Lesson plans for 10 grade\\\ Action

LESSON: Module 1 Lesson  1

Introductory     lessons

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.6 -  organise and present information clearly to others;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

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

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

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

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of general and curricular topics;

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

10.6.7 - use perfect continuous forms  and a variety of simple perfect active and passive forms  including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs 

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar 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

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Value links

1 Science and scientific phenomena

Cross - curricular links

Global issues

ICT skills

Using videos& pictures, working with URLs

Previous learning

 1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

To introduce the topic

Ask Ss to look at the pictures and then imagine they are there on the steppe.   Ask various Ss to describe to the class what they can see and feel using their imagination.

Give Ss time to complete the task and then check Ss' answers. Elicit more jobs from Ss (e.g. teacher, actor, secretary, violinist, tour guide, etc).

Answer Key

1    H            3 E                 5 A              7 C              9 F

2D               4 G                 6 1              8 В

To personalise the task

•              Give Ss time to complete the task.

•              Ask various Ss to tell the class. Ss should justify their answers.

Suggested Answer Key

I'd like to be a teacher because I love children.

Vocabulary: Jobs (video game tester, flight attendant, secret shopper, sales assistant, camp counsellor, police officer, dog walker, storm chaser, sports coach); Extreme Sports (street luge, speed skiing, windsurfing, mountain biking, paragliding, motocross, white-water rafting, rock climbing); Entertainment (audience, scene, scenery, lighting, performance, curtain, stage, props, fame, icon); The Internet (user-friendly interface, search engine, email account, login name, profile, browse, sign up, tight-knit community); The Weather (snow, blizzard, breeze, hail, sleet, rain, tornado, flood, shower, drizzle, wind, gale, storm, temperature, boiling hot, chilly, sunny spells, freezing cold); Health Issues (eye strain, hearing loss, thumb arthritis, swelling, itchy rash, skin infection, shoulder strain, upset stomach, immune system, insomnia, watery eyes, travel sickness); Appearance & Character (middle-aged, old, teenager, plump, well-built, overweight, skinny, medium, neck, beard, moustache, hair, curly, wavy, pierced, straight, wrinkles, freckles, tattoo, eyebrows, patient, generous, outgoing, blonde) Grammar: Present and past tenses (revision)

PRESENTATION AND PRACTICE

C10

S7

To revise extreme sports

•     Give Ss time to write the correct extreme sport under each picture and then check Ss' answers.

•     Elicit more extreme sports from Ss (e.g. kite surfing, sky diving, etc).

Answer Key

7 white-water rafting

1     speed skiing

2     street luge

3     mountain biking

To revise vocabulary related to

entertainment

•     Go through the list of words and explain/elicit the meanings of any that Ss are unsure of.

•     Give Ss time to complete the sentences in pairs and then check Ss' answers around the class.

4     performance 9 scene

5     lighting 10 props

6     stage

7     curtain

4     To revise vocabulary related to the Internet

•     Go through the list of words and explain/elicit the meanings of any that Ss are unsure of.

Give Ss time to complete the sentences in pairs and then check Ss' answers.

Answer Key

1 account        4          login    7 interface

2 engine          5          profile 8 browse

3 community   6          sign up

Aim To revise vocabulary related to the

weather

•     Elicit various words related to weather (e.g. hot, cold, freezing cold, etc). Ask Ss to describe weather conditions in their country. (In my country, summers are hot.)

Give Ss time to complete the task and then elicit

Answer Key  

1 breeze          3 storm

2 tornado        4 sunny spells

Aim To revise vocabulary related to health

issues

•     Go through the list of words and explain/elicit the meaning of any that Ss are unsure of.

•     Give Ss time to complete the sentences in pairs and then check Ss' answers around the class.

Aim) To revise vocabulary for appearance & character

•          Give Ss time to complete the task and then elicit answers from Ss around the class. Ask Ss to justify their answers.

Answer Key

1          plump (refers to weight)

2          medium (refers to build)

3          neck (part of body)

4          pierced (ears, nose)

5          eyebrows (part of face, rest of words are special characteristics)

6          blonde (refers to hair)

•          As an extension ask various Ss to present themselves to the class.

Suggested Answer Key

I'm Laura and I'm 20 years old. I'm tall and slim with long, straight, brown hair and blue eyes. I'm patient and outgoing, but I can be stubborn at times.

To revise present and past tenses

•          Refer Ss to the Grammar Reference section to revise use of tenses.

•          Explain the task and give Ss time to complete

it.

•          Check Ss' answers and elicit their reasons for their choice of tenses used.

9          (Aim To identify appropriate responses to everyday English expressions

•          Explain the task.

•          Allow Ss some time to complete it.

•          Check Ss' answers.

•          As an extension ask pairs of Ss to act out the exchanges.

Answer Key

7 b       3 b

2          a          4 b     5 b         7 b       9 b

6          a         8 b       10 a

Pictures, p.5.

 Dictionary.

Recording.

ENDING THE LESSON

(An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson  2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.6 - organise and present information clearly to others;

10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk

on a limited range of unfamiliar topics;

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

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

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

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of general and curricular topics;

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

10.6.7 - use perfect continuous forms  and a variety of simple perfect active and passive forms  including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs; 

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar 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

Lesson objectives

All learners will be able to:

listen and read for gist and for specific information

Most learners will be able to:

  listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases

Some learners will be able to:

  listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on our steppe

Assessment criteria

Learners have met the learning objective if they can: speak about animals and their habitats, the steppe

Value links

1 Science and scientific phenomena

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

   1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

To introduce the topic

Module Objectives

Read the title of the module Science & scientific phenomena and ask Ss to suggest what they think the module will be about (the module is about famous scientists, genetics, DNA and jobs related to science). Go through the objectives list to stimulate Ss' interest in the module.

Vocabulary

To introduce new vocabulary

Direct Ss' attention to the words in the list and give Ss time to use them to complete the phrases.

Answer Key

2                                  invented   4 argued

3                                  discovered 5 founded

PRESENTATION AND PRACTICE

To match scientists to their

2          Ask Ss to match the scientists A-E to their achievements 1-5.

3          Play the recording. Ss listen and check their answers.

4          Elicit sentences from Ss around the class.

Answer Key

5     В Albert Einstein developed the theory of relativity.

6     E Tim Berners-Lee invented the World Wide Web.

7     D Marie Curie discovered radioactivity and

won the Nobel Prize twice.

8     A Nicolaus Copernicus argued that the Sun

was at the centre of the universe.

9     C Kaisha Atakhanova founded the environmental

organisation EcoCenter.

To introduce new vocabulary and

match scientists to their fields of study

10          Elicit what each field of study deals with. S may use their dictionaries if necessary. The elicit which scientist is related to which field.

11          Ss may have to look up the answers on the Internet.

12          Check Ss' answers on the board.

Answer Key

Nicolaus Copernicus is related to astronomy.

Albert Einstein is related to physics.

Kaisha Atakhanova is related to biology.

Marie Curie is related to physics & chemistry.

Tim Berners-Lee is related to computer science.

• Play the video for Ss and elicit their comments

ENDING THE LESSON

 Discussing the theme of the module

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson  3

Use of English 1b

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

0.1.6 - organise and present information clearly to others;

10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk

on a limited range of unfamiliar topics;

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

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

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

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of general and curricular topics;

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

10.6.7 - use perfect continuous forms  and a variety of simple perfect active and passive forms  including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs; 

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar 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

Lesson objectives

All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

 Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Assessment criteria

Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

 1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

to introduce the topic of the lesson

Teacher’s ideas

PRESENTATION AND PRACTICE

        OVER TO YOU! Ask Ss to work in pairs or small groups and discuss the questions.

•          Ask Ss to close their books, then elicit answer from various Ss around the class.

•          Then ask Ss to share their answers/opinion with the class.

 Suggested Answer Key

I          think Tim Berners-Lee has had the biggest impac on our lives because we use the World Wide Wei every day. It has given people access to all sorts о information and, as we all know, information i. power.

Another famous scientist is Alexander Graham Bell He invented the telephone and the metal detector The telephone changed the way people communicati and allowed people to communicate over loni distances.

) (Aim) To introduce key vocabulary from a text and predict the topic of the text

•          Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words given.

•          Elicit Ss' guesses as to what the article is about.

Suggested Answer Key

I          think the article is about genetic engineering.

•          Ask Ss to look at the picture and read the title. Then elicit what the picture depicts and how this may be related to the title of the article.

•          Play the recording. Ss listen and read the text to check their answers.

Suggested Answer Key

The picture shows an eraser erasing part of a genetic code. This could refer to genetic engineering and the ability to remove faulty genes which cause diseases and which could possibly lead to a world without disease.

To read for specific information

•          Ask Ss to read the sentences 1-8.

•          Then give Ss time to read the text and mark the sentences according to what they read.

•          Check Ss' answers around the class.

Answer Key

IT        3          T          5          T          7          DS

2          F          4          T          6          T          8          DS

•          Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

•          Play the video for Ss and elicit their comments.

13            To consolidate vocabulary in a text

Give Ss time to complete the sentences using

Answer Key

7 inherited

14  made

15  determines

16  characteristics 7 brought

17  debate                 8 cells

18  prevent

To consolidate new vocabulary (collocations)

•     Read the words/phrases in the lists and give Ss time to match them to make collocations.

•     Elicit answers from various Ss around the class.

Answer Key

Id 2 e 3 b 4 f 5 c 6 a

To practise collocations

•     Give Ss time to use the collocations from Ex. 4a to complete the sentences.

•     Check Ss' answers.

7          inherit diseases           4

2          gene editing    5

3          live longer       6

faulty genes

Genetically-modified food Designer babies\

To present/revise comparison of adverbs

•     Ask Ss to read the example sentences in the box and then elicit how we form the comparative and superlative forms of adverbs.

•     Refer Ss to the Grammar Reference section for details.

•     Then elicit further examples from the text. Suggested Answer Key

Adverbs with the same form as the adjectives take -er in the comparative form and -est in the superlative form. Adverbs ending in -ly take more in the comparative form and the most in the superlative form.

Examples in the text: the fastest, more quickly, longer, more specifically

b)   To practise comparative and superlative forms of adverbs

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

•     Check Ss' answers.

Answer Key

•     the words in the list.

•     Check Ss' answers around the class.

Speaking & Writing

To personalise the topic

Ask Ss to talk in pairs and tell their partner wh characteristics they share with other members their family.

Suggested Answer Key

I have the same colour hair as my sister and same colour eyes as my brother.

give a short summary of a text

•     Give Ss time to read the text again and me notes and then use their notes to write short summary of the text.

•     Ask various Ss to read their summary to 1 class.

Suggested Answer Key

Our genes contain the characteristics we hi inherited from our parents. We have trillions of о in our bodies. Cells have chromosomes (23 from i mum and 23 from our dad). Chromosomes hi DNA. A gene is a section of DNA. Sometimes gei are faulty and we can get diseases. Gene editing c prevent this from happening. There is a lot ofdebi about genetic engineering on humans, but it со, end some diseases.

To expand the topic and write a short quiz

•          Ask Ss to research on the Internet and find c information about people related to genetic

•          Ask Ss to write a quiz and then swap their q with their partner for him/her to try to comple

Suggested Answer Key

7          What is Sir Cyril Astley Clarke known for? ( work on prevention of Rh disease in newbi babies)

2          Who is known as the father of modern genetii (Gregor Mendel)

3          Who first discovered DNA and when? (Friedr, Meischer in 1869)

4          Who isolated its molecular structure? (Jan Watson and Francis Crick)

5          Who came up with the term 'double helix' for t shape of the structure of DNA? (James Watsor

ENDING THE LESSON

A Grammar quiz. (Teacher’s ideas)

Workbook: 1b & Use of English 1

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson  4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.6 -  organise and present information clearly to others;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

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

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

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

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of general and curricular topics;

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

10.6.7 - use perfect continuous forms  and a variety of simple perfect active and passive forms  including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs 

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar 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

Lesson objectives

All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

 Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Assessment criteria

Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

 1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

To revise  the to-infinitive and the -ing forms

  Explain the task and give Ss time to complete it. Then check Ss’ answers around the class.

Teacher’s ideas

PRESENTATION AND PRACTICE

•     Ask Ss to read the definition and the newspaper headline and then elicit an answer to the question in the rubric.

•     Give Ss time to read the text and find out if their guesses were correct.

Suggested Answer Key

I     think DNA can help bring extinct animals back to

life

To read for cohesion and coherence

•     Explain the task and give Ss time to complete it by matching the sentences to the gaps.

•     Check Ss' answers.

Answer Key

1C 2 A 3 F 4 D 5 В

•     Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

•     Play the video for Ss and elicit their comments.

To consolidate new vocabulary

•     Explain the task. Give Ss time to complete the task.

•     Check Ss' answers around the class.

To consolidate new vocabulary

•     Explain the task. Give Ss time to complete the task using the words from the Check these words box.

Check Ss' answers.

Answer Key

1          roam

2          impressive

3          excavating

4          alterations

ENDING THE LESSON

A Grammar quiz. (Teacher’s ideas)

Workbook: 1b & Use of English 1

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson   5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.8 - develop intercultural awareness through reading and discussion;

10.2.3 - 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;

10.3.6 -  navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; 

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

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

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give

Most learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information

Some learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information, talk about the ASCE Foundation, write an email about the Dream Big film

Assessment criteria

Learners have met the learning objective if they can: speak about natural disasters and write an email

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

 1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

    Grammar

To present/revise past modals of

speculation and deduction

•     Explain the task and ask Ss to read the theory.

•     Refer Ss to the Grammar Reference section at the back of their books for more details.

•     Elicit an example from the text and what it expresses.

Answer Key

Jack and his team must have been amazed because it suggested that DNA lasts a lot longer than originally believed, (refers to a deduction)

PRESENTATION AND PRACTICE

Aim To practise past modals of speculation and deduction

•     Explain the task.

•     Give Ss time to complete it.

•     Check Ss' answers.

Answer Key

1    may/might/could have had 3 can't have read

2     must have stolen                         4 must have gone

Listening

•          Ask Ss to read the questions and answer choices.

•          Then play the recording and ask Ss to complete the task by choosing the correct answers according to what they hear.

•          Check Ss' answers.

Answer Key

1          A         2 В      3 C      4 В

text; to develop critical thinking skills

•          Ask Ss to work in pairs and talk about what information they found the most interesting in the text.

•          Monitor the activity around the class, then ask some pairs to report back to the class.

Suggested Answer Key

What I found most interesting is that they have found dinosaur DNA. I am also fascinated by the fact that birds are the distant relatives of dinosaurs and that they can be used to possibly bring dinosaurs back to life in one way or another.

b) (Aim To express your opinion on the topic; to develop critical thinking skills

•          Read the rubric aloud and give Ss three minutes to think about their answers and write a short paragraph.

•          Ask various Ss around the class to read out their paragraph to the class.

Suggested Answer Key

I          don't think it is such a good idea to interfere with nature and natural events in time. I think dinosaurs should remain extinct. I don't think it would be safe for us or for these species to exist out of their time. However, I think that other species that became extinct in an unnatural way due to man's activities, such as hunting or destroying their habitats, should be brought back because they may still play an important role in the ecosystem.

ENDING THE LESSON

  Discussing the theme of the module

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson  6

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.8 - develop intercultural awareness through reading and discussion;

10.2.3 - 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;

10.3.6 -  navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; 

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

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

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

listen and read for gist, pronounce the /oo/ sound

Most learners will be able to:

listen and read for gist, pronounce /oo/ sound, role play a dialogue

Some learners will be able to:

listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental organization

Assessment criteria

Learners have met the learning objective  if they can: apply to environmental organization and role play the dialogue

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

 Vocabulary & Reading

1    a) [Aim] To present new vocabulary

•     Direct Ss' attention to the list of jobs and the topics.

•     Then give Ss time to match the jobs (1-8) to the topics (a-h) and tell their partner.

•     Check Ss' answers.

Answer Key

1    e               3     f               5 b                    7     c

2     h              4     a             6 g                    8      d

A physicist studies matter and energy.

A geneticist studies the inherited characteristics of living things.

A mathematician studies numbers, shapes and space. An astronomer studies planets, the universe and space. A chemist studies the characteristics of substances and how they react.

A biologist studies all natural life.

A psychologist studies the human mind and the way it works.

A geologist studies the Earth's surface.

PRESENTATION AND PRACTICE

  To express an opinion

Ask various Ss around the class to share their opinions with the rest of the class following the example.

Suggested Answer Key

think being an astronomer is the most interesting because there is so much we don't know about planets, the universe and space and finding out more about them would be very exciting and interesting.

To predict the content of a

 Text

•     Ask Ss to read the subtitles in the text and elicit whether Ss think they are true or not.

•     Play the recording. Ss listen and read and find out.

Suggested Answer Key

I    think none of the sentences are true because the title of the text is 'myth-busters'.

To read for specific information

•     Ask Ss to read the questions and answer choices.

•     Then give them time to read the text and choose their answers according to what they read.

•     Check Ss' answers.

Answer Key

ID                              2 В                              ЗА

•    Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

Play the video for Ss and elicit their comments.

ENDING THE LESSON

Ss in pairs prepare similar dialogues and then act them out.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson  7

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.8 - develop intercultural awareness through reading and discussion;

10.2.3 - 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;

10.3.6 -  navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; 

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

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

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

listen and read for gist, for specific information

Most learners will be able to:

  listen and read for gist, read for specific information, compare buildings

Some learners will be able to:

  listen and read fir gist, read for specific information, compare buildings, write about an eco-friendly building

Assessment criteria

Learners have met the learning objective if they can: compare buildings and write about buildings

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

 з (Aim) To consolidate new vocabulary through antonyms

•     Read out the words in the list and ask Ss to look up their meanings in their dictionaries if necessary. Then give Ss time to complete the task.

•     Check Ss' answe

Answer Key

definitely * possibly dishonest * honest awful * excellent miss *■ hit

unknown * famou passed * failed luckily * unfortunately eventually * immediately occasionally * constantly

PRESENTATION AND PRACTICE

 Aim To consolidate new vocabulary

•     Explain the task and give Ss time to complete the task in pairs.

•     Check answers around the class.

Answer Key

1                                 struggles                 3 come               5 breathe

2                                 observing            4 vote

To practise forming negative verbs

•     Read the table aloud to Ss and explain any points they are unsure of providing extra examples if necessary.

•     Give Ss time to complete the task.

•     Check Ss' answers.

Answer Key

1                                 misheard                 3 unlocked        5 misbehaved

2                                 disappeared       4 recharge

To consolidate information in a

text; to develop critical thinking skills

Explain the task, give Ss time to consider their answers and then ask various Ss to tell the class.

Suggested Answer Key

I          think the most convincing myth is the one about an apple falling on Newton's head because it is believable. It could have happened and it may have been Newton himself who started the myth.

To narrate a story

•     Explain the task and give Ss time to form their narrative.

•     Then ask various Ss around the clas narrate the story to the rest of the clas:

Suggested Answer Key

One day, Newton was sitting under an apple tree it garden. He was thinking about the forces of no when an apple fell from the tree and hit him on head. This made him think about why the apple down and he came up with the theory of gravity.

7  Writing To write about a myth

 •         Explain the task and give Ss time to research the Internet for a similar myth and then write short paragraph about it.

•          Ask various Ss to read their paragraph to tl class.

Suggested Answer Key

There are a number of myths surrounding Galilei but the most famous one is about how he prove the theory that gravitational acceleration is equi for heavy and light objects. According to the mytf he went to the top of the Leaning Tower of Pisi with two cannonballs of different weights. He thei dropped them to prove that heavy objects do not fal faster than light ones to his students below However, this is not quite true. He was in Pisa, but he performed a number of different experiments. He rolled balls down long wooden ramps and made pendulums of different weights. He dropped objects, but he didn't drop them off the Leaning Tower.

VIDEO +QUESTIONS

Ex. 3, p.13 (SB)

ENDING THE LESSON

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson  8

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;  

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

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

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

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

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs 

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

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

Lesson objectives

All learners will be able to:

listen and read for gist, read for specific information

Most learners will be able to:

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world

Some learners will be able to:

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world, make a speech about the importance of being a global citizen.

Assessment criteria

Learners have met the learning objective if they can: prepare a poster about changing the world and make a speech about the importance of being a global citizen

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

  Writing

1 (Aim) To analyse a rubric

•          Ask Ss to read the rubric and pay attention to the key words in bold.

•          Give Ss time to answer the questions and then check Ss' answers.

Answer Key

1          an article

2          my teacher

3          a famous scientist

4          120-180

5          when and where he/she was born, his/her achievements, when he/she died

PRESENTATION AND PRACTICE

  To read a model article and match

paragraphs to content

•          Give Ss time to read the model and match the contents (1-4) to each paragraph (A-D).

•          Check Ss' answers.

Answer Key

IB        2 С ЗА 4 D

з          a) (Aim To identify and use techniques for beginning and ending an article

•          Elicit which techniques the writer has used in the model and the give Ss time to rewrite the beginning and ending using different techniques.

•          Ask various Ss to read out their beginnings and endings to the class.

Answer Key

Beginning: addressing the reader directly Ending: using a short quotation

Suggested Answer Key

Beginning: Many people think of Albert Einstein when the topic of genius is mentioned, (making a statement)

Ending: Einstein changed the way we see the world. Wouldn't you agree that makes him a genius? (addressing the reader directly)

4     4 (Aim) To present and identify connectors

Ask Ss to read the examples in the box and then elicit which ones are used in the article.

Answer Key

while, and, because, despite

5     (Aim) To practise connectors

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

•     Check Ss' answers.

Answer Key

1                                 while/but                 3 and         5 because

2                                 Despite        4 While

6 [Aim To present/revise active/passive
sentences (present simple/past simple)

•     Ask Ss to read the examples and then elicit how a passive sentence differs from an active one and when we use 'by' or 'with'.

•     Then elicit the passive sentences in the article.

Answer Key

An active sentence emphasises the person who does the action while a passive sentence emphasises the action.

We use 'by' + agent to say who or what carries out the action. We use 'with' + instrument/material/ ingredient to say what the agent used.

Examples in the model:

It was published in 1905 and he was soon offered important university positions.

In 1921 Einstein became world famous because he was awarded the Nobel Prize for Physics.

Aim) To practise changing active sentences to passive sentences

•     Explain the task. Give Ss time to complete it.

•     Check Ss' answers.

Suggested Answer Key

1     Penicillin was discovered by Alexander Fleming in 1928.

2     Physics is taught to our class on Tuesdays by Mr Roberts.

3     A helicopter was designed by Leonardo da Vinci in the 15th century.

4     The laboratory door is kept closed at all times.

5/ A ll Anna's files were lost when her laptop crashed.

To practise the passive

•     Ask Ss to read the text and then g time to rewrite it using the passive.

•     Ask various Ss to read out the para check Ss' answers.

Suggested Answer Key

Thomas Alva Edison is usually recognised by the inventor of the light bulb, but types of were developed by other inventors before Ec first electric light was invented by Humph re] the beginning of the 19th century and a light demonstrated by Joseph Swan at one of his I 1879 around the same time as Edison. A com created by Edison and Swan in 1883. It v\ Edison-Swan United.

To write an article

•     Give Ss time to complete the task i plan.

•     Remind Ss to use appropriate begim ending techniques and connectors.

•     Check Ss' answers.

•     Alternatively, assign the task as HW a Ss' answers in the next lesson.

Suggested Answer Key Nicola Tesla

Have you heard of Nicola Tesla? Well, son thought of him as a 'mad scientist', bu\ actually one of the greatest inventors in hi Tesla was born in the Austrian Empire in 1, child, he was very interested in physics ai talent for engineering. Despite not gradual university, he was an excellent student. After moving to the USA in 1884, Tesla и an electrical engineer for the Edison Comp short time. He later started his own com) developed the AC electrical system and ; coil, which are still used today. Throug career, Tesla discovered, designed and c ideas for a number of important in including the AC dynamo and the inductio He was also a pioneer in the discovery c remote control and electric power transmis Despite his early success, Tesla died poor His value in science history was mostly l until 1960 when an 51 unit, which are measure magnetic fields, was named in hii Today his work is recognised and his legacy

ENDING THE LESSON

 Discussing the theme of the module

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson  9

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;  

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

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

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

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

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs 

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

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

Lesson objectives

All learners will be able to:

read for gist, read for specific information

Most learners will be able to:

read for gist, read for specific information and write an essay following the plan given

Some learners will be able to:

read for the gist, read for specific information, write an essay following the plan given and offer solutions to a problem.

Assessment criteria

Learners have met the learning objective if they can: write an essay offering solutions to a problem

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

 To read for gist

•     Read the rubric aloud. Elicit answers to the question in the rubric.

•     Give Ss time to read through the text and find out.

Suggested Answer Key

I know a man called Tim Berners-Lee invented the World Wide Web.

PRESENTATION AND PRACTICE

1      To read for cohesion and

coherence; to listen and read for confirmation

•     Give Ss time to read the text again and complete each gap with an appropriate word.

•     Play the recording. Ss listen, read and check their answers.

Answer Key

1     to       3 never 5          with          7 went 9           by

2     ago    4 was 6             which/that     8 but 10         of

•     Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

•     Play the video for Ss and elicit their comments.

з   To consolidate new vocabulary

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

•     Check Ss' answers around the class.

Answer Key

2     To consolidate information in a text; to develop critical thinking skills

•     Ask Ss to read the questions and give them time to consider their answers.

•     Have Ss discuss the questions in pairs or ask individual Ss to share their answers with the class.

Suggested Answer Key

1    The Internet is popular because it is the go-to source for information.

2    I use the Internet for shopping and social media as well as for looking up information to help me with my homework.

3    I think the Internet will change our lives in the future in many ways. Firstly, everyone will be online all the time; we won't have to look for Wi-Fi hotspots or use broadband. I think some people will live online using virtual reality and disconnect from the real world. I also think it will be very difficult to keep any information private.

To write about an invention

•     Explain the task and give Ss time to research online to find out information about an invention or development that came from their country and write a paragraph about it including all the points in the rubric.

•     Ask various Ss to share their answers with the class.

(Ss' own answers)

ENDING THE LESSON

(An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson  10

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;  

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

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

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

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

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs 

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

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

Lesson objectives

All learners will be able to:

Listen and read for a gist, read for specific information

Most learners will be able to:

 Listen and read for a gist, learn about values, do a quiz

Some learners will be able to:

Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values

Assessment criteria

Learners have met the learning objective if they can: speak about values

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

 1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

 To introduce

•        Read the rubric aloud and go through the traits in the list.

•     Elicit which ones we can inherit from our parents from Ss around the class.

•     Give Ss time to read the text and check.

Answer Key

straight hair, gender, intelligence, eye colour, blood type

PRESENTATION AND PRACTICE

 Aim To consolidate new vocabulary through synonyms

•          Direct Ss to the underlined words in the text and ask Ss to match them to their synonyms in the list using their dictionaries if necessary.

•          Check Ss' answers.

Answer Key

entirely - completely easily = without difficulty quickly = rapidly remarkably = surprisingly

part of speech: adverbs

4          (Aim; To consolidate new vocabulary through antonyms

•          Direct Ss to the bold words in the text and ask Ss to match them to their antonyms in the list using their dictionaries if necessary.

•          Check Ss' answers.

Answer Key

alike     different         natural * man-made

native * foreign          unique * common

part of speech: adjectives

To answer comprehension questions on a text

Ask Ss to read the questions (1-4) and give Ss time to read the text again and answer them.

[1]   Check Ss' answers.

Answer Key

1    They share inherited traits from their parents.

2     gender, hair colour, skin colour, ear shape, blood group and inherited diseases

3     Weight depends on diet, lifestyle and environmental factors.

4     Less than 1% of our DNA makes us look different from other people.

•     Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

•     Play the video for Ss and elicit their comments.

To consolidate information from a text

Initiate a class discussion and elicit what various Ss learnt from the text.

Suggested Answer Key

I learnt that people are different as inherited traits are what distinguish one person from another. Some characteristics like gender and hair colour are genetically passed down from our parents while others like weight and language depend on environmental factors. I also learned that all people may look different but in reality nearly all human DNA is identical and only less than 1 % of our DNA makes us look different from other people.

|?1 (Aim'

Elicit a variety of answers from Ss around the class.

Suggested Answer Key

If I could change my appearance then I would like to be a little bit taller. I would also like to have darker skin, a smaller nose and lighter eyes.

ENDING THE LESSON

Play the video and elicit Ss’ comments at the end.

VIDEO + QUESTIONS

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 1 Lesson  11

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;  

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

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

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

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

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs 

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

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

Lesson objectives

All learners will be able to:

Listen and read for a gist, read for specific information

Most learners will be able to:

 Listen and read for a gist, learn about values, do a quiz

Some learners will be able to:

Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values

Assessment criteria

Learners have met the learning objective if they can: speak about values

Value links

Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

1 Science and scientific phenomena

ICT skills

Using videos& pictures, working with URLs

Previous learning

1 Science and scientific phenomena

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

   To present and practise phrasal verbs

with bring and come

•     Go through the list of phrasal verbs and their definitions and elicit an example for each one from various Ss around the class using their dictionaries to help them if necessary.

•     Give Ss time to complete the task and then check Ss' answers.

Answer Key

7 up                          3 up                           5 across

2 out                         4 about                      6 down

PRESENTATION AND PRACTICE

 To practise prepositional phrases

•     Explain the task and give Ss time to complete it and then check Ss' answers.

•     Ask Ss to start a Prepositions section in their notebooks and use it to list words that go with prepositions in alphabetical order.

•     Ask Ss to revise this section regularly as this will help them use the English language in a natural way.

Answer Key

7 in 2 as 3 for 4 to 5 to

Aim, To consolidate words which are often confused

Explain the task, give Ss time to complete it and then check Ss' answers.

Answer Key

7   invented             3     conducting        5     breath

2   studying             4      Astrologers        6      clear

To form negative verbs

•     Read the theory box and the examples aloud and then explain the task.

•     Give Ss time to complete the task and then check Ss' answers.

Answer Key

7 misuse                  3 rematch                  5 refund

2 disappearance 4 miscount

Further Practice - Quiz

[Aim] 110.1.61 To consolidate information in the module

•     Make photocopies of the quiz.

•     Give Ss time to complete the quiz, looking back through the module if necessary.

•     Check Ss' answers.

Quiz

Mark the sentences T (true) or F (false). Correct the false sentences.

1          Marie Curie won the Nobel Prize 3 times    

2          DNA is made up of 46 chromosomes.         

3          Faulty genes can lead to serious illnesses     

4          A cloned Pyrenean ibex lived for 7 days     

5          Scientists found dinosaur DNA in a

broken bone.              

6          Some scientists believe birds are related

to dinosaurs.              

7          Einstein won a Nobel Prize at the end of

the 20th century.                   

8          The human brain weighs around Vh kilos    

9          Isaac Newton developed the theory of

relativity.                   

Answer Key

7 F (She won it twice.)

2          F (Each cell in our body has 46 chromosomes.)

3          T

4          F (It lived for seven minutes.)

5          T

6          T

7          F (He won it in 1921.)

8          T

9          F (Albert Einstein developed the theory of

relativity. Isaac Newton developed the theory of gravity.)

Extra Activity

To create a quiz

•          Ask Ss to read through Module 1 and write a quiz of their own.

•          Ss can prepare their quizzes alone or in groups (in class or at home). Ask Ss to go through the module and compile their quizzes.

•          Ask Ss to exchange their quizzes, do them, and then check their answers.

Suggested Answer Key

1          Nicolaus Copernicus was a physicist. (F - He was an astronomer.)

2          Marie Curie was a biologist. (F - She was a chemist and physicist.)

3          DNA stands for deoxyribose nucleic acid. (T)

4          Hans Larsson did genetic experiments with birds.

(T)

5          И/e use 100% of our brains. (T)

6          Einstein wasn't good at French. (T)

7          Einstein moved to America in 1921. (F - He moved there in 1932.)

8          Humphrey Davy invented the first electric light. (T)

ENDING THE LESSON

Play the video and elicit Ss’ comments at the end.

VIDEO + QUESTIONS

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON:  Module  1  Lesson 12

School: 

Date:

Teacher name:  

CLASS:  

Number present: 

absent: 

Learning objectives(s) that this lesson is contributing to

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;  

10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

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

10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

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

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs 

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

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

Lesson objectives

All learners will be able to:

use some language from the module to express views and pose some relevant activity  accurately

Most learners will be able to:

use a range of language from the module to express views and pose a range of relevant activity    accurately

Some learners will be able to:

use a wide range of language from the module to express views and pose a range of relevant activity  accurately

Previous learning

 1 Science and scientific phenomena

Plan

Planned timings

Planned activities

Excel
Resources

Teacher
Notes

Beginning the lesson

 Reading

1 [Aim] To read for specific information

•          Ask Ss to read the questions (1-4) and the possible answers.

•          Give Ss time to read the text and choose the correct answer for each question

•          Check Ss' answers.

Answer Key

ID       2 C 3 C           4 D

Main activities

     Listening

To listen for specific information

•          Ask Ss to read the headings (A-G).

•          Play the recording. Ss listen and match them to the speakers accordingly.

•          Check Ss' answers.

Answer Key

1C 2 В ЗА 4 D 5 E

•     Explain the task.

•     Ss complete the task.

Check Ss' answers

discovery        5          passed 9 struggling

ancestors         6          myth    10 psychologist

select   7          prevent           

debate 8          observed         Aim) To consolidate grammar from the module

•     Explain the task.

•     Ss complete the task.

•     Check Ss' answers.

Answer Key

1                                                          worse 3 earlier

2                                                          more carefully  4 more healthily

4      To consolidate grammar from the module

•     Explain the task.

•     Ss complete the task.

•     Check Ss' answers.

Answer Key

1    must have gone

2     may/might/could have fallen

3     can't have been

4     can't have done

5      To practise sentence transformations

•     Explain the task.

•     Ss complete the task.

•     Check Ss' answers.

Answer Key

1    The experiment was considered a great success.

2     Dr Harrison was given an award by the government in 2009.

3     Sir Isaac Newton's house is visited by a lot of tourists.

4     More time is needed by the research team to finish the experiment.

5     Dinosaur DNA was found in a broken bone by the palaeontologists.

To practise connectors

Give Ss time to complete the task and then check Ss' answers.

Answer Key

7 but                        3 and                         5 While

2 Despite                 4 because

Writing

•     Explain the task and give Ss time to plan and complete their work and then check Ss' answers.

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

Suggested Answer Key

Marie Curie

There aren't many people who haven't heard of Marie Curie. She was a famous physicist and chemist.

Curie was born on 7 November, 1867, in Warsaw, Poland. Her family was quite poor so she had to attend public school, but she was an excellent student. She became a governess when she left school to help pay for her sister's education. A few years later, she left for Paris and went to university, where she earned degrees in physics and maths.

In 1895, she married Pierre Curie. Together they discovered polonium and radium, and Marie developed a theory about radioactivity. They won the Nobel Prize in Physics in 1903. Eight years later, Marie Curie won the Nobel Prize in Chemistry on her own. She died on 4 July, 1934, from exposure to radiation. Marie Curie was a scientific pioneer. She was the first person to win two Nobel Prizes and the first woman to become a professor at the University of Paris. She is also an inspiration to young women who are interested in science all over the world.

Check your Progress

Ask Ss to assess their own performance in the unit by ticking the boxes according to how competent they feel for each of the listed activities.

Ending the lesson

 Discussing the theme of the module

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz

monitor question production in group activity

values links: benefits of hobbies

challenge more able learners to write different types of quiz question e.g. multiple choice  complete the missing word etc..

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson. 

LESSON: Module 2  Lesson  1

Introductory     lessons

School: Kushoky secondary school

Date:09/10/2023

Teacher name: Shmidt E.V.

CLASS: 10

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

10.1.9 -  use imagination to express thoughts, ideas, experiences and feelings;

10.2.1 -  understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

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

10.3.5 -  interact with peers to make hypotheses about a wide range of general and curricular topics ;

10.4.5 -  deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

10.5.3 -  write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.3 -  use a variety  of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics;

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

10.6.15 - use infinitive forms after an increased number of verbs and adjectives  use gerund forms after a variety of verbs and prepositions  use a variety of prepositional and phrasal verb  on a wide range of  familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Value links

 Natural Disasters

Cross - curricular links

Natural Disasters

ICT skills

Using videos& pictures, working with URLs

Previous learning

 Natural Disasters

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Excel Resources

BEGINNING THE LESSON

 ►► Module Objectives

Read the title of the module Natural disasters and ask Ss to suggest what they think the module will be about (the module is about natural disasters and accidents). Go through the objectives list to stimulate Ss' interest in the module.

PRESENTATION AND PRACTICE

Vocabulary

1

disasters

To present vocabulary for natural

•                     Play the recording with pauses for Ss to repeat chorally and/or individually.

•                     Check Ss' pronunciation and intonation.

To introduce new vocabulary; To

match vocabulary to pictures

•                              Give Ss time to complete the sentences in pairs.

•                              Check Ss' answers.

Answer Key

1                                                               burnt                      3 caused              5 hit

2                                                               rescued  4 erupted

•                     Ask Ss to look at the pictures A-E and then match the disasters in Ex. 1 to them.

•                     Check Ss' answers.

Answer Key

A forest fire В mine collapse C huge tropical storm D volcanic eruption E earthquake &tsunami

b) To discuss feelings related to natural disasters

•                  Ask Ss to talk in pairs about what they know about the disasters and how they made them feel and how they think the people involved felt.

•                  Monitor the activity around the class and then ask some pairs to share their answers with the rest of the class.

Suggested Answer Key

I     heard about the earthquake and tsunami in 2011. I felt very sad for the people who died and the survivors who lost their loved ones and their homes. I think the people in Japan also felt very sad.

3                           To listen for gist

•                    Explain the task and play the recording.

•                    Ss listen and match the extracts to two of t pictures.

•                    Check Ss' answers.

Answer Key

Extract 1 - D Extract 2 - В

•                    Play the video for Ss and elicit their comment

OVER TO YOU!

To personalise the topic

Ask Ss to close their books, then elicit answ( from various Ss around the class.

Suggested Answer Key

In 2017, 1.2 million acres of land in Portugal wt burnt because of forest fires.

33 men were trapped in a mine in Chile.

Hurricane Katrina caused terrible flooding in Nt Orleans and lots of people died.

In 2010, a volcano in Iceland erupted.

There was a terrible earthquake and a tsunami Japan in 2011 and thousands of people died.

Background information

The Atacama Desert is in Chile in South America to the west of the Andes Mountains. It covers a 1000-km strip of land along the Pacific coast. It is said to be the driest place in the world.

New Orleans is a large city in the state of Louisiana, in the south of the USA. It has a population of 1.2 million people and covers 9,726 square km. It is famous for its jazz music, its cuisine and its festivals, especially Mardi Gras. Iceland is an island country in the North Atlantic Ocean. It is part of Europe and the capital city is Reykjavik. It has a population of about 330,000 people. It is famous for its volcanoes and glaciers. Japan is an island country in East Asia in the Pacific Ocean. It is also known as the Land of the Rising Sun. The capital city is Tokyo and the population is 127 million people.

ENDING THE LESSON

(An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module   2  Lesson  2

School: Kushoky secondary school

Date:11.10.2023

Teacher name: Shmidt E.V.

CLASS:

Number present: