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15 Қаңтар 2025
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Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
Gateway 10 сынып КМЖ 3 токсан
Short term plan: term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 49 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Vocabulary: buying and selling, money and banking |
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Learning objectives |
10.1.1.8 - develop intercultural awareness through reading and discussion 10.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics 10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - talk about obligation, prohibition and advice in the present and past - make speculations and deductions about the past, present and future |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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
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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 Assessment criteria make basic statements related to personal information, people |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:58 • In pairs, students write down as many different names for shops as they can in two minutes. Elicit answers from the class and encourage students to add any that they missed to their list Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 58 • Ask students to complete the text with the words. Provide dictionaries if necessary Ex:3 P: 58 • In pairs, students take it in turns to ask and answer the questions. Elicit answers from different students around the class. Ex: 4 P: 58 •Ask students to match the words and phrases with the definitions. Provide dictionaries if necessary Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work with a partner. ANSWERS baker’s, bank, bookshop, butcher’s, charity shop, clothes shop, DIY/hardware shop, department store, electrical goods store, greengrocer’s, jeweller’s, music shop, newsagent’s, post offi ce, shoe shop, sports shop, stationery shop, supermarket, travel agent’s • Learners complete the text with these words. Use a dictionary if necessary. ANSWERS a afford /əˈfɔː(r)d/ b sale /seɪl/ c discount /ˈdɪsˌkaʊnt/ d bargain /ˈbɑː(r)ɡɪn/ e value for money /ˈvæljuː fə(r) ˈmʌni/ f cash /kæʃ/ g change /tʃeɪndʒ/ h receipt /rɪˈsiːt/ i waste /weɪst/ j refund /ˈriːfʌnd/ • Learners work with a partner. Ask these questions. ANSWERS 1 Yes, I have a few coins and a couple of notes. It’s useful for simple, everyday transactions. 2 They usually pay by credit card. 3 We often go to the sales to buy coats and shoes. 4 I always keep the receipt in case I need to exchange my purchase or get a refund. 5 My dad asked for a refund on a fridge that didn’t work. 6 Students get special discounts on public transport and at many leisure centres. 7 I wasted my money on some fake designer trainers. They were really bad quality. 8 I bought some boots in a second-hand shop last year and they were a real bargain and great value for money |
Descriptor: - work with a partner. - answer the question Total: 2 point
Self assessment Descriptor: - complete the text - use a dictionary Total: 2 point Descriptor: - work with a partner. - ask these questions. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 50 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Reading Money: A brief history |
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Learning objectives |
10.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 10.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 10.4.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - understand written and spoken texts on topics related to money - discuss ways to avoid getting into debt |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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 Ask students to brainstorm different professions. • Then ask: What are the most popular types of jobs in Kazakhstan? Have you already thought about your future profession? Would you like to be a doctor, a teacher or follow the steps of your parents? • Elicit some responses |
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 |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:59 • In pairs, students look at the photos and answer the questions. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 59 • Ask students to skim-read the article and check their answers in exercise 1. Set a time limit of three minutes to encourage students not to focus on diffi cult vocabulary at this stage Ex:3 P: 59 • Ask students to read the text again and answer the questions with information from the text. Elicit answers from different students around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work with a partner. Look at the photos in the article and answer the question. ANSWERS Students own answer. • Learners read the article and check your answer ANSWERS 1 The objects were all used as money over the years. 2 Not now, because their value changes. • Learners read the text again and answer the question ANSWERS 1 We exchange items for services. 2 You have to fi nd the right person to barter with. 3 You don’t have to fi nd ‘the right person’. 4 Their uses gave them a basic value. 5 They last for such a short time. 6 They maintained their value over time, can be easily translated into prices and were widely accepted. 7 They were heavy to carry around. 8 The fi rst paper money was a type of receipt or note. 9 The cash we carry around with us. 10 It leads to higher prices and money loses its val |
Descriptor: - work with a partner. - answer the question Total: 2 point
Self assessment Descriptor: - read the article - check your answer Total: 2 point Descriptor: - read the text - answer the question Total: 2 point -Make CCQ questions Yes / No Total: 2 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 51 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Grammar in context: model verbs of obligation, prohibition, and advice – present |
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Learning objectives |
10.6.5.1 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics 10.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 10.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: ■ make present and past speculations about photos ■ write a formal letter of complaint |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
Lead – In Ask students to brainstorm different professions. • Then ask: What are the most popular types of jobs in Kazakhstan? Have you already thought about your future profession? Would you like to be a doctor, a teacher or follow the steps of your parents? • Elicit some responses |
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 future simple |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1a P:60 Ask students to look at the sentences and answer questions 1–4. Ex: 1b P: 60 • Students answer the questions. Ex:2 P: 60 • Ask students to correct the sentences. Give them time to compare their answers in pairs before checking them in open class Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3 P: 60 • Ask students to complete the sentences with the words in the box. Point out that there are four extra words. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
a) Learners look at the sentences and answer the question ANSWERS 1 have to/must/need to 2 don’t have to/doesn’t need to/needn’t 3 mustn’t/aren’t allowed to/can’t 4 ought to/should/’d better b) Learners answer the questions ANSWERS 1 to + infi nitive: ought, have/don’t have, allowed, need/ don’t need the infi nitive without to: should, must/mustn’t, ’d better, needn’t, can’t 2 Do we all have to use money? 3 It shouldn’t be something that maintains its value. You’d better not keep your money in your pocket. 4 You need to carry it all with you. 5 had Learners correct these sentences ANSWERS 1 You mustn’t 2 Do you have to 3 You needn’t open 4 She’d/had better 5 We ought to 6 don’t need to have • Learners complete the sentences with some of these words ANSWERS 1 had , 2 has 3 ought 4 aren’t 5 needn’t 6 mustn’t |
Descriptor: - look at the sentences - answer the question Total: 2 point
Self assessment Descriptor: - answer the questions Total: 2 point Descriptor: - correct these sentences Total: 2 point Descriptor: - complete the sentences Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 52 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Developing vocabulary Phrasal verbs connected with money and shopping |
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Learning objectives |
10.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings 10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics 10.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - match the phrasal verbs with definitions - rewrite the sentences using the correct form of phrasal verbs - ask and answer the questions using phrasal verbs from exercise 1 |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
Lead – In
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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 money and shopping |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:61 • Ask students to match the phrasal verbs used in sentences 1–8 with the definitions a–h. Ex: 2 P: 61 • Students rewrite the sentences using the correct form of one of the phrasal verbs in exercise 1. Ex:3 P: 61 • Ask students to choose the correct alternative. Check their answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:4 P: 60 • SPEAKING Students take it in turns to ask and answer the questions in exercise 3. Remind students that if their partner answers yes, they should ask questions to find out more information. In a less confident class, give students time to make some notes on their answers before they do this as a speaking activity. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners look at the phrasal verbs used in these sentences and match them with the definitions ANSWERS 1b 2c 3a 4g 5f 6d 7h 8e Learners rewrite each sentences using one of the phrasal verbs above ANSWERS 1 Can you pick up some milk on the way home? Learners choose the correct alternative ANSWERS 1 aside 2 back 3 out 4 out 5 by 6 up • Learners ask your partner the questions in ex 3. If they answer “Yes”, ask questions to find out more information. ANSWERS Students own answer |
Descriptor: - look at the phrasal verbs - match them with the definitions Total: 2 point
Self assessment Descriptor: - rewrite each sentences - use phrasal verbs Total: 2 point Descriptor: - correct these sentences Total: 2 point Descriptor: - choose the correct alternative Total: 2 point Descriptor: - ask your partner the questions - find out more information. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 53 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Gateway Life skills Money and finance: Avoiding debt |
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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 growing range of unfamiliar topics 10.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics 10.5.8.1 - communicate and respond to news and feelings in correspondence through a variety of functions on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - watch a video of a student explaining how to manage money and discuss the suggestions - skim the article about dangers of debt and decide if the statements are True (T) or False (F) - ask and answer the questions about managing finances and debts |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
Lead – In Do they give you a debit/credit card? |
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 future simple |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:62 • In pairs, ask students to match the expressions with their definitions. Provide dictionaries if necessary. Elicit answers from different students around the class. Ex:3 P: 62 • READING Ask students to read the article called ‘The dangers of debt’ quickly and decide what the numbers refer to. Elicit ideas from students around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:4 P: 63 • Ask students to read the article again and decide if the statements are True (T) or False (F). Check answers and ask students to identify the sentences that helped them decide. Ex:5 P: 63 • SPEAKING In pairs, ask students to answer the questions Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners work with a partner. Match the expressions with their definitions. Use a dictionary if necessary ANSWERS 1b 2a 3d 4c Learners read the article. Answer the question ANSWERS 1 £750 a month for accommodation 2 Average credit card debt £3,657 Learners read the article again and decide the statements. ANSWERS 1 T (38% admit that they splash out more often than
they should) • Learners work with a partner. Ask these questions. ANSWERS Students own answer |
Descriptor: - work with a partner. - match the expressions with the definitions Total: 2 point
Self assessment Descriptor: - read the article. - answer the question Total: 2 point Descriptor: - read the article - decide the statements Total: 2 point Descriptor: - work with a partner -ask these questions. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 54 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Grammar in context: making predictions and speculations about the past, present and future |
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Learning objectives |
10.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 10.4.1.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics 10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - explain the difference between can’t, may, might, could, and must - to complete the text with past modal verbs of speculation - look at the situations and write at least two sentences with must have, might have and can’t have to explain them. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
Lead – In
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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 future simple |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:64 • Ask students to look at the sentences and complete the rules with the verbs in blue Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:2 P: 64 • Ask students to look at the things and speculate about what they may, must or can’t be. Ask students to give reasons for their answers. Ex:3 P: 65 • Ask students to complete the sentences with must, can’t, may or might (not). Elicit answers from different students around the class Ex:4 P: 65 • Ask students to look at sentences a–d and complete rules 1–3 with the verbs in blue. Check their answers. Ex:5 P: 65 • Ask students to correct the mistakes in the sentences. Ex:6 P: 65 • Ask students to complete the text with past modal verbs of speculation and the verbs given. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners look at these sentences and complete the rules below with the verbs in blue. ANSWERS 1 We use might, may and could when there is a 50% possibility that something is or will be true. The negative forms are may not and might not. We cannot use the negative form of could when there is a 50% possibility that something isn’t true. 2 We use must when we are 90% certain that something is true. 3 We use can’t when we are 90% certain that something isn’t true. 4 When we are speculating and making deductions, the opposite of must is can’t Learners look at these things. Answer the question. ANSWERS A a dollar bill/bank note B a calculator C a wallet D a credit or debit card E a receipt Learners complete the sentences with must, can’t. may or might ANSWERS 1 can’t 2 must 3 might not/may not 4 may/ might 5 must 6 can’t 7 must 8 may/might, may not/might not • Learners look at these sentences and complete the rules below with the verbs in blue. ANSWERS 1 We use may have, might have and could have when there is a 50% possibility that something was true, but we cannot use could have + past participle in the negative form with this meaning. 2 We use must have when we are 90% certain that something was true. 3 We use can’t have when we are 90% certain that something wasn’t true. • Learners correct the mistakes in these sentences. ANSWERS 1 It’s only lunchtime and you look terrible.
You must have
had a bad
morning. 3 I think Josh might have sent me an email last night. 4 Emma hasn’t replied to my email. She might not have received it. 5 William isn’t here. He must have gone already. 6 Let’s not buy her that DVD. I’m not sure, but I think she might have bought it already. 7 You can’t have read that book already! It’s 600 pages long and you only started yesterday! 8 It can’t have rained last night because all the streets are dry. • Learners complete the text with past modal verbs. ANSWERS a must have been b can’t have left c must have had d may/might (not) have been e may/might have worked f must have moved g may/might have had. |
Descriptor: - look at these sentences - complete the rules Total: 2 point
Self assessment Descriptor: - look at these things. - answer the question Total: 2 point . Descriptor: - complete the sentences Total: 2 point Descriptor: - look at these sentences - complete the rules Total: 2 point Descriptor: - correct the mistakes in these sentences. Total: 1 point Descriptor: - complete the text with past modal verbs. Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 55 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Developing speaking Making present and past speculations about photos - 2 |
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Learning objectives |
10.1.7.1 - develop and sustain a consistent argument when speaking or writing 10.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics 10.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: - make a list of words and expressions they can use to talk about similarities and differences between photos - listen to a student talking about the photos, understand the main information, and answer the questions - Carry out a “compare and contrast” task using words and expressions from the Speaking Bank |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
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. 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 future simple |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:66 • SPEAKING In pairs, students make a list of words and expressions they can use to talk about similarities and differences between photos. Draw their attention to the expressions given as examples. Allow them to look back at page 40 to remind themselves if necessary. Ex:2 P: 66 • Ask students to use the words and expressions in exercise 1 to talk about the two photos. Walk round, monitoring and noting down good use of language and errors to go over in a feedback session at the end of the activity. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3 P: 66 • LISTENING Ex:4 P: 66 • Ask students to look at the lists of words and expressions in the Speaking bank and match a title to each list. Elicit when each list of expressions is useful in a speaking exam. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners work with a partner. Answer the question. ANSWERS In both
photos, ... Learners use the words and expressions to talk about the two photos. ANSWERS Students own answer. Learners listen to a student talking about the photos and answer the questions. ANSWERS 1 Students’ own answers 2 No, just briefly and then she moves on to compare them. 3 Which kind of shopping is more successful? or What kind of shopping do you enjoy more? • Learners look at the lists of words and expressions in the Speaking Bank. Match a title to each list. ANSWERS Speculating (when you are not exactly sure what is
happening in the photo) Describing
(to give a general and then more specific description of the
photo(s) at the beginning of the speaking exam) |
Descriptor: - work with a partner - answer the question. Total: 2 point
Self assessment Descriptor: - use the words - talk about the two photos. Total: 2 point Descriptor: - listen to a student - talk about the photos Total: 2 point Descriptor: - - complete the rules Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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26 Play the track for students to listen to a
student talking about the photos and answer the questions. Check
their answers. See pp175–176 for the audioscript for this
exercise.Short term plan: term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 56 |
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Teacher name: |
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Grade: 10 |
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Lesson title |
Developing writing Writing a formal letter/email of complaint |
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Learning objectives |
10.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups 10.2.7.2 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics 10.3.3,1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: - analyse the email and answer the questions - discuss the characteristics of the formal email/letter of complaint - follow the advice in the Writing bank and write a formal letter/email of complaint |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
Lead – In
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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 future simple |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:67 • Ask students to look at the instructions about how to use a cashpoint to withdraw money and put the steps in the correct order. Ex:2 P: 67 • SPEAKING In pairs, students explain the different steps in exercise 1 using must, shouldn’t, etc. Elicit answers from different students. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3 P: 67 • Ask students to read the email and answer the questions. Check their answers. Ex:4 P: 67 • Ask students to fi nd the formal equivalents of the words and expressions in the letter. Check their answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners read the instructions on how to use a cashpoint to withdraw money. Put the steps in the correct order. ANSWERS 1 d 2 e 3 a 4 b 5 f 6 c Learners work with a partner. Explain the different steps using must/shouldn’t ANSWERS Students own answer Learners read this email and answer the question. ANSWERS 1 He is writing to complain to the bank about bad customer service after the cash machine took his card. 2 He wants a new card urgently, without paying bank fees for the issue of this card. 3 If there is no solution, he will consider moving his current account to another bank. • Learners find the formal equivalents of these words and expressions in the letter. ANSWERS 2 caused me a great deal of inconvenience 3 selected 4 wished 5 sufficient 6 informed 7 I shall be forced to |
Descriptor: - read the instructions - put the steps in the correct order. Total: 2 point
Self assessment Descriptor: - work with a partner. - use must/shouldn’t Total: 2 point Descriptor: - read this email - answer the question Total: 2 point Descriptor: - find the formal equivalents - write their letter Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 57 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Grammar reference: Modal Verbs |
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Learning objectives |
10.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 10.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 10.6.14.1 -use a growing variety of more complex prepositional phrases including those relating to concession and respect use a variety of multi - word verbs of different syntactic types on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - recognize and evaluate certain points that will help comprehend the main points effectively -perform a persuasive discourse based on cause-effect pattern |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
Lead – In
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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 future simple |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:69 • Students choose the correct alternative. Point out that in two sentences, both alternatives are correct. Ex:2 P: 69 • Students write sentences with the correct form of the modal verbs and verbs given. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3 P: 69 • Students match the pairs of sentences. Ex:1 P: 69 • Students match the words with the definitions. Ex:2 P: 69 • Students match the words or parts of a word. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners choose the correct alternative. ANSWERS 1 needn’t 2 both correct 3 don’t have to 4 both correct 5 Should 6 mustn’t Learners make sentences with the correct form of the modal and verbs given ANSWERS 1 had to talk 2 needn’t have worried 3 mustn’t write 4 ought to have read 5 shouldn’t have lied 6 didn’t need to get 7 don’t have to write Learners match the pairs of sentences. ANSWERS 1 b 2 c 3 a 4 g 5 e 6 d 7 f Learners match these words with the definitions ANSWERS 1 refund 2 receipt 3 change 4 value for money 5 sale 6 bargain 7 afford Learners match the words or parts of a word. ANSWERS 1 g 2 f 3 e 4 a 5 b 6 d 7 c |
Descriptor: - choose the correct alternative. Total: 2 point
Self assessment Descriptor: - make sentences with the correct form Total: 2 point Descriptor: - match the pairs of sentences. Total: 2 point Descriptor: - match these words with the definitions Total: 2 point Descriptor: - match the words or parts of a word. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 6 Capabilities of human brain. |
Lesson 58 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Vocabulary: personality adjectives |
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Learning objectives |
10.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 10.5.4.1 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics 10.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - identify and explain the use of imagery, simile, metaphor, hyperbole, onomatopoeia and personification -present findings based on mini-scale research |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
Lead – In
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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 future simple |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:44 • SPEAKING In pairs, students think of the possible opposites and synonyms of the words in the box. Elicit answers from students around the class. Draw students’ attention to the example Ex:2 P: 44 • Ask students to read the description of a teenager called Luke and say if they think they would like him. Elicit reasons why or why not from different students around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3 P: 44 • Ask students to match the words in red in the text with their opposites in the box. Ask students which two words in the text do not have an opposite in the box and elicit what they mean. Ex:4 P: 44 • From each pair of adjectives in exercise 3, students choose the adjective that describes them best. Remind them that they can qualify their answers with very, quite or a little bit. Ex:6 P: 44 • Ask students to decide which adjective in each pair has a positive (+) meaning and which has a negative (–) meaning. Provide dictionaries if necessary. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners work with a partner. Think of possible opposites for these words. ANSWERS friendly – unfriendly, kind/outgoing hard-working – lazy, diligent patient – impatient, considerate polite – impolite/rude, courteous quiet – noisy, reserved reliable – unreliable, dependable serious – fun-loving, solemn tidy – untidy/messy, neat Learners read this description of a teenager called Luke. ANSWERS Students own answer Learners match the words in red in the text with their opposites. ANSWERS big-headed – modest, down-to-earth good-natured/easygoing – bad-tempered immature – mature narrow-minded – broad-minded outgoing – shy, reserved self-confident – insecure tactless – sensitive, tactful gifted = with an impressive natural ability talented = someone who is talented is very good at something Learners from each pair of adjectives, choose the one that describes you the best. ANSWERS Students own answer Learners identify adjective in each pair. Use a dictionary if necessary. ANSWERS 1 ambitious +/pushy – 2 self-confi dent +/arrogant – 3 bossy –/assertive + 4 frank +/brusque – 5 stubborn –/determined + |
Descriptor: - work with a partner - think of the possible opposites and synonyms Total: 2 point
Self assessment Descriptor: - read this description -elicit reasons why or why no Total: 2 point Descriptor: - from each pair of adjectives - choose the one that describes you the best. Total: 2 point Descriptor: - identify adjective - use a dictionary if it necessary. Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 6 Capabilities of human brain. |
Lesson 59 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Reading: The incredible rise of dynamo |
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Learning objectives |
10.2.1.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 10.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 10.4.7.1 - recognise patterns of development in lengthy texts [inter -paragraph level] on a range of more complex and abstract general and curricular topics |
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Lesson objectives |
Learners will be able to: -identify the vocabulary in the context -utilize different strategies to craft specific and relevant questions |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
Lead – In Write the names of these people on the board: Matt Groening, Judit Polgár, Pau Gasol, Lionel Messi, Pablo Picasso. Ask students if they know what any of them are famous for |
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 future simple |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:45 • SPEAKING In pairs, students describe what they can see in the photos Ex:2 P: 45 • Ask students to read the article quickly to fi nd out if Dynamo had an easy childhood and note down why or why not. Set a time limit of three minutes to encourage students not to focus on diffi cult vocabulary at this stage. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3 P: 45 • Ask students to read the text again and choose the best answers. Elicit from students the key sentences which helped them decide on their answers. Ex:5 P: 45 • Individually, students think about the reasons for Dynamo’s success. Then ask students to say what they think and justify their opinion. For less confi dent classes, you could write some ideas on the board to start students off, e.g. talent, hard work, getting/taking opportunities, resilience or creativity. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners work with a partner. Look at the photos in the article and describe what you can see. ANSWERS In one photo, I can see Dynamo walking on water. In the other photo, he is holding a pack of cards Learners read the article. Answer the question. ANSWERS No, he didn’t have an easy childhood. He had a serious stomach illness and was bullied for being weak and shy. Learners read the text again and choose the best answers ANSWERS 1 b (… we all want to feel young again ... tricks and illusions can give us that feeling.) 2 a (… he wasn’t as strong as his classmates. Weak and shy …) 3 c (… nobody wanted to be near him. So he spent his time in his bedroom practising ...) 4 c (He started doing tricks in the street.) 5 c (… if I started explaining it all ... you’d be begging me to stop after a minute.) Learners answer the question. Guess and then check in your dictionary ANSWERS pack of cards = a box containing cards for playing games talked his way = to persuade someone to let you do something surface = the top layer or outside part of something begging = asking for something in a way that shows you want it very much distraction = something that gets your attention and prevents you from concentrating on anything else |
Descriptor: - work with a partner - look at the photos in the article Total: 2 point
Self assessment Descriptor: - read the article. - answer the question. Total: 2 point Descriptor: - read the text - choose the best answers Total: 2 point Descriptor: - answer the question. - guess and then check Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 6 Capabilities of human brain. |
Lesson 60 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Grammar in context: Comparative, superlative and adverb |
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Learning objectives |
10.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 10.6.5.1 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -utilize different strategies to craft specific and relevant questions - use open questions in writing and speaking |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
Lead – In Ask the class to name eight countries and write them on the board. Divide the class into four to six teams and give them fi ve minutes to write comparative and superlative sentences about the countries, e.g. Canada is colder than Japan. Russia is the biggest country. At the end of the fi ve minutes, the teams win a point for each correct sentence. The team with the most points is the winner. If students seem familiar with comparative and superlative forms, move through the Grammar guide exercises quickly in open class. |
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 future simple |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:46 • Ask students to look at the sentences and decide which contain comparative forms and which contain superlative forms Ex:2 P: 46 • SPEAKING In pairs, students complete the table and then explain the rules for the different groups of adjectives. Draw students’ attention to the examples. Elicit and check their answers in open class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3a P: 46 • Ask students to match the rules for comparative and superlative adverbs with the examples. Ex:3b P: 46 •Ask students to make the comparative form of the adverbs in exercise Ex:4 P: 46 • Ask students to rewrite the sentences using the correct comparative and superlative forms. ANSWERS 1 In my opinion, Caleb is the friendliest person in this class. 2 I think Emma is slightly taller than Claire. 3 That is defi nitely the silliest thing I’ve heard today! 4 You can write much more quickly on a computer than by hand. 5 Sorry I couldn’t come sooner. 6 Is it much further to your house? 7 You need to try harder if you want to be a professional illusionist. 8 Houdini was one of the most famous illusionists in the world. 9 That fi lm was terrible! It’s the least interesting fi lm I’ve ever seen. 10 She did better than me in the test. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners look at the sentences. Answer the question. ANSWERS Comparative: 1, 3, 4, 7 Superlative: 2, 5, 6 Learners work with a partner. Complete the table and then explain the rules for the different groups of adjectives. ANSWERS
Learners match the rules and examples for comparative and superlative adverbs. ANSWERS 1 b 2 c 3 a Learners make the comparative form of the adverbs in 3 a ANSWERS a better, worse, less b more carefully, more quietly, more easily, more beautifully, more often c faster, harder, earlier, later, longer, sooner, nearer Learners rewrite the sentences using the correct comparative and superlative form. ANSWERS |
Descriptor: - look at the sentences - answer the question. Total: 2 point
Self assessment Descriptor: - work with a partner. - complete the table Total: 2 point Descriptor: - match the rules Total: 2 point Descriptor: - make the comparative form of the adverbs Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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Short term plan: term 3
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Unit: 6 Capabilities of human brain. |
Lesson 61 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Developing vocabulary: Noun suffixes |
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Learning objectives |
10.4.6.1 - recognise the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract 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 wide range of general and curricular topics, including some unfamiliar topics 10.6.6.1 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - recognize bias and neutrality in given texts -discuss/ debate on given topics demonstrating unprepared speaking |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
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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 future simple |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:7 P:47 • Ask students to complete the second sentence so that it has a similar meaning to the fi rst sentence, using the word given. Remind students that they cannot change the word given and they must use between two and five words including the word given. Ex:8 P: 47 • SPEAKING In pairs, students match the halves of the common expressions. Check that they understand what they mean and ask them to think of a situation when they might use them. Draw students’ attention to the example Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:1 P: 47 • Ask students to look at the words with noun suffixes and decide which of the nouns are for a person. Ex:2 P: 47 •Ask students to change the words into nouns or a different type of noun using the suffixes in exercise 1. Remind them that they may need to change the spelling and that sometimes they can make more than one noun from each word. Let them compare their answers in pairs before you check them in open class. Drill the pronunciation of any diffi cult words. Ex:3 P: 47 • Ask students to complete the text with the correct form of the words given. Students compare in pairs before you check their answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners complete the second sentence so that it has a similar meaning to the first sentence, using the word given. ANSWERS 1 is as enjoyable as playing 2 is less healthy than 3 faster you walk, the 4 is not as good as 5 as quickly as 6 much less difficult to write 7 taller you are, the easier 8 better and better Learners work with a partner. Match the halves of these common expressions. ANSWERS 2 c 3 a 4 g 5 e 6 b 7 d Learners look at these words. Each one contains a noun suffixes. Answer the question. ANSWERS actor, artist, politician, writer Learners make nouns from these words using the suffixes in ex 1. ANSWERS actor, action appearance confidence creator, creation difference education, educator electricity, electrician employment, employer happiness improvement, improver invention, inventor investigation, investigator madness musician, musicality relevance scientist Learners complete the text with correct form of the words given. ANSWERS a scientists b importance c electricity d creation e inventor f improvements g disappearance h ability i difference |
Descriptor: - complete the second sentence - use the word given Total: 2 point
Self assessment Descriptor: - work with a partner. - match the halves of these common expressions Total: 2 point Descriptor: - look at these words. - answer the question. Total: 2 point Descriptor: - make nouns from these words - use the suffixes Total: 2 point Descriptor: - complete the text with correct form - compare in pairs Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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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 |
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Poster Success
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15 Қаңтар 2025 244
