about daily routines previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about natural features

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:38

• Direct Ss' attention to the text and then give them some time to read it.

Then ask Ss to match the verb forms in bold to the uses (A-G).

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

Ex: 2 P: 38

• Explain the task and then ask Ss to ask and answer in pairs using the prompts.

Monitor the activity around the class and then ask some Ss to share their predictions with the class.

Ex: 3 P: 38

• practise will and be going to

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

Check Ss' answers.\

. Ex: 4 P: 38

Explain the task and read out the example.

Then give Ss time to complete the task in closed pairs.

Check Ss' answers by asking various Ss to share their answers with the class.

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

•Pupils read the text. Match the verbs in bold.

ANSWERS

A 2 C 1 E 7 G6 B 5 D 4

F 3

•Pupils in pairs, ask and answer the questions.

ANSWERS

2 A: Will universities only teach online courses?

B: Yes, they will./No, they won't.

3 A: Will everyone speak the same language?

B: Yes, they will./No, they won't.

4 A: Will robots teach lessons in classrooms?

B: Yes, they will./No, they won't.

5 A: Will all houses run on green energy?

B: Yes, they will./No, they won't.

6 A: Will we eat lab-grown meat?

B: Yes, we will./No, we won't.

•Pupils use the prompts to form complete sentences using to be going to

ANSWERS

2 I will open the windows.

3 They will probably stay at home.

4 It is going to have an accident.

5 I will go to work by bus then.

6 I'm sure she will have her own restaurant one day.

•Pupils write sentences using phrases in the list.

ANSWERS

I'm going to read a book this weekend.

I'm going to hang out with my friends this weekend.

I'm going to visit a museum this weekend.

I'm going to eat out at a fast food restaurant this weekend.

I'm going to do homework this weekend.

I'm going to order takeaway food this weekend.

I'm going to travel somewhere by train this weekend.

Descriptor:

- read the text. Match the verbs in bold.

Total: 2 point

pupils are evaluated by collecting colour pencils

Descriptor:

- use the prompts to form complete sentences using to be going to

Total: 2 point

Descriptor:

- write sentences using phrases in the list

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Virtual reality

Lesson 29

Teacher name:

Date:

14.11.2023

Grade: 10

Number present:

absent:

Lesson title

Future continuous or future perfect

Learning objectives

10.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

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

10.6.2.1 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- present the future continuous and the future perfect

- practise the future continuous and the future perfect

- practise the future continuous and the Future perfect with personal examples

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

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

revise the language from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about daily routines previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:6 P:39

• Read out the theory box and the examples.

Elicit how the tenses are formed and then elici any similar structures in SsL1

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

Ex: 7 P: 39

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

Check Ss answers

Ex: 8 P: 39

• Explain the task, read out the example and then elicit answers from Ss around the class.

. Ex: 9 P: 39

Explain the task, read out the example

and then give Ss time to complete it.

Check Ss' answers.

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

•Pupils read the theory. Answer the question

ANSWERS

We form the future continuous with will + be + main verb + -ing.

We form the future perfect with will + have + past participle of main verb. (Ss' own answers)

•Pupils put the verbs in brackets into the future continuous or future perfect.

ANSWERS

1 will be taking

2 will have moved

3 will have worked

4 Will the bus have left

•Pupils answer the question.

ANSWERS

I will be having lunch with my friends at 1 pm next

Friday. I will be sitting on the bus at 8 am tomorrow.

I will have finished high school by the end of this year

•Pupils put the verbs in brackets into the correct future tense.

ANSWERS

1 b will be driving (an action in progress at a stated future time)

2 a will visit (a prediction based on what we think! believe)

b are visiting (a fixed arrangement in the near future)

3 a won't fix (a prediction based on what we think! believe)

b won't have fixed (a future action [not]completed before a stated time in the future)

4 a are meeting (a fixed arrangement in the near future)

b will meet (an on-the-spot decision; a promise

Descriptor:

- read the theory

- answer the question

Total: 2 point

Descriptor:

- put the verbs in brackets into the future continuous or future perfect.

Total: 2 point

Descriptor:

- answer the question.

Total: 3 point

Descriptor:

- put the verbs in brackets into the correct future tense

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Virtual reality

Lesson 30

Teacher name:

Date:

15.11.2023

Grade: 10

Number present:

absent:

Lesson title

The Hobbit

Learning objectives

10.5.7.1 - use independently appropriate layout at text level on a range of general and curricular topics;

10.6.16.1 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

- introduce the topic

- read for specific information (multiple choice)

- present compound nouns

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

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

revise the language from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about daily routines previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:40

• Direct Ss attention to the picture on the cover of the book.

Elicit Ss guesses as to what the book is about.

Play the recording Ss follow in their books and find out if their guesses were correct

Ex: 2 P: 40

• Ask Ss to read the questions and the answer choices.

Encourage Ss to answer the questions based on their first reading of the text.

Ss read the text again and decide on the correct answers.

Check Ss' answers.

Ex: 3 P: 40

• Ask Ss to read the statements.

Ss read the text again and mark the statements correctly. They correct the false statements.

Check Ss' answers.

. Ex: 4 P: 40

Read the Study Skills box aloud.

Ask Ss to find examples of compound nouns the text and elicit answers from Ss around the class.

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

•Pupils read the text.

ANSWERS

The picture shows a man walking along a road, so I think the book is probably about a journey

•Pupils read the text and decide which answer is correct

ANSWERS

1 A

2 C

3 B

•Pupils read the text again and mark the sentences.

ANSWERS

1 T

2 DS

3 DS

4 F

5 T

•Pupils read the theory box. Find examples of compound nouns in the text.

ANSWERS

best-selling,

page-turner

full moon, storyline, background, masterpiece, sunlight, bookmark

Descriptor:

- read the thext

Total: 2 point

Descriptor:

- read the text and decide which answer is correct

Total: 2 point

Descriptor:

- read the text again and mark the sentences.

Total: 3 point

Descriptor:

- read the theory box.

- find examples of compound nouns in the text.

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Virtual reality

Lesson 31

Teacher name:

Date:

20.11.2023

Grade: 10

Number present:

absent:

Lesson title

Passive voice

Learning objectives

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

10.5.3.1 - write with grammatical accuracy on a range of familiar 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;

Lesson objectives

Learners will be able to:

- revise passive voice (present simple - past simple)

- introduce new vocabulary and prepare for a listening task

- listen for specific information (T/F statements)

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

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

revise the language from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about daily routines previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:6 P:41

• Read the theory box aloud.

Direct Ss attention to the text and ask them to find examples of passive voice

Elicit from Ss around the class.

Ex: 7 P: 41 a

• Refer Ss 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: 7 P: 41 b

• Explain the task then ask Ss to read the statements 1-5.

Play the recording and Ss listen and complete the task. Check Ss answers

. Ex: 8 P: 41

Read out the question in the rubric

Ss read the dialogue in their books and find out

Ex: 9 P: 41

Ask Ss to read the dialogue again and replace the underlined sentences with sentences from the Useful Language box.

Check Ss answers around the class.

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

•Pupils read the theory. Find examples of passive voice in the text.

ANSWERS

was completed, was later published, is set, are , is cleverly written

•Pupils will hear a conversation between a girl Aiman and a boy Serik.

ANSWERS

book report (n): a review of a book written for homework

•Pupils listen to the conversation. Decide each statements true or false.

ANSWERS

1 F

2 T

3 F

4 F

5 T

•Pupils read the short dialogue. Read and find out.

ANSWERS

They are trying to buy a sci-fi book for their friend Umit.

•Pupils replace the underlined sentences in the dialogue.

ANSWERS

What do you think? = What about it?

No, I don't think this is a good idea. = Let's look at something else.

How about... = what would you say about... Sure, why not? That sounds great.

Shall we buy... = Let's buy.

, let's do that. = What a good idea

Descriptor:

- read the theory

- find examples of passive voice

Total: 2 point

Descriptor:

- listen to the conversation

Total: 2 point

Descriptor:

- read the short dialogue.

Total: 3 point

Descriptor:

- replace the underlined sentences in the dialogue.

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Virtual reality

Lesson 32

Teacher name:

Date:

21.11.2023

Grade: 10

Number present:

absent:

Lesson title

Writing. A book review

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;

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

10.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics;

Lesson objectives

Learners will be able to:

- analyse a rubric

- read a model review for gist

- practise topic-related vocabulary

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

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

revise the language from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about daily routines previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:42

• Read out the rubric and the questions.

Give Ss time to prepare their answers.

Check Ss answers around the class.

Ex: 2 P: 42

• Go through the types of books and elicit what each is about Ss can give examples if they like.

Ss can check in the Word List.

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

Check Ss answers around the class.

Ex: 3 P: 42

• Give Ss time to read the gapped sentences and complete the task.

Check Ss answers.

. Ex: 4 P: 42

Explain the task. Give Ss time to complete i

Check Ss answers around the class.

Ex: 9 P: 41

Ask Ss to read the dialogue again and replace the underlined sentences with sentences from the Useful Language box.

Check Ss answers around the class.

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

•Pupils read the rubric. Underline the key word and answer the question.

ANSWERS

1 I am going to write a book review for an English learner's website.

2 I will mainly use present tenses.

3 a, d, e, f, g

•Pupils read the model review

ANSWERS

The book is a science fiction novel.

•Pupils fill the gaps.

ANSWERS

1 bestseller

2 gripping, put

3 tells

4 based

5 main

6 twist

7 plot

8 set

9 written

•Pupils fill the gaps.

ANSWERS

1 characters

2 ending

3 plot/storyline

Descriptor:

- read the rubric

- underline the key word

- answer the question

Total: 2 point

Descriptor:

- read the model review

Total: 2 point

Descriptor:

- fill the gaps.

ANSWERS

Total: 3 point

Descriptor:

- fill the gaps

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Virtual reality

Lesson 33

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

Writing. Recommending

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;

10.5.1.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics

Lesson objectives

Learners will be able to:

- practise the language of recommending a book

- analyse a rubric and prepare for writing task

- write a review

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

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

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

revise the language from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

• Learners talk about daily routines previous lesson vocabulary

Determines the topic and purpose of the lesson

Students say different words from the picture

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:5 P:43

• Give Ss time to read the paragraphs and comple them, then check Ssanswers around the class.

Ex: 6 P: 43

• Ask Ss to read the rubric and then underline the key words.

Give Ss time to answer the questions and then check Ssanswers.

Ex: 7 P: 43

• Give Ss time to complete the task using the Useful Language box and their answers from Exs 5b & 6.

Remind Ss to follow the planand use the Checklist. Check Ssanswers.

Alternatively, assign the task as HW and check Ss' answers in the next lesson.

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

•Pupils complete the gaps with the phrases in the list.

ANSWERS

1 you are looking for

2 thoroughly recommend

3 won't disappoint

4 make sure

5 couldn't put it down

6 In my opinion

7 well worth reading

8 this book's for you

•Pupils read the rubric and underline the key words.

ANSWERS

1 I have to write a book review for readers of the school English magazine.

2 I will use present tenses.

3 I will write about Ender's Game:

Para 1-name, type, author of book

Para 2-settingmain points of plot

Para 3-comments about character, plot, etc

Para 4-my recommendation

•Pupils write your review. Use your notes.

ANSWERS

Students own answer

Descriptor:

- complete the gaps

Total: 2 point

Descriptor:

- read the rubric and underline the key words

Total: 2 point

Descriptor:

- write your review. Use your notes.

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

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

Ex:

Home task:

Poster Success

Unit 3: Virtual reality

Lesson 34

Teacher name:

Date:

Grade: 10

Number present:

absent:

Lesson title

CLIL The changing Face of transportation

Learning objectives

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

10.4.6.1 - recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics;

Lesson objectives

Learners will be able to:

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

- recognize bias and neutrality in given texts

Plan

Stages / Time

Teachers actions

Students actions