Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Write on the board:

Although the invention was expensive, it became successful.

Despite the high cost, the invention succeeded.

Ask:

Do these sentences express contrast?

What words show concession?

Elicit answers and introduce the topic.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

10 min

Ex: 6 P:67

Refer students to the theory of clauses of concession and multi-word verbs (briefly revise form and use).

Check understanding by eliciting one or two examples orally.

Ask students to read the text again carefully.

Give students time to find examples of:

clauses of concession, and

multi-word verbs in the text.

Monitor and support where necessary.

Elicit answers from students around the class.

Write selected examples on the board and clarify meaning or structure if needed.

Differentiation:

Weaker students: Point students to specific paragraphs if needed.

Stronger students: Ask stronger students to explain the function of each concession clause.

Values Link – Adal Azamat: Students analyse language patterns, explain rules clearly, and support one another through shared learning.

Pupils find examples of clauses of concession and multi-word verbs in the text

ANSWERS

clauses of concession: But, despite the fact that,

Although

multi-word verbs: came up with, carry out

Descriptor:

- identify clauses of concession in context.

- recognise and extract multi-word verbs from a text.

Total: 3 point

Student’s book

13 min

Ex: 7 a/b P: 67

Explain the task clearly and make sure students understand they need to write sentences based on the text.

Give students sufficient time to complete the task individually.

Monitor and support where necessary.

Elicit sentences from various students around the class.

Provide brief feedback on content, accuracy, and use of language.

Differentiation:

For weaker students: Read or paraphrase the questions aloud

For stronger students: Encourage them to explain why the other options are incorrect.

Values Link – students to do the quiz in pairs so they can support each other and learn to cooperate respectfully.

Pupils write sentences based on the text.

ANSWERS

1 Leonardo da Vinci designed a lot of machines, though few were ever actually built.

2 15 of da Vinci's works can still be seen today, but most of them have been lost.

3 Da Vinci was a successful engineer and architect, yet he is mainly remembered as a painter.

4 Even though he lived over 500 years ago, da

Vinci is still one of the world's most famous artists.

5 While few of da Vinci's designs were built in his lifetime, several have been built in the 21st century

Pupils fill the gaps.

ANSWERS

1 did away with

2 got round to

3 came up with

4 fell back on

5 brought about

Descriptor:

- produce accurate sentences based on a text.

- demonstrate understanding of key ideas and vocabulary.

Total: 4 point

12 min

Ex: 8 a/b P:61

Explain the task clearly and make sure students understand what pre-modifying and post-modifying noun structures are.

Ask students to read the summary carefully.

Instruct students to find and underline:

four pre-modifying noun structures, and

two post-modifying noun structures.

Give students sufficient time to complete the task individually.

Monitor and support where necessary.

Check students’ answers with the whole class.

Clarify why each example is pre- or post-modifying and provide additional examples if needed.

Differentiation:

Weaker students: Revise the difference between pre- and post-modification with simple examples before the task.

Stronger students: Encourage them to explain the effect of modification on meaning.

Values Link – Adal Azamat: Students take ownership of their work, support classmates respectfully, and learn from mistakes in a positive way.

Pupils read the summary and underline four pre- modifying and two post modifying noun structures.

ANSWERS

Pre-modifying noun structures: Renaissance period,

fourteen-year-old boy, painting apprenticeship,

leather notebooks,

Post-modifying noun structures: woman with a haunting smile, people who come from all over the world

Pupils match the pre/post modifying noun structures.

ANSWERS

1 (woman) with a haunting smile

2 painting apprenticeship

3 fourteen-year-old boy

4 people who come from all over the world

5 Renaissance period

6 leather notebooks

Descriptor:

- identify pre-modifying noun structures accurately.

- identify post-modifying noun structures accurately.

- demonstrate understanding of noun phrase structure.

Total: 3 point

End

5 min

FEEDBACK

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

Homework

Choose ONE:

Complete a worksheet on clauses of concession.

Write 100–120 words:
“Success despite difficulties” (use at least 4 concession clauses).

Find 5 examples of concession clauses in articles or textbooks.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster