Gateway 10 сынып кітабы бойынша құрылған 1 тоқсан ҚМЖ жинағы

Unit 1: Science and scientific phenomenon lesson 1

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Animal and plants cells.

Learning objectives

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

10.2.1.1 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

Lesson objectives

Learners will be able to:

• talk about present situations, routines and actions using the present simple and present continuous

• reply to informal emails and include relevant information

Value links

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

What are the similarities and differences in plant and animal cells?

Are plant and animal cells differently shaped ?

Ex: 1a P:6

SPEAKING Divide the class into pairs to look at the subjects in the box and say how many they know. Encourage students to look up any words they are not sure about in their dictionaries, or they can look up the words in the Macmillan Online Dictionary.

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. How many of these subjects do you know?

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- look and say

Total: 1 point

Pictures

Student’s book

8 min

Ex: 1b P:6

In pairs, students think of other university subjects. Encourage students to race against each other by setting a three-minute time limit. Ask the pair with the longest list to write their answers on the board. Remind students that we write language subjects with a capital letter.

Ex:1c P:6

In pairs, students discuss which subjects in exercises 1a and 1b interest them and say why. Elicit feedback in open class.

Ex: 2 P:6

SPEAKING In pairs, students read the email paying special attention to the words in red. Ask them to decide if each word is a noun or a verb and what they think the meaning is. Ask different students around the class to say if each word is a noun or a verb.

Ex: 3 P:6

Encourage students to check the meaning of any words in exercise 2 they are not sure about. Remind students that many English words have more than one meaning and can have more than one form so they should find the correct meaning for their context. Elicit definitions of the words in open class.

Ex: 4 P:6

Play the track for students to listen to the vocabulary quiz and answer the questions 1–8. Point out to students that the words are from exercises 1 and 2

Ex: 5 P:6

Ask students to complete the sentences with words a–g.

Ex: 6 a P:6

Ask students to complete the questions with the words a–g in exercise 5. Elicit the answers in open class.

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

Students answer the question. What other university subjects can you think of? Make a list.

Answers:

anthropology, archaeology, art, science (biology, chemistry, physics), economics,

languages (English, French, Spanish, German, etc.), geography, history.

Students work with a partner. Read part of an email and decide if the words in red are nouns or verbs. What do you think they mean.

Answers:

Students own answer

Students complete the sentences with words.

Answers:

1 a

2 f

3 e

4 c

5 d

6 b

7 g

Students complete the questions with the words

Answers:

1 activities

2 facilities

3 friends

4 independent

5 abroad

6 residence

7 loan

Descriptor:

-write language subjects with a capital letter.

- work in pairs

Total: 1 point

Descriptor:

- work in pairs

- read part of an email

Total: 1 point

Descriptor:

- complete the sentences

- work in pairs

Total: 1 point

Descriptor:

- answer the question.

Total: 1 point

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

Differentiation by questioning:

-Why is it important to understand how animal and plant cells function?

Differentiation for other students:

-What do plant and animal cells contain?

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! .

Unit 1: Science and scientific phenomenon lesson 2

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Vocabulary: studying at university. Reading: Chat Room.

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;

Lesson objectives

Learners will be able to:

• understand written and spoken texts about studying and university

Value links

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

What form of education is convenient for university students online or offline?

Ex: 1 P:7

SPEAKING In pairs, students discuss what they can see in pictures 1–5 and say if they think you can study these things at university. Ask them to give reasons why or why not. Elicit opinions from students in open class.

Ex: 2 P:7

READING Ask students to read the comments from an Internet forum and match the comments to the pictures in exercise 1. Set a time limit of two minutes to encourage students not to get stuck on difficult vocabulary at this stage. Let students compare their answers in pairs before checking in open class.

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. Do you think you can study the things above at an university. Why? Or Why not?

Answers:

Students own answer

Students read the comments from an Internet forum and match them to pictures.

Answers:

a 3

b 1

c 4

d 2

e 5

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- look at the picture and discuss

Total: 1 point

Descriptor: 1b

- read the comments and match

Pictures

Student’s book

8 min

Ex:3 P:7

Ask students to read the text again and match the people a–e with the questions 1–6. Remind them that the people may be chosen more than once. Elicit answers from different students around the class and ask them to identify key sentences in the text that helped them choose their answers.

Ex: 4 P:7

CRITICAl THINKING Individually, students read the question and make notes before comparing their ideas with the rest of the class.

Critical thinking is an essential skill for study at university and is increasingly identified as a key skill for leadership in the workplace. The most effective way to foster critical-thinking skills is to ask as many questions as we can that encourage evaluation and synthesis of facts and concepts. Higher-level thinking questions should start or end with words or phrases such as, ‘Explain …’ ‘Compare …’ ‘Why …’ ‘Which is a solution to the problem …,’ ‘What is the best and why …’ and ‘Do you agree or disagree with this statement?’

Ex: 5 P:7

Encourage students to guess the meaning of the underlined words in the text. Allow them to use a dictionary to check their answers.

Ex: 6 P:7

SPEAKING What about you? Ask students to think about their answers to the questions, and then to discuss them with a partner. Elicit some answers from different students

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

Students match the people with the questions below

Answers:

1 d 2 c

3 b 4 a

5 e 6 c,

Students compare ideas with your class

Answers:

I think these subjects aren’t too specialised. It’s a good idea to study something unusual because you are more likely to be interested and study more. Also they often give you very specifi c skills that are more useful in the workplace. Furthermore, an unusual degree could make your CV stand out in a competitive marketplace. In my opinion, these subjects are too specialised and they are a bad thing because your employment options are very narrow when you finish your degree. You can’t transfer your skills easily to another subject area. Also, they are often not very academically rigorous so they don’t show what you are intellectually capable of.

Students guess and then check in your dictionary. What do the underlined words in the text mean?

Answers:

uni = short form of ‘university

drives me mad = makes someone feel extremely angry or upset

in great depth = in a very detailed way and giving a lot of information

in great depth = in a very detailed way and giving a lot of information

implications = possible results or effects

hands-on = hands-on experience or training involves

you doing something rather than just reading about it or watching other people do it

Descriptor:

- read the text again and match

Total: 1 point

Descriptor:

- compare ideas

- work in group

Total: 1 point

Descriptor:

- guess and then check

Total: 1 point

Descriptor:

- guess and then check

Total: 1 point

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

Fast finishers:

Ask students to note down what the exact name of each subject is.

Answers

baking technology management
The Beatles, Popular music and Society Digital and Social Media
Viking studies
surf science and technology

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 3

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Grammar in context: Present Simple, Present Continuous and Present habits

Learning objectives

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

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

Lesson objectives

Learners will be able to:

• talk about experiences and recent actions using the present perfect simple and present perfect continuous

• talk about their habits using Present Simple and Present Continuous

Value links

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Ex: 1 a P:8

Ask students to look at the verbs in the sentences and name the tenses.

Ex: 1 b P:8

Ask students to read the explanations and match them with the sentences in exercise 1a. Check answers in open class.

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 verbs in these sentences and name the sentences.

Answers:

1 present simple

2 present continuous

3 present simple

4 present continuous 5

present simple

Students read the explanations and match them with the sentences in 1a

Answers:

a 1 b 3 e 4

c 5 d 2

Formative Assessment

Good job!

Assessment criteria

- Use Present Simple and Present Continuous accurately in their speaking and writing

Descriptor:

- look and say

Total: 1 point

Descriptor:

- read the explanations and match

Total: 1 point

Pictures

Student’s book

8 min

Ex: 2 P:8

Ask students to choose the correct alternative. Have students compare in pairs before you check their answers.

Ex:3 P:8

PRONUNCIATION Play the track for students to listen to the sentences and mark the word which the speaker stresses most. Check their answers

Ex: 4 a P:8

Ask students to complete the dialogues with the correct form of the verbs in the box. Remind them to use the present simple for general routines and habits or the present continuous with always, constantly, continually or forever for annoying habits. Let students compare their answers in pairs before checking in open class.

Ex: 4 b P:8

SPEAKING In pairs, students practise saying the dialogues. Remind them to stress some of the words when necessary

Ex: 5 P:8

SPEAKING in pairs or small groups, students talk about things people do that annoy them. In a less confi dent class, brainstorm a few ideas and write them on the board, e.g. biting their nails, whistling, eating with their mouth open, speaking too loudly. Walk round, monitoring students and helping them if necessary. Ask some students around the class to tell the rest of the class about the things that annoy them.

Ex: 6 a P:8

Ask students to match sentences 1–4 with the explanations of their uses a–d.

Ex: 6 b P:8

Ask students to look at the sentences and say which is present perfect simple and which is present perfect continuous. Elicit how we form these two tenses.

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

Students choose the correct alternative

Answers:

1 understand

2 goes

3 is coming

4 are getting

5 usually walks, is going

6 Do you wear

7 don’t agree

8 sounds

Students listen to the sentences and mark the word which the speaker stresses most.

Answers:

1 constantly

2 always

3 forever

4 continually

Students complete the dialogues with the present simple or present continuous form of these verbs.

Answers:

1 ’s forever playing

2 studies

3 ’re always leaving

4 ’s constantly saying

5 coach

Students match sentences with the explanations of their uses

Answers:

1 a

2 b

3 d

4 c

Descriptor:

- choose the correct alternative

Total: 1 point

Descriptor:

- listen and mark

Total: 1 point

Descriptor:

- complete the dialogues with the present simple or present continuous form of these verbs.

Total: 1 point

Descriptor: 6a

- match sentences with the explanations

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

Fast finishers:

Students think of things that they have done more of or have been doing for longer than their partner (i.e. things where the number in their answer is bigger than their partner’s).

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 4

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Developing vocabulary: do and make

Learning objectives

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

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

Lesson objectives

Learners will be able to:

• talk about good time management and revision tips

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.

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

do and make

Ex: 1 P:9

Ask students to match the words with the verb they usually go with (do or make) and write two lists.

Ex: 2 P:9

Ask students to complete the rules with do and make.

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 these words. Do they usually go with do or with make? Make two lists.

Answers:

do – a course, an assignment, an exam, chores, homework, the shopping, the washing, well make – a cake, a decision, a noise, friends, the dinner

Formative Assessment

Good job!

Assessment criteria

- Use do and make appropriately. Ask and answer the questions using make and do

Descriptor:

- make two lists do and make

Total: 1 point

Pictures

Student’s book

8 min

TEACHER DEVELOPMENT: LANGUAGE

do and make

Collocations with the verbs do and make are very often confused by students. These verb + noun combinations just sound ‘right’ to native English speakers, who use them all the time. In the next exercise, students learn some general usage guidelines. However, there are many exceptions and students must regularly revise and memorise words which collocate with make and do to avoid making mistakes

Ex:3 P:9

Students complete the text with the correct form of do or make. Elicit answers from different students around the class.

Ex: 4 a P:9

Students choose three expressions with do and three expressions with make and write questions to ask other people in the class. Draw students’ attention to the example questions.

Ex: 4 b P:9

SPEAKING Students use their questions to interview as many people as possible. Round up the activity by asking them to tell the class something interesting they found out about the other students.

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

Students complete the rules with do or make.

Answers:

1 do

2 do

3 make

4 do

5 make

6 do

Students complete the text with the correct form of do or make.

Answers:

a made

b made

c do

d is doing

e is making

f do y

g do

h are making

i do

j do

k make

l make

m do

n do

Students choose three expressions with the present perfect simple or present perfect continuous.

Answers:

Students’ on answer

Students interview as many people as possible with your question.

Answers:

1 a

2 b

3 d

4 c

Descriptor:

- complete the rules

Total: 1 point

Descriptor:

- complete the text with the correct form of do or make

Total: 1 point

Descriptor:

- choose three expressions

Total: 1 point

Descriptor:

- interview as many people as possible

Total: 1 point

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

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 5

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Gateway to life skills: managing study time

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:

• talk about good time management and revision tips

• to think about how you manage your study time

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.

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

How to manage your time as a student?

Ex: 1 a P:10

Individually, students read the statements in the quiz and decide how true each one is for them – very true (VT), quite true (QT) or not true (NT).

Ex: 1 b P:10

SPEAKING In pairs, students discuss if their answers are similar. Refer them to the key and ask them to read it and then discuss the questions.

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 read the statements in the quiz. Decide how true each one is for you - very true (VT), quite true (QT) or not true (NT).

Answers:

Students own answer.

Students work with a partner. Are your answers similar? Read the key below and then discuss.

Answers:

Students own answer.

Formative Assessment

Good job!

Assessment criteria

- To think about how you manage your study time, to learn some tips for saving time when you’re studying and to plan your study time for the next few weeks

Descriptor:

- make two lists do and make

Total: 1 point

Descriptor:

- read and then discuss the questions

Total: 1 point

Pictures

Student’s book

8 min

Ex: 2 P:10

SPEAKING In pairs, ask students to look at the headings from a study guide about effective time management and say what advice each section will give. Elicit some ideas in open class.

Ex: 3 P:10

READING Ask students to read the text and match each heading in exercise 2 with the correct section. Check their answers and ask students to read out the key sentences that helped them decide on their answers.

Ex: 4 P:11

Ask students to read the text again and answer the questions. Give students a minute to compare in pairs before you check their answers in open class.

Ex: 5 P:11

LISTENING Tell students they are going to watch a video or listen to four students talking about their time management. Play the video or audio track and ask students to note down the issues they ask for advice about. Check their answers. See the Teacher’s Resource Centre for the audioscript/ videoscript for this exercise.

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

Students work with a partner. Look at these headings from a study guide about effective time management. What advice will each section give?

Answers:

Students own answer

Students read the text and match each heading with the correct section.

Answers:

1 D (The only way you can remember all that is by having it written down somewhere.)

2 A (Decide on a specifi c time to start and fi nish ...)

3 B (Break a big task into smaller pieces.)

4 F (Don’t let yourself get distracted …)

5 G (… have a plan B …)

6 E ( When you know the deadline for handing in a piece of work ...)

7 C (... have more time to relax!)

Students read the text again and answer these questions

Answers:

1 Students are busy people.

2 The sooner you start, the earlier you fi nish.

3 It can encourage you to continue.

4 Your phone, social media networks, friends’ posts, videos, your family.

5 No, you have to be prepared for potential problems.

6 Start at the date you need to fi nish and calculate how long you need to do each step, and you will fi nd the date you need to start

Descriptor:

- answer the question

Total: 1 point

Descriptor:

- read the text and match each heading

Total: 1 point

Descriptor:

- read and answer the question

Total: 1 point

Descriptor:

- watch and listen

Total: 1 point

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

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

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 6

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Listening: two teenagers talking about revision

Learning objectives

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

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

Lesson objectives

Learners will be able to:

• learn how to take good notes during listening to help them choose the right answer

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.

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

What about they are talking?

Ex: 1 P:12

SPEAKING In pairs, students read the statements made by students about revising for exams and decide which ones are good ideas. Elicit opinions from different students around the class.

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 these statements made by students about revising for exams.

Answers:

Suggested answers Useful ideas are 1, 2 (as long as all the students are focused on revising), 3, 4, 6, 8 (breaks should be short and involve drinking water and taking some exercise), 9

Formative Assessment

Good job!

Assessment criteria

- Use different strategies to listen for specific information

Descriptor:

- read the statements and decide which ones are good ideas

Total: 1 point

Pictures

Student’s book

8 min

Ex: 2 P:12

LISTENING Play the track for students to listen to two teenagers talking about revision and ask them to decide which three ideas in exercise 1 the boy mentions. Ask students if the boy has prepared well for the exam. See p171 for the audioscript for this exercise.

Ex: 3 P:12

Play the track again for students to choose the best answer. Elicit from students which key phrases helped them decide on their answers for each question.

Ex: 4 P:12

SPEAKING What about you? In pairs or small groups, students discuss the questions about preparing for exams.

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

Students listen to two teenagers talking about revisions. Which three ideas in 1 does the boy mention? Has he prepared well for the exam or not?

Answers:

The boy mentions ideas 7, 5 and 10. He hasn’t prepared well for the exam.

Students listen again and choose the best answer.

Answers:

1 b (... didn’t go to sleep until half three.) 2 a (We’ve known about it for a month!) 3 b (I’ve got basketball practice ... on Mondays, Wednesdays and Fridays.) 4 c (… I haven’t got any notes for some of them.) 5 a (… in this exam you have to answer everything.)

Students answer the questions. What about you?

Answers:

Students’ own answer

Descriptor:

- listen and answer the questions

Total: 1 point

Descriptor:

- listen again and choose the best answer

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

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 7

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Grammar in context: infinitives and gerunds

Learning objectives

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

Lesson objectives

Learners will be able to:

• Decide if the gerund or infinitive is used correctly in each sentence

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.

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

What are the differences gerund and infinitive?

Ex: 1 P:12

Students match statements 1–10 from Listening exercise 1 with the rules. Point out that they can use one rule twice.

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 match statements in listening exercise 1 with these rules

Answers:

2 g

3 f

4 c

5 d

6 b

7 e

8 i

9 h

10 e

Formative Assessment

Good job!

Assessment criteria

- Use the gerund or infinitive forms accurately

Descriptor:

- match statements with rules

Total: 1 point

Pictures

Student’s book

8 min

Ex: 2 a P:13

Start by setting a time limit of 20 seconds and asking students to read and identify the two unusual techniques in the text. Then ask students to read the text and choose the correct alternative for a–o.

Ex: 2b P:13

SPEAKING In pairs, students discuss if they would use either of the techniques and say why or why not. Elicit any unusual revision techniques students know or use.

Ex: 3 P:13

Individually, students decide if the gerund or infinitive is used correctly in each sentence. Ask them to rewrite the incorrect sentences. Students compare their answers in pairs before you check in open class.

Ex: 4 P:13

Ask students to complete the exam advice with the gerund or infinitive form of the verbs given. Check answers in open class.

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

Students choose the correct alternative

Answers:

a) to think b) revising

c) to use d) keeping

e) doing f) Leaving

g) to check h) to get

i) to have j) singing

k) singing l) cycling

m) to help n) to keep

o) listening

Students work with a partner. Would you use either of these techniques. Why / Why not?

Answers:

Students’ own answer

Students rewrite these sentences. Is the gerund or infinitive used correctly in each sentence? If not, rewrite it.

Answers:

1 to pass 2 studying

3 correct 4 to find

5 to pass 6 correct

7 failing 8 studying

Students complete this exam advice with the gerund or infinitive form of the verbs given

Answers:

1 to finish

2 Starting

3 taking

4 creating

5 leaving, to check

6 to complete

7 to answer

Descriptor:

- choose the correct alternative

Total: 1 point

Descriptor:

- discuss these revision techniques

Total: 1 point

Descriptor:

- rewrite these sentences

Total: 1 point

Descriptor:

- complete this exam

Total: 1 point

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

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 8

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Developing speaking: giving personal information – preferences

Learning objectives

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

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

Lesson objectives

Learners will be able to:

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

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.

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

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

Lead – In

How to improve your English speaking?

Ex: 1 P:14

Ask students to read questions 1–6 and match each one with one of the categories a–d

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 read questions and match each one with of the cotegries.

Answers:

1 a

2 d

3 c

4 b

5 b

6 c

Formative Assessment

Good job!

Assessment criteria

- Use the gerund or infinitive forms accurately

Descriptor:

- read and match

Total: 1 point

Pictures

Student’s book

8 min

Ex: 2 P:14

Tell students they are going to listen to six students answering the questions in exercise 1. Play the track for them to match each student to one of the questions. As you check answers, elicit the key sentences that helped students decide.

Ex: 3 P:14

Play the track again for students to listen and decide if each student gives a reason or any personal details to support their answer. Encourage students to discuss if it is a good idea to give reasons and/or personal details and say why or why not.

Ex: 4 P:14

SPEAKING In pairs, students take it in turns to ask and answer the questions in exercise 1. Remind them to give reasons and personal details. In a less confident class, give students time to make notes before they do this as a speaking activity.

Ex: 6 P:14

Ask students to put the verbs in the correct form. Check answers in open class.

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

Students listen to six students answering the questions. Match each student to one of the questions

Answers:

Student A: question 2 (I think I’d like to study languages at university.)

Student B: question 4 (We go to the cinema if there’s a good fi lm on..)

Student C: question 5 (Yes, I like reading.) Student D: question 3 (I prefer revising alone …)

Student E: question 6 (I prefer doing mental work.)

Student F: question 1 (… I like being able to walk everywhere ...)

Students listen again. Does each student give a reason or any personal details to support their answer? Is it a good idea to give reasons and / or personal details? Why / Why not?

Answers:

It’s a good idea to give reasons and personal details because it helps promote further conversation. A short response can indicate that you are annoyed, uninterested or very shy

Students work with a partner. Take it turns to ask and answer the questions.

Answers:

Students’ own answer

Students put the verb in the correct form.

Answers:

1 playing, doing 2 go, walk 3 not to stay 4 writing 5 write, do 6 to go, (to) fly

Descriptor:

- listen and answer the question

Total: 1 point

Descriptor:

- listen and give a reason or any personal details

Total: 1 point

Descriptor:

- ask and answer the questions

Total: 1 point

Descriptor:

- put the verb in the correct form

Total: 1 point

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

You could ask students to complete exercise 1 at home in preparation for the listening activity. They can then compare their answers in pairs before you check their answers

Cards

Worksheets

End

2 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

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

Poster

Unit 1: Science and scientific phenomenon lesson 9

School:

Date:

Teacher name:

Grade: 10

Number present:

absent:

Lesson title

Developing writing: an informal email replying to a request for information

Learning objectives

10.1.9 .1- use imagination to express thoughts, ideas, experiences and feelings;
10.4.7.1 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of 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;

Lesson objectives

Learners will be able to:

• write an informal email following the model text and using relevant vocabulary

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.

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Main part

30 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Write these three statements on the board and ask students to discuss if they are true or false:

1 We start an informal email with the words ‘Dear Sir or Madam’. (false)

2 We end an informal email with words like ‘I look forward to hearing from you soon’. (false)

3 When we fi nish an informal email, we usually only write our fi rst name. (true)

Lead – In

How to improve your English writing?

Ex: 1 P:15

Ask students to read the email from a British girl called Amy to a friend who lives in Italy. Encourage them to underline the four pieces of information that Amy asks for. Check their answers in open class.

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 read this email from British girl called Amy to a friend who lives in Italy. Underline the four main pieces of information that Amy asks for.

Answers:

What have you been doing recently?

Which month do you think is better, July or August?

What do you think is the best way for me to do that?

Please let me know what type of things you’d like to do here

Formative Assessment

Good job!

Assessment criteria

- write an informal email following the model text and using relevant vocabulary

Descriptor:

- read email from British girl

Total: 1 point

Pictures

Student’s book

8 min

Ex: 2 P:15

Ask students to look at the style of the email in exercise 1 and say what things in it are typical of informal emails. Elicit answers from different students around the class.

Ex: 3 P:15

Ask students to look at the Writing bank and to match the topics with the groups of expressions. Elicit more expressions to add to each group.

Ex: 4 P:15

In pairs, students imagine they have received Amy’s email. Ask them to make notes about the information she wants. Draw their attention to the example.

Ex: 5 P:15

Tell students they are going to write a reply to Amy. Ask them to make a paragraph plan and decide what information to include in each paragraph. Draw their attention to the example.

Ex: 6 P:15

Ask students to write a reply to Amy using their notes and paragraph plan to help them. Remind them to check they have included all the information she needs. Tell them to write between 120 and 150 words. They can also follow the advice in the Writing bank on page 150. For students who are less confident, photocopy the model text below for extra support during the writing task

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

Students look at the style of the email in 1. What things in it are typical of informal emails?

Answers:

informal words

Hi! as a greeting, simple sentences contractions (I’ve, I’d, etc.)