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24 Ақпан 2025
134
Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
LP Gateway 10 term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 49 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
09.01 |
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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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- to be polite and responsible for the people younger or older than you |
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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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Checked by: A.Kanseitova
Short term plan: term 3
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Unit: 5 Reading for pleasure: Money matters |
Lesson 50 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
10/01 |
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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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Тексерілді: А.Кансейтова
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Unit: 5 Reading for pleasure: Money matters |
Lesson 51 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
14/01/2025 |
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Grade: 10 A |
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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Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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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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Тексерілді: А.Кансейтова
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Unit: 5 Reading for pleasure: Money matters |
Lesson 52 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
16/01/2025 |
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Grade: 10 A |
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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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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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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Тексерілді: А.Кансейтова
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Unit: 5 Reading for pleasure: Money matters |
Lesson 53 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
17/01/2025 |
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Grade: 10 A |
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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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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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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Тексерілді: А.Кансейтова
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Unit: 5 Reading for pleasure: Money matters |
Lesson 54 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
21/01 |
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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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Тексерілді: А.кансейтова
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Unit: 5 Reading for pleasure: Money matters |
Lesson 55 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
14/02 |
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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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Value links |
Patience – A person who has patience as a core personal value is going to prioritize giving their time to others. They will sit down and be calm while waiting for others. This is a great trait for a teacher. |
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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.Тексерілді: А.Кансейтова
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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Date: |
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Grade: 10 |
Number present: |
absent: |
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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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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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Тексерілді: А.Кансейтова
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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Тексерілді: А.Кансейтова
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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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Unit: 6 Capabilities of human brain. |
Lesson 61 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
04/02 |
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Grade: 10 A |
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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Value links |
Patience – A person who has patience as a core personal value is going to prioritize giving their time to others. They will sit down and be calm while waiting for others. This is a great trait for a teacher. |
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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: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 difficult words. Ex:3 P: 47 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 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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Тексерілді: А.Кансейтова
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Unit: 6 Capabilities of human brain. |
Lesson 62 |
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Teacher name: |
Teacher Teacher |
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Date: |
06/02 |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Gateway to life skills: Learning about intelligence |
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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: - 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 |
|
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:48 • SPEAKING In pairs, ask students to discuss what we mean when we call somebody ‘intelligent’. Encourage them to think of people they think are, or were, intelligent. Elicit examples from different students around the class. Ex:2a P: 48 •Ask students to choose the best alternative in each sentence and think about why Ex:2b P: 48 • SPEAKING Ask students to compare with a partner to see if they have similar answers. Elicit answers from students around the class and ask them to explain their choices. Do not confi rm any answers at this point. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3 P: 48 • READING Ask students to read a text about one theory of human intelligence and say which of the alternatives in exercise 2a the writer agrees with. Elicit the arguments the writer gives to justify the answers Ex:4 P: 49 •Ask students to read the text again and answer the questions. Check their answers. Ex:5 P: 49 •Ask students to look at the list of Gardner’s Multiple Intelligences and say where they think the activities and concepts should go. Give students a minute to compare in pairs before you check their answers in open class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners work with a partner. Give examples of people you think are intelligent. ANSWERS Garry Kasparov, Marie Curie, William Shakespeare, Galileo Galilei, Nicolaus Copernicus, Leonardo da Vinci, Albert Einstein Learners choose what you think is the best alternative. Think about why. ANSWERS Students own answer Learners compare your answers with a partner. ANSWERS Students own answer Learners read a text about one theory of human intelligence. Answer the question. ANSWERS 1 doesn’t mean 2 isn’t 3 can’t 4 doesn’t stay 5 affect Learners read the text again and answer these questions ANSWERS 1 That some people believe this is what shows you are clever, but this is only one type of intelligence. 2 Because people are good at different things. 3 It is diffi cult to measure intelligence because it depends on what type of intelligence you are talking about. 4 Children who have access to musical instruments can become great musicians if they start early; bilingual or multilingual children. ANSWERS a 5 b 4 c 1 d 3 e 7 f 2 g 6 |
Descriptor: - work with a partner - give examples Total: 2 point
Self assessment Descriptor: - choose the best alternative - think about why Total: 2 point Descriptor: - read a text - answer the question. Total: 2 point Descriptor: - read the text again - answer these questions Total: 2 point Descriptor: - look at the table of Gardner’s - 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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Тексерілді: А.Кансейтова
Short term plan: term 3
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Unit: 6 Capabilities of human brain. |
Lesson 63 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
07/02 |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Listening: Free climbing in the mountains |
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Learning objectives |
10.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 10.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 10.3.1.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: - give structured presentations on different topics - write articles giving detailed personal descriptions |
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Value link |
Respect older people and people who love you |
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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:50 • SPEAKING In pairs, ask students to look at the photo and answer the questions. Elicit ideas from students around the class. Ex:2 P: 50 • Tell students they are going to listen to two people talking about a new TV series. Play the track for students to decide if the statements are True (T), False (F) or the information is Not Mentioned (NM). See p174 for the audioscript for this exercise. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3 P: 50 • Play the track again for students to listen and answer the questions. Ex:4 P: 50 • SPEAKING What about you? In pairs or small groups, students discuss the questions and justify their opinions. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners work with a partner. Look at the photo and answer these questions. ANSWERS 1 I would like to try rock climbing, but I think it looks very risky. 2 People who like doing extreme sports. 3 I think you have to train a lot to do this and be very fit. Learners listen to two people talking about a new TV series. Answer the question. ANSWERS 1 T 2 T 3 F 4 NM 5 T 6 F 7 NM 8 T Learners listen again and answer the question. ANSWERS 1 900 2 nine 3 She’s a grandmother and very busy. 4 60 metres 5 it is surrounded by water; bad weather 6 one in 400 7 how to watch body language and to notice typical things we say when we’re nervous 8 It’s a pity to spend our lives not realising we have a special talent. Learners work in pairs. Answer the question. ANSWERS 1 I think I would like to watch this TV series because it is different from ordinary talent shows. I love watching other people be good at things. 2 I would love to do tests to see if I have a hidden talent because it could change my life |
Descriptor: - work with a partner - answer these questions. Total: 2 point
Self assessment Descriptor: - listen to two people talking - think about why Total: 2 point Descriptor: - listen again - answer the question Total: 2 point Descriptor: - work in pairs - answer 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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Тексерілді: А.Кансейтова
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Unit: 6 Capabilities of human brain. |
Lesson 64 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
11/02 |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Grammar context: Articles |
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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 10.4.6.1 - recognise the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics 10.6.5.1 - 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: - give structured presentations on different topics - write articles giving detailed personal descriptions |
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Value |
- to be polite and responsible for the people younger or older than you |
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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:50 • Ask students to read the sentences, focusing on the articles in blue. Ex:2 P: 50 • Ask students to match the sentence halves to make rules. Then ask them to look back at exercise 1 and find an example of each rule. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3 P: 50 • Ask students to choose the correct alternative. Elicit answers from different students. Ex:4 P: 50 • Ask students to complete the text with a, an, the or – (no article). Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners read these sentences. ANSWERS Students own answer Learners match the sentence halves to make rules. Find an example of each rule. ANSWERS 1 a, a programme 2 b, the programme, the series 3 d, the world 4 e, the best diver, the first 5 c, nurses, patients, emergencies Learners choose the correct alternative. ANSWERS 1 –, – 2 a, a, a 3 the, – 4 – 5 The, the 6 a, –, – 7 an, the, a 8 –, the Learners complete the text with a, an, the or [ - ] ANSWERS a a b an c an d – e a f the g the h a i the j the |
Descriptor: - read these sentences. Total: 2 point
Self assessment Descriptor: - match the sentence halves - make rules make rules Total: 2 point Descriptor: - choose the correct alternative Total: 2 point Descriptor: - complete the text 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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Unit: 6 Capabilities of human brain. |
Lesson 65 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
13/02 |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
English Arabic dictionary |
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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 10.4.7.1 - 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: - give structured presentations on different topics -make comparisons using a variety of structures, including comparative and superlative adverbs |
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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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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:5 P:51 • Ask students to read the text and correct seven mistakes in the use of articles. Give them time to compare answers in pairs before checking them Ex:6 P: 51 • Ask students to look at the sentences a–f and complete the rules 1–6 with so, such, too or enough. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:7 P: 51 • Ask students to complete the sentences with the words in the box. Remind students that they can use a word more than once if necessary. If no word is necessary, tell students to put – . Ex:8 P: 51 • 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 must not change the word given and they should use between two and fi ve words including the word given. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Learners read the text and correct seven mistakes in the use of articles. ANSWERS
One of the most interesting episodes of Hidden
Talent was about a boy called James Whinnery. He was only 19. They
discovered that the boy had a special talent for
(1) Learners look at these sentences and complete the rules below. ANSWERS 1 too 2 enough 3 such 4 so 5 too, enough 6 so, such Learners complete the sentences with these words. ANSWERS 1 too 2 a 3 enough 4 to 5 – 6 so 7 enough 8 such 9 so Learners complete the second sentence ANSWERS 1 are so good that everyone 2 too cold to 3 are good enough to 4 such a cold day that 5 isn’t self confident enough to 6 sing well enough |
Descriptor: - read the text - correct seven mistakes Total: 2 point
Self assessment Descriptor: - look at these sentences - complete the rules below. Total: 2 point Descriptor: - complete the sentences Total: 2 point Descriptor: - complete the second sentence 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 66 |
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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: Presentations Summative assessment Unit 6 |
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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 10.4.7.1 - recognise patterns of development in lengthy texts [inter -paragraph level] on a range of more complex and abstract general and curricular topics 10.6.13.1 - use a variety of dependent prepositions with less common nouns, adjectives and verbs on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - give structured presentations on different topics -make comparisons using a variety of structures, including comparative and superlative adverbs |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up 3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
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:52 • SPEAKING In pairs, students talk about the people in the photos and say who they are and why they are famous. Elicit ideas from students around the class. Ex:2 P: 52 • SPEAKING Ask students to say how they would defi ne a ‘hero’. Elicit from students if they would call any of the people in exercise 1 heroes and ask them to give reasons why or why not. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex:3 P: 52 • SPEAKING In pairs, ask students to look at the presentation topic ‘There are no heroes in today’s world, just celebrities.’ and discuss if they agree or disagree with the statement. Give them a few minutes to make notes of their ideas and think of arguments to justify and explain their opinions. Point out that both students should make notes as these notes will be used later to prepare a presentation. Elicit ideas from students around the class Ex:4 P: 52 • Play the track for students to listen to a student giving a presentation on the topic in exercise 3. Ask students to say what the speaker’s opinion is and if the speaker mentions any of their ideas in exercise 3. See pp174–175 for the audio script for this exercise. Summative assessment Unit 6 |
Learners work with a partner. Talk about the people in the photos. ANSWERS A Martin Luther King Junior – US civil rights campaigner B Marie Curie – scientist famous for work on radioactivity C Cristiano Ronaldo – international football player D Emma Watson – actor (in Harry Potter films); UN Ambassado Learners answer the question. ANSWERS Students own answer Learners work with a partner. Look at the presentation topic and discuss. ANSWERS Students own answer Learners listen to a student giving a presentation on this topic. Answer the question. ANSWERS The student disagrees with the statement and believes there are celebrities who can be called heroes. |
Descriptor: - work with a partner - talk about the people in the photos Total: 2 point
Self assessment Descriptor: - answer the question. Total: 2 point Descriptor: - work with a partner. - look at the presentation Total: 2 point Descriptor: - listen to a student giving a presentation 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 67 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
18/02/2025 |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Developing writing: An article – 1 |
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Learning objectives |
10.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings 10.2.7.1 - 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: - give structured presentations on different topics -make comparisons using a variety of structures, including comparative and superlative adverbs |
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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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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:53 • SPEAKING In pairs, students read the announcement and talk about people they could write about and talents they have. Ex:2 P: 53 • Ask students to read an article written about the singer Ed Sheeran. Ex:3 P: 53 • Ask students to match the paragraphs A–D to the topics Ex:4 P: 53 • Ask students to read the Writing bank and underline any examples of this language in the article in exercise 2. Ex:5 P: 53 •Ask students to use the expressions in the Writing bank to talk about the people they chose in exercise 1. Draw students’ attention to the example. |
Learners work with a partner. Read this announcement and talk about people . ANSWERS Students own answer Learners read the article written about the singer Ed Sheeran. Answer the question. ANSWERS He writes great songs and performs concerts on his own. He’s modest, funny and friendly. He plays and sings in lots of different styles. He can write lyrics. He makes brilliant videos. He’s a talented dancer Learners match the paragraphs to these topics. ANSWERS D, A, C, B Learners read the writing bank and underline examples in the article. ANSWERS doesn’t look very special, he tends to wear ..., incredibly special, what I love about him ..., most important talents, great talents, he shows that, great singer, most exciting thing Learners use expressions in the Writing Bank to talk about the people you choose. ANSWERS Students own answer |
Descriptor: - work with a partner - talk about the people Total: 2 point Descriptor: - read the article - nswer the question. Total: 2 point Descriptor: - match the paragraphs - complete the task Total: 2 point Descriptor: - read the writing bank - underline examples in the article 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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Worksheets |
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Checked up by: Kanseitova
Short term plan: term 3
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Unit: 6 Capabilities of human brain. |
Lesson 68 |
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Teacher name: |
Teacher Teacher |
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Date: |
20/02 |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Grammar revision: making comparisons |
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Learning objectives |
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 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 10.5.1.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - give structured presentations on different topics -make comparisons using a variety of structures, including comparative and superlative adverbs |
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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up 3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
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:55 • Students choose the correct alternative. Ex:2 P: 55 • Students add seven articles in the correct places in the sentences. Ex:3 P: 55 • Students match the sentence halves and complete the sentences with so, such, too or enough. Ex:1 P: 55 • Students complete the sentences with adjectives of personality Ex:2 P: 55 • Students complete the sentences with the correct noun form of the words given |
Learners choose the correct alternative. ANSWERS 1 hard 2 than 3 the hotter it gets 4 faster 5 as 6 most 7 earlier 8 carefully Learners there are no articles in these sentences. Add seven articles in the correct places. ANSWERS 1 I met a friend yesterday in the city centre. 2 The most important thing in life are good friends. 3 Experts say the government is having problems. 4 When I’m bored I pick up a book and read. 5 I like listening to actors and the things they say about life in Hollywood. 6 The programmes I watch are all on late at night. Learners match the sentences halves and complete the sentences. ANSWERS 1 h (too) 2 f (so) 3 e (enough) 4 a (too) 5 b (such) 6 d (enough) 7 g (so) 8 c (such) Learners complete the sentences with an appropriate adjective of personality. ANSWERS 1 tactless 2 down-to-earth 3 broad-minded 4 insecure 5 pushy 6 stubborn 7 immature 8 gifted 9 frank/honest Learners put the words in the correct noun form ANSWERS 1 musician 2 improvement 3 confidence 4 education 5 darkness 6 creator 7 electrician 8 appearance |
Descriptor: - choose the correct alternative Total: 2 point
Self assessment Descriptor: - add seven articles - complete the task Total: 2 point Descriptor: - match the sentences halves - complete the task Total: 2 point Descriptor: - complete the sentences with an appropriate adjective 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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Unit: 10 Breakthrough technologies |
Lesson 69 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Vocabulary: News section |
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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 10.5.1.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up 3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
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:122 • SPEAKING In pairs, students look at the different sections that often appear on a news website or in a newspaper and discuss what they think each one is. Ask them to group any that they think are similar. Provide dictionaries if necessary for students to check their answers. Ex:2 P: 122 • SPEAKING In pairs, ask students to discuss the questions. Elicit answers from students around the class. Ex:3 P: 122 • Ask students to look at the headlines and read about how the grammar and vocabulary in newspaper headlines helps catch people’s attention. Ex:4 P: 122 • Ask students to match headlines 1–4 with topics a–d. Ex:5 P: 122 • SPEAKING In pairs, students read the headlines and explain what they think the newspaper stories are about. |
Learners work with a partner. Look at different sections that often appear on a news website or a newspaper. ANSWERS Students own answer Learners work with a partner and discuss these questions. ANSWERS Students own answer Learners news headlines need to catch people’s attention quickly using little space. ANSWERS Students own answer Learners match the headlines with the topics. ANSWERS 1 a 2 c 3 d 4 b Learners work with a partner. Explain what these newspaper stories are about. ANSWERS a A (new) government plan has been supported by universities. b A football star has resigned after a disagreement with his manager. c People are worried about a new virus. d Police are holding an investigation into possible/ suspected corruption. e There is a connection between a spy mystery and an explosion in the city centre. f The government is taking a step towards making fast-food advertising illegal. g An important politician has been involved in a tense situation on a plane |
Descriptor: - work with a partner - look at different sections Total: 2 point
Self assessment Descriptor: - work with a partner - discuss these questions Total: 2 point Descriptor: - match the headlines - complete the task Total: 2 point Descriptor: - work with a partner. - explain what these newspaper stories 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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Тексерілді: А.Кансейтова
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Unit: 10 Breakthrough technologies |
Lesson 70 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
25/02 |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Reading: News – 24 / 7 |
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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 10.3.4.1 - 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 10.4.4.1 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics |
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Lesson objectives |
Learners will be able to: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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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 Give students some critical thinking questions to give their opinions hypothetical way. |
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:123 • SPEAKING In pairs, students look at the headlines and predict what they think each news story will be about. Ex:2 P: 123 • Students read the news stories to find out if they are similar to their predictions in exercise 1. Tell them not to worry about any unknown vocabulary at this point. Ex:3 P: 123 • Students read the news stories again and decide if the statements are True (T), False (F) or the information is Not Mentioned (NM). Ask students to identify the sentences which helped them decide on their answers |
Learners work with a partner. Look at the headlines. Answer the question. ANSWERS Students own answer Learners read the news stories. Answer the question. ANSWERS Students own answer Learners read the news stories again. Mark the statements. ANSWERS 1 NM 2 F (PETA argue that although students may get rid of their stress with a petting zoo, these zoos actually cause stress for the animals in them.) 3 T (They believe that if students knew the facts, these zoos wouldn’t have become so popular on campuses.) 4 T (Travel, confinement to small cages and rough handling cause animals intense stress.) 5 F (The students got excited. Reese already had plans – he was going to buy a car for his mum, and a boat!) 6 T (The students knew that they hadn’t earned the money …) 7 NM Learners match the headlines with the topics. |
Descriptor: - work with a partner - look at the headlines Total: 2 point
Self assessment Descriptor: - read the news stories - answer the question. Total: 2 point Descriptor: - read the news stories again - mark the statements. 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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Тексерілді: А.Кансейтова
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Unit: 10 Breakthrough technologies |
Lesson 71 |
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Teacher’s name: |
Teacher Teacher |
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Date: |
27/02 |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Grammar in context: Future activities in the past |
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Learning objectives |
10.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics 10.6.8;1 - use a wide variety of future forms, including future perfect forms on a wide range of 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: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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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:124 • Ask students to read the explanation about structures used to talk about future activities in the past. Tell them to read the sentences and find the structures with this function. Elicit answers from students around the class. Ex:2 P: 124 • Ask students to complete the text with the words and expressions in the box. Have students compare in pairs before you check answers in open class. Ex:3 P: 124 • Ask students to decide if the sentences are correct and rewrite the incorrect sentences. Check their answers. Ex:4 P: 124 • Ask students to use their imagination to complete the sentences. Ex:5 P: 124 • Ask students to look at the sentences and answer the questions. Check their answers. |
Learners look at the sentences and find the structures used to talk about future activities in the past. ANSWERS 1 were about to 2 was going to 3 was to turn to 4 would have 5 was opening Learners complete the text with these words and expressions. ANSWERS a playing b about c going to d would e to f would survive g were Learners rewrite the incorrect sentences. ANSWERS 1 The sky went black and it looked like it was about to rain very soon. 2 correct 3 They were to get an incredible surprise the day after. 4 They thought it would snow/was going to snow the next day, but it didn’t. 5 correct 6 They went to bed early because the next day was going to be very busy. Learners complete these sentences. ANSWERS 1 I knew it was going to be a great day because the sun was shining. 2 I was going to do my homework when the phone rang. 3 I never thought it would happen, but one day it did. 4 I was meeting my friends the next day, but I came down with a cold. 5 I was going to call my parents when suddenly they called me. 6 The car was about to hit the dog when it swerved at the last moment. Learners look at these sentences and answer the question ANSWERS 1 Mixed conditionals are a mixture of second and third conditionals. 2 a 3 b |
Descriptor: - look at the sentences - find the structures used to talk Total: 2 point Descriptor: - complete the text with these words - compare in pairs Total: 2 point Descriptor: - rewrite the incorrect sentences - complete the task Total: 2 point Descriptor: - complete these sentences. Total: 2 point Descriptor: - look at these sentences - answer the question 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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Тексерілді: А.Кансейтовa
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Unit: 10 Breakthrough technologies |
Lesson 72 |
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Teacher name: |
Aidaana Teacher |
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Date: |
28/02 |
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Grade: 10 |
Number present: |
absent: |
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Lesson title |
Developing vocabulary: collocations connected with the news |
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Learning objectives |
10.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world topics, including talk on a growing range of unfamiliar topics 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 10.3. 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: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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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: 125 • SPEAKING In pairs, students look at the expressions in red in the sentences and discuss what they think they mean. Elicit their ideas in open class. Ex:2 P: 125 • Ask students to match the expressions in red in exercise 1 with their meanings a–i. Ex:3 P: 125 • Ask students to complete the sentences with the words in the box. Check their answers |
Learners work with a partner. What do you think the expressions in red mean. ANSWERS Students own answer Learners match the expressions in red with their meaning. ANSWERS a news item b hold a press conference c make the headlines d news updates e breaking news f front-page news g newsflash h turn of events i keep you informed Learners complete the sentences with the words in the box. ANSWERS 1 informed 2 newsflash 3 press 4 front 5 headlines 6 items 7 breaking |
Descriptor: - work with a partner - identify the expressions Total: 2 point
Self assessment Descriptor: - match the expressions in red - compare in pairs Total: 2 point Descriptor: - complete the sentences with the words - complete the task 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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Тексерілді: А.Кансейтовa
Short term plan: term 3
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Unit: 10 Breakthrough technologies |
Lesson 73 |
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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: News stories |
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Learning objectives |
10.1.8.1 - develop intercultural awareness through reading and discussion 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 10.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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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 these questions on the board for students to discuss in pairs: What is the biggest news item so far this year? Who owns the newspapers and TV stations in your country? Do you think this has an effect on the news that you receive? Do you think journalists should report everything? What do you think about news censorship? Do you think the media is objective? Why/Why not? Ask students to read through the Key concepts and check any vocabulary they don’t understand. |
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: 126 • SPEAKING In pairs, students discuss the popular saying: ‘Don’t believe everything you read in the news.’ Ask them to say if they agree with the statement and give reasons why or why not Ex:1 P: 126 • Ask students to make a list of questions that they could ask about a news article to help them to decide whether to believe it or not. Draw students’ attention to the example question. Allow them to compare their questions in pairs or small groups Ex:2 P: 126 • READING Ask students to read through the guide to help students analyse news articles in order to see how many of the questions they thought of in exercise 1b. Refer them to the defi nitions in Key concepts to help with diffi cult vocabulary. Ex:3 P: 126 • Ask students to use the questions in the guide to analyse the news stories on page 123. |
Learners answer the question. ANSWERS I agree with this statement. Some newspapers run stories without checking if they are true or not. There are people who make a living by inventing stories and selling them to newspapers. Many newspapers print them and then other newspapers print the same story. That’s how stories spread around the world very quickly, whether they are true or not. Learners make a list of questions that you could ask about a news article to help you to decide whether to believe it or not ANSWERS Students own answer Learners look at this guide to help students analyse news article. ANSWERS Students own answer Learners use the questions to analyse the news stories. ANSWERS Students own answer |
Descriptor: - answer the question. Total: 2 point
Self assessment Descriptor: - make a list of questions - compare their questions in pairs Total: 2 point Descriptor: - look at this guide - analyse news article. Total: 2 point Descriptor: - use the questions to analyse - analyse news article. 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: 10 Breakthrough technologies |
Lesson 74 |
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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 |
Citizen journalism |
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Learning objectives |
10.1.8.1 - develop intercultural awareness through reading and discussion 10.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 10.3.4.1 - 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 |
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Lesson objectives |
Learners will be able to: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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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:4 P: 127 • SPEAKING in pairs, students discuss the questions. Elicit in open class why students think it is important to analyse news stories in this way and which three questions in exercise 2 they consider to be the most important. Ex:5 P: 127 • In pairs, ask students to read the explanation of ‘citizen journalism’ and make two lists of the advantages and disadvantages of citizen journalism. Draw two columns on the board and ask students to come up and write in their answers Ex:6 P: 127 • Tell students they are going to watch or listen to four students in a media studies class who are debating whether citizen journalism is a good thing. Ask students to note down which of their ideas in exercise 5 they mention. Ask students to decide who they would vote for at the end of the debate. See the Teacher’s Resource Centre for the audio script/video script for this exercise. Ex:7 P: 127 • Play the video or audio track again for students to complete each sentence with between one and three words. Encourage students to compare in pairs before you check in open class. |
Learners work with a partner and discuss these question. ANSWERS Students own answer Learners work with a partner. Read this explanation of citizen journalism. Answer the question. ANSWERS Students own answer Learners watch or listen to four students in a media studies class. Answer the question. ANSWERS Students own answer Learners watch or listen again. Use your own words complete each sentence with between one and three words. ANSWERS 1 live feeds 2 reliable 3 sources 4 shot 5 personal gain 6 speculation |
Descriptor: - work with a partner - discuss these question Total: 2 point
Self assessment Descriptor: - work with a partner - answer the question. Total: 2 point Descriptor: - watch or listen to four students - answer the question Total: 2 point Descriptor: - watch or listen again. - complete each sentence with between one and three words 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: 10 Breakthrough technologies |
Lesson 75 |
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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 |
Listening: Train passenger |
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Learning objectives |
10.1.8.1 - develop intercultural awareness through reading and discussion 10.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 10.3.4.1 - 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 |
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Lesson objectives |
Learners will be able to: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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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: 128 • SPEAKING In pairs, students read the headline and make a list of questions they would ask the teenager to find out the full story of what happened. Elicit questions from different students around the class Ex:2 P: 128 • Tell students they are going to listen to two journalists interviewing the teenager in the headline. Play the track and ask students to tick any of their questions from exercise 1 which they hear. Ask students how many questions they ticked. Ex:3 P: 128 • Ask students to read through the questions. Then play the track again for them to listen and choose the correct answers. Check their answers. Ask students to say which parts of the listening text helped them decide on their answers. |
Learners work with a partner. Read this headline. Answer the question. ANSWERS Students own answer Learners listen to two journalists interviewing the teenager. ANSWERS Students own answer Learners listen again and choose the correct answers. ANSWERS 1 b (His clothes certainly weren’t very smart. I specially remember that his jacket was small and didn’t go over his arms.) 2 b (… it was a print … He signed it … And he added colours at the top.) 3 a (He actually said to me ‘This will be worth about £20,000.’ I didn’t really believe that at fi rst, which is why I looked him up on the Internet when I got home.) 4 a (But what we’ve decided to do now is … my dad is going to take the picture and get some experts to examine it, and see what they say.) 5 b (It’s great to see somebody getting an immediate reward for a simple act of kindness.) |
Descriptor: - work with a partner - Read this headline - answer the question. Total: 2 point
Self assessment Descriptor: - listen to two journalists Total: 2 point Descriptor: - listen again - choose the correct answers. 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: 10 Breakthrough technologies |
Lesson 76 |
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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: Indirect speech |
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Learning objectives |
10.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics 10.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics 10.6.11.1 use a variety of reported statements and question forms on a wide range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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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:1a P: 128 • Ask students to look at the indirect questions and write the direct questions Ex:1b P: 128 • Ask students to answer the questions about sentences a–f. Ex:2 P: 128 • Ask students to complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Remind students to use between two and five words Ex:3 P: 128 • Students write indirect questions using the words given. Check answers in open class paying attention to the final punctuation – full stop or question mark. |
Learners look at these sentences. They’re all indirect questions. Write the direct questions. ANSWERS a. What did the man look like? b. What did he do then? C. What was your reaction when you found out? d. Why did he give you the picture? e. Would you sell it? f What would you do with the money? Learners answer these questions. ANSWERS 1 The subject comes before the verb (like in a statement). 2 We use question marks when the first part of the sentence is a question. 3 Indirect questions are usually more formal and polite. Learners complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Use between two and five words. ANSWERS 1 long it took you 2 know whether he was talking 3 any idea why he doesn’t 4 wonder what other artists think 5 if this is the 6 why you decided to give 7 he does each year Learners write indirect questions using the words given. ANSWERS 1 I’d like to know how long you have lived in this area. 2 Can you tell me what you think of graffiti? 3 Have you any idea what you are going to do this summer? 4 Can I ask how often you watch the news on TV? 5 I wonder if you could tell me if you are interested in sport. 6 Do you know how many people read showbiz news? 7 I’d like to ask if you have ever met somebody famous |
Descriptor: - look at these sentences. - write the direct questions Total: 2 point
Self assessment Descriptor: - answer these questions. Total: 2 point Descriptor: - complete the second sentence - use between two and five words Total: 2 point Descriptor: - write indirect questions - use the words given 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: 10 Breakthrough technologies |
Lesson 77 |
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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 |
Flipped classroom Summative Assessment for the Unit 7 |
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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 10.3.4.1 - 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 10.3.7.1 - 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 the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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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:5a P: 129 • SPEAKING In pairs, students look at the news headline and, in the role of reporters, write six indirect questions to ask the teenager Ex:6 P: 129 • Students look at sentences a–g and the question tags they contain. Ask students to decide if statements 1–6 are True (T) or False (F). Ex:7 P: 129 • Ask students to match sentences 1–8 with the correct question tags a–h. Ex:8 P: 129 • Ask students to complete the sentences with question tags. Ex:9 P: 129 •Play the track for students to listen and check their answers. See p182 for the audio script for this exercise. Summative Assessment for the Unit 7 |
Learners look at this news headline. Work with a partner. Write six indirect questions to ask teenagers. ANSWERS Students own answer Learners look at these sentences and the question tags they contain. Mark the statements. ANSWERS 1 T 2 T 3 T 4 T 5 F 6 T Learners match the sentences with the correct question tags. ANSWERS 1 h 2 b 3 a 4 g 5 e 6 c 7 f 8 d Learners complete the sentences with question tags. ANSWERS 1 don’t they 2 aren’t I 3 shouldn’t we 4 won’t it 5 aren’t we 6 didn’t you 7 does she 8 haven’t we Learners listen and check your answers. ANSWERS 1 don’t they 2 aren’t I 3 shouldn’t we 4 won’t it 5 aren’t we 6 didn’t you 7 does she 8 haven’t we |
Descriptor: - look at news headline - write six indirect questions to ask teenagers. Total: 2 point
Self assessment Descriptor: - look at these sentences - mark the statements Total: 2 point Descriptor: - match the sentences Total: 2 point Descriptor: - complete the sentences with question tags. Total: 2 point Descriptor: - listen and check your answers 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: 10 Breakthrough technologies |
Lesson 78 |
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Grade: 10 |
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Lesson title |
Developing speaking: p Presentations -2 |
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Learning objectives |
10.1.8.1 - develop intercultural awareness through reading and discussion 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 10.3.7.1 - 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 the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
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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 Say to students: I wonder if you would like to be famous. Ask them to discuss the question in pairs or small groups. Elicit ideas from different students around the class and ask students to identify the advantages and disadvantages of being famous. |
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: 130 • SPEAKING in pairs, students discuss the questions. Encourage students to share any interesting ideas with the class. Ex:2 P: 130 • SPEAKING in pairs, students look at the statement and think of arguments for and against it. Ex:3 P: 130 • Tell students they are going to listen to somebody giving a presentation on the topic in exercise 2. Play the track for them to listen and decide if they agree with what the person says. Elicit why or why not. See p182 for the audio script for this exercise. Ex:4 P: 130 • Play the track again for students to listen and complete the expressions in the Speaking bank. Ex:5 P: 130 • Ask students to choose one of the statements and think of arguments for and against it. Then encourage students to decide what their opinion is. |
Learners work with a partner and discuss these questions. ANSWERS Students own answer Learners look at this statement. Work with a partner and think of arguments for and against it. ANSWERS Students own answer Learners listen to somebody giving a presentation on this topic. ANSWERS Students own answer Learners listen again and complete the expressions in the Speaking bank. ANSWERS There’s no denying that… You can’t argue with the fact that … Let’s not forget that … Having said that, Learners choose one of these statements. Think of arguments for and against. Then decide what your opinion is. ANSWERS Students own answer |
Descriptor: - work with a partner - discuss these questions. Total: 2 point
Self assessment Descriptor: - look at this statement - work with a partner Total: 2 point Descriptor: - listen to somebody giving a presentation Total: 2 point Descriptor: - listen again - complete the expressions Total: 2 point Descriptor: - choose one of these statements - decide what your opinion is 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: 10 Breakthrough technologies |
Lesson 79 |
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Teacher name: |
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Date: |
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Grade: 10 |
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Lesson title |
Developing writing: An article - 2 |
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Learning objectives |
10.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular 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 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; |
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Lesson objectives |
Learners will be able to: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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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 In groups, students play 20 questions. Student A thinks of a news story that people are talking about now and the other group members ask 20 Yes/No questions to try to discover what it is. Student A can only answer yes or no. When somebody guesses correctly, they take a turn to answer questions. |
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: 131 • SPEAKING in groups, students brainstorm any people, stories or events that teenagers in their countries are talking about right now Ex:1b P: 131 • Encourage students to compare their answers with the rest of the class to see if they have chosen similar things. Ex:2 P: 131 • Students read the writing task carefully and find the key information that they need to include in their article. Ex:3 P: 131 • Ask students to read the article and decide if it includes all the necessary information. Elicit the answer and what stories the article talks about. Ex:4 P: 131 • Ask students to look again at the article and choose the correct alternative. Ask them to think about the meaning of the words and how they function in a sentence. Ex:5 P: 131 • Ask students to read the lists of linkers in the Writing bank and put the titles in the correct places. Ex:6 P: 131 • In pairs, students put the stages of writing a text in order. |
Learners work in groups. Brainstorm any people, stories or events that teenagers in your country are talking about right now. ANSWERS Students own answer Learners compare answers with the rest of the class. ANSWERS Students own answer Learners look at this writing task. Find the key information that you need to include in your article. ANSWERS … who or what, in your opinion, people are talking about right now. … why you think people are talking about them … …. give us your own opinion … Learners read this article. Answer the question. ANSWERS Yes, it includes the necessary information. Learners look again at the article and choose the correct alternative. Think about the meaning of the words and how they function in a sentence. ANSWERS a Despite the fact that b At fi rst c since d However e as f As far as I am concerned g as Learners put these titles in the correct places in the writing Bank. ANSWERS 2 f 3 a 4 b 5 e 6 c Learners work with partner. Put these stages of writing a text in order. ANSWERS 2 b 3 a 4 d 5 c 6 f |
Descriptor: - work in groups - brainstorm any people, stories or events Total: 2 point
Self assessment Descriptor: - compare answers with the rest - see if they have chosen similar things. Total: 2 point Descriptor: - look at this writing task - find the key information Total: 2 point Descriptor: - read this article - answer the question. Total: 2 point Descriptor: - look again at the article - look again at the article 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 10: Breakthrough technologies |
Lesson 80 |
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Teacher name: |
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Date: |
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Grade: 10 |
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Lesson title |
Summative control work for the 3rd term |
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Learning objectives |
10.2.3.1 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.2.1 - ask and respond to complex questions to get information about a wide range of general and curricular topics; 10.4.7.1 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics 10.5.7.1 - use independently |
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Lesson objectives |
Learners will be able to: - differentiate the style of speech (informal, semiformal, very formal) - 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.
revise the vocabulary from the previous Lead – In |
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture What is the difference between information and data? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about for –and –against |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
LISTENING Task. Listen to the recording and answer the questions. Write NO MORE THAN THREE WORDS or A NUMBER READING Task. Read the text carefully and answer the questions. WRITING Task. Choose ONE of the topics to write. Topic 1. Robots in the Future Topic 2. Capability of Human Brain. SPEAKING Task. Work in pairs. Choose ONE of the cards and answer the questions. You have 1 minute to prepare and 2-3 minutes to speak. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils listen to the recording and answer the questions ANSWERS •Pupils read the text and answer the questions ANSWERS • Pupils choose ONE topic to write. ANSWERS Students own answer • Pupils work in pairs. Choose ONE of the cards and answer the questions ANSWERS Students own answer |
Descriptor: - listen to the recording - answer the questions Total: 2 point Descriptor: - read the text - answer the questions Total: 3 point Descriptor: - choose ONE topic to write Total: 3 point Descriptor: - work in pairs - answer the questions Total: 3 point -Make CCQ questions Yes / N Total: 10 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit: 10 Breakthrough technologies |
Lesson 81 |
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Teacher name: |
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Date: |
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Grade: 10 |
Number present: |
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Lesson title |
Grammar revision |
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Learning objectives |
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 10.4.8.1 - select and evaluate paper and digital reference resources to check meaning and extend understanding 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 |
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Lesson objectives |
Learners will be able to: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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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 extra support provided in the Grammar and Vocabulary reference sections makes the Grammar and Vocabulary revision sections ideal for setting as homework. You could get students to complete the whole revision page or just certain exercises for homework. |
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: 133 • Students complete each sentence with one of the words in the box. Remind them they can only use each word once. Ex:2 P: 133 • Ask students to put the verbs given in the correct form. Ex:3 P: 133 • Ask students to put the words in the correct order and add a question mark at the end of the sentence if necessary. Ex:4 P: 133 •Ask students to choose the correct alternative. . |
Learners complete the sentences with these words. ANSWERS 1 would 2 going 3 to 4 was 5 to Learners put the verbs in the correct form. ANSWERS 1 would be 2 had passed 3 would have called 4 had won 5 would have finished Learners put the words in the correct order and add question marks at the end of the sentence if necessary. ANSWERS 1 Can you tell me what you want? 2 I would like to know how you are. 3 Do you know what time it is? 4 Have you any idea whether he drinks coffee? 5 I want to know how you did that. Learners choose the correct alternative. ANSWERS 1 do they 2 do 3 hasn’t 4 am 5 there |
Descriptor: - complete the sentences with these words. Total: 2 point
Self assessment Descriptor: - put the verbs in the correct form Total: 2 point Descriptor: - put the words in the correct order - add question marks Total: 2 point Descriptor: - choose the correct alternative 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: 10 Breakthrough technologies |
Lesson 82 |
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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 |
Unit revision |
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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 10.3.4.1 - 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 |
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Lesson objectives |
Learners will be able to: - talk about the future in the past using a variety of tenses and expressions -use indirect questions to be polite |
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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 |
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: 134 •SPEAKING In pairs, ask students to look at the headlines and invent a short newspaper story that could fi t each one. When they finish, students compare stories in open class. . Ex:2 P: 134 • READING Ask students to read the real newspaper stories to see if they are similar in any way to their invented stories. Ex:3 P: 134 • Ask students to read the stories again and decide if the statements are True (T), False (F) or if the information is Not Mentioned (NM). Ask students to identify the lines in the text which helped them decide on their answers. |
Learners work with a partner. Look at the headlines. Invent a short newspaper story that could fit each headline. ANSWERS Students own answer Learners read the real newspaper stories. Answer the question ANSWERS Students own answer Learners read the stories. Mark the statements. ANSWERS 1 NM 2 F (After looking at Cent’s records they found out …) 3 T (… because we are of Polish origin, his story really stuck with us.) 4 NM 5 NM 6 T (A website set up in his honour has so far received donations of over $14,580 to reward him.) 7 T (Thanks to another offer, the taxi driver could have recorded an album if he was interested in starting a music career.) 8 F (Immediately after fi nding the money, Gori began to look for the couple. … He always knew he wouldn’t take the money for himself.) |
Descriptor: -work with a partner. - look at the headlines. - invent a short newspaper story Total: 2 point
Self assessment Descriptor: - read the real newspaper stories - answer the question Total: 2 point Descriptor: - read the stories - mark the statements 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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min. 24 Ақпан 2025 134
