COLLEGE OF FOREIGN LANGUAGES

The plan of the training lesson

Creating and explaining a fantasy country (geography, laws, economy, industry)

(lesson topic)
Module 3 Virtual Reality/ English
(name of the module /discipline)
Teacher: ________________________________________________
"____"____________ 20____ year

1. General information
Course, group __________________
Type of the lesson: Combined lesson

2. Learning objectives:
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

3. The list of expected results and (or) professional skills that students will master during the training
lesson:
All learners will be able to use some target structures accurately in more controlled and freer production
tasks with some support
Most learners will be able to use most target structures accurately in more controlled and freer production
tasks with some support
Some learners will be able to use most target structures accurately in more controlled and freer production
tasks with little support

4. Resources: Aspect for Kazakhstan Grade 10

5. The process of the lesson:

Planned timings Planned activities Resources
Beginning the The lesson greeting.
lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Revision of last lesson.
Read the title of the module Virtual Reality and ask Ss
to suggest what they think the module will be about (the
module is about the future, transport, food/drinks and
housing). Go through the objectives list to stimulate Ss'
interest in the module.
Middle of the To introduce the topic and predict the content of the Ex. 1, p.34
lesson text
Ask Ss to read the definition and elicit Ss' ideas about
how virtual reality can change our lives.
Play the recording. Ss follow in their books and find out
if their ideas match those in the text.
Refer Ss to the Check these words box and
explain/elicit the meanings of the words or ask Ss to use
their dictionaries and look them up.

To read for specific information (answer questions)

Read out the questions.
Give Ss time to read the text and answer them in Ex. 2, p.34
complete sentences in their own words.
Check Ss’answers around the class.
To read for specific information
(T/F statements)
Ask Ss to read the statements (1 & 2). Ex. 3, p.34
Give Ss time to read the text again and decide if each
statement is true or false and mark them accordingly.
Check Ss' answers around the class and ask Ss to correct
any false statements by making them true.

To read for specific information (multiple choice)

Ask Ss to read the questions (1-3). Ex. 4, p.34
Give Ss time to underline the key words and elicit
synonyms for them.
Give Ss time to read the text again and choose the
correct answers.
Check Ss' answers around the class.

То consolidate new vocabulary through an antonym

Read the word in italics and give Ss time to find the Ex. 5, p.35
antonym in the text.
Elicit the answer from the class.

To consolidate new vocabulary through a synonym

Read the word in italics and give Ss time to find the
synonymous word in the text. Ex. 6, p.35
Elicit the answer from the class.

To consolidate information in a text

Give Ss time to discuss the question in pairs.
Ask various pairs to tell the class. Ex.7, p.35

To read for cohesion and coherence (cloze text)

Give Ss time to read the text and then complete the
gaps with the words in the list using their Ex.8, p.35
dictionaries to help them if necessary.
Check Ss' answers.

To expand the topic and give an opinion.

Give Ss time to consider their answers and then ask
various Ss around the class to share their answers with
Ex.9, p.35
the rest of the class

Speaking
To describe an imaginary situation
Give Ss time to consider the question in pairs and
discuss their answers.
Ask various pairs to tell the class.

Writing
 To write predictions about the future
Explain the task and give Ss time to think of their
answers and write five predictions about the future.
Ask various Ss to read their predictions to the class.
Alternatively, assign the task as HW and ask Ss to read
their predictions in the next lesson.
Ss’ own answers
Reflection of the Self-reflection.
lesson Students attach their boat in the appropriate area of the
map that reflects their emotions and mood after the
lesson

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COLLEGE OF FOREIGN LANGUAGES

 The plan of the training lesson

Vocabulary (Transport, food/drinks, housing)

(lesson topic)
Module 3 Virtual Reality/ English
(name of the module /discipline)
Teacher: ________________________________________________
"____"____________ 20____ year

1. General information
Course, group __________________
Type of the lesson: Combined lesson

2. Learning objectives:
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and
curricular topics;
10.4.8.- use familiar and some unfamiliar paper and digital reference resources to check meaning and extend
understanding
10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of familiar general
and curricular topics, and some unfamiliar general and curricular topics;

3. The list of expected results and (or) professional skills that students will master during the training
lesson:
All learners will be able to use some target structures accurately in more controlled and freer production
tasks with some support
Most learners will be able to use most target structures accurately in more controlled and freer production
tasks with some support
Some learners will be able to use most target structures accurately in more controlled and freer production
tasks with little support

4. Resources: Aspect for Kazakhstan Grade 10

5. The process of the lesson:

Planned timings Planned activities Resources
Beginning the The lesson greeting.
lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Revision of last lesson.
Middle of the To practise collocations Ex. 2, p.36
lesson Explain the task and give Ss time to complete it.
Check Ss'answers
To practise prepositional phrases
Give Ss time to complete the task. Ex.3, p.36
Check Ss' answers.
To present vocabulary relating to transport
Ex. 4, p.36
Give Ss time to choose the odd word out from each list
and then check their answers in their dictionaries.
To practise vocabulary relating to transport
Explain the task and read out the example exchange.
Ask Ss to complete the task in closed pairs.
Monitor the activity around the class.
 Ex.5 p.36
To complete a cloze text; to read for cohesion and
coherence
Ask Ss to look up the meanings of any unknown
words in their dictionaries.
Explain the task and give Ss time to complete it.
Check Ss’ answers.

To identify the location of situational monologues

Ask Ss to read the completed announcements and then
elicit which means of transport someone might hear it
on
Ex. 6, p.36
To talk about means of transport using adverbs of
frequency and prepositions relating to transport
Explain the task and ask Ss to talk in pairs about which
means of transport they use and how often.
Monitor the activity around the class and then ask some
pairs to tell the class.
To generate vocabulary relating to food/drinks and Ex. 7, p.37
describe daily eating habits.
Ask Ss to copy the table into their notebooks and
then give them time to think of a variety of
vocabulary items for each category in the table
Then read out the example and ask Ss to describe
their daily eating habits in closed pairs.
Monitor the activity around the class and then ask
various Ss to tell the rest of the class.
Ex.8, p.37
To present/practise vocabulary relating to food/drinks
Ask Ss to check any unknown words in the Word List
at the back of their books or in their dictionaries.
Explain the task and give Ss time to complete it.
Ss check their answers in pairs.
To present/practice vocabulary relating to housing Ex.9, p.37
Give Ss time to look up the words in the list in the
Word List or in their dictionaries and then complete
the questions and answer them in pairs.
Check Ss’ answers.

To present/practise words often confused Ex.10, p.37

Explain the task.
Give Ss time to look up the words in their dictionaries.
Check Ss’ answers.
To present/practise phrasal verbs with GET Ex.11, p.37
Explain the task.
Give Ss time to complete the task
Ask Ss to check their answers in Appendix I

To practise word formation (forming adjectives from Ex. 12, p.37

nouns)
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. Explain that correct
spelling is necessary.
Check Ss’ answers
Reflection of the Self-assessment “Magic tree”
lesson “On the top”
I have understood everything…
“On the branch”
I have some questions…
"On the tree root”
I should work…

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COLLEGE OF FOREIGN LANGUAGES

 The plan of the training lesson

Use of English. Future Tenses.

(lesson topic)
Module 3 Virtual Reality/ English
(name of the module /discipline)
Teacher: ________________________________________________
"____"____________ 20____ year

1. General information
Course, group __________________
Type of the lesson: Combined lesson

2. Learning objectives:
10.1.6 - organise and present information clearly to others;
10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide range of familiar
general and curricular topics

3. The list of expected results and (or) professional skills that students will master during the training
lesson:
All learners will be able to use some target structures accurately in more controlled and freer production
tasks with some support
Most learners will be able to use most target structures accurately in more controlled and freer production
tasks with some support
Some learners will be able to use most target structures accurately in more controlled and freer production
tasks with little support

4. Resources: Aspect for Kazakhstan Grade 10

5. The process of the lesson:

Planned timings Planned activities Resources
Beginning the The lesson greeting.
lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Revision of last lesson.
Middle of the То present/revise future tenses Ex.1, p.38
lesson Direct Ss’ attention to the text and then give them some
time to read it.
Then ask Ss to match the verb forms in bold to the uses
(A-G).
Check Ss’ answers and refer them to the Grammar
Reference section for more information.

To practise will/won't Ex.2,p.38

Explain the task and then ask Ss to ask and answer in
pairs using the prompts.
Monitor the activity around the class and then ask some
Ss to share their predictions with the class.

To practise will and be going to Ex.3, p.38

Explain the task and then give Ss time to complete the
 task.
Check Ss’ answers.

To practise be going to with personal examples

Ex.4,p.38
Explain the task and read out the example.
Then give Ss time to complete the task in closed pairs.
Check Ss' answers by asking various Ss to share their
answers with the class.

To revise/practise future tenses

Read out the example and elicit which tense is used to Ex.5, p.38
talk about the future for timetables (present simple) and
future arrangements (present continuous).
Ask Ss to read the notes and then act out short
exchanges following the example.
Monitor the activity around the class.

То present the future continuous and the future

perfect Ex.6, p.39
Read out the theory box and the examples.
Elicit how the tenses are formed and then elicit any
similar structures in Ss’ LI.
Check Ss' answers and refer them to the Grammar
Reference section for more information.

To practise the future continuous and the future Ex.7, p.39

perfect
Explain the task and give Ss time to complete it.
Check Ss' answers.

To practise the future continuous and the future

perfect with personal examples Ex. 8, p.39
Explain the task, read out the example and then elicit
answers from Ss around the class.

To practise future tenses

Explain the task, read out the example and then give Ss Ex.9, p.39
time to complete it.
Check Ss' answers.

To present/practise time clauses

Read out the theory box and the examples. Ex.10, p.39
Refer Ss to the Grammar Reference section for more
information.
Give Ss time to complete the task and then check their
answers

To practise sentence transformations (future simple Ex.11, p.39

active to passive)
Read out the theory box and the example.
Explain the task and give Ss time to complete it.
Check Ss’ answers.

Reflection of the Self-assessment.

lesson How well do I understand?
 4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
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COLLEGE OF FOREIGN LANGUAGES

 The plan of the training lesson

Expressing and justifying opinion about fantasy books and films (essay)
(lesson topic)
Module 3 Virtual Reality/ English
(name of the module /discipline)
Teacher: ________________________________________________
"____"____________ 20____ year

1. General information
Course, group __________________
Type of the lesson: Combined lesson

2. Learning objectives:
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt
accurately;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topic;
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;

3. The list of expected results and (or) professional skills that students will master during the training
lesson:
All learners will be able to use some target structures accurately in more controlled and freer production
tasks with some support
Most learners will be able to use most target structures accurately in more controlled and freer production
tasks with some support
Some learners will be able to use most target structures accurately in more controlled and freer production
tasks with little support

4. Resources: Aspect for Kazakhstan Grade 10

5. The process of the lesson:

Planned timings Planned activities Resources
Beginning the The lesson greeting.
lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Revision of last lesson.
Middle of the То analyse a rubric Ex.1, p.42
lesson Read out the rubric and the questions.
Give Ss time to prepare their answers.
Check Ss’ answers around the class.

To read a model review for gist Ex. 2, p.42

Go through the types of books and elicit what each is
about. Ss can give examples if they like.
Ss can check in the Word List.
Give Ss time to read the model and complete the task.
Check Ss’answers around the class.
To match paragraphs to content
Give Ss time to match the contents 1-4 to each
paragraph A-D.
Check Ss’ answers.
 To practise topic-related vocabulary Ex. 3, p.42
Give Ss time to read the gapped sentences and complete
the task.
Check Ss’ answers.

To practice adjectives related to review. Ex.4, p.28

Explain the task. Give Ss time to complete it.
Check Ss’answers around the class

To practise the language of recommending a book

Ex. 5, p.42
Give Ss time to read the paragraphs and complete them,
then check Ss' answers around the class.
To write a recommendation
Explain the task. Give Ss time to complete it.
Check Ss' answers around the class.

To analyse a rubric and prepare for a writing task Ex.6, p.43

Ask Ss to read the rubric and then underline the key
words.
Give Ss time to answer the questions and then check Ss’
answers.

To write a review Ex. 7, p.42

Give Ss time to complete the task using the Useful
Language box and their answers from Exs 5b & 6.
Remind Ss to follow the plan, and use the Checklist
Check Ss' answers.

Reflection of the Self-assessment.

lesson
Plus Minus Interesting

If students liked something at the lesson they put it into

the column “plus”, if they didn’t like or were bored
during some part of the lesson, they can use the column
“minus”, the section “interesting” is for those activities
which were interesting during the lesson.
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COLLEGE OF FOREIGN LANGUAGES

 The plan of the training lesson

Things you didn’t know about space

(lesson topic)
Module 4 Out of this World / English
(name of the module /discipline)
Teacher: ________________________________________________
"____"____________ 20____ year

1. General information
Course, group __________________
Type of the lesson: Combined lesson

2. Learning objectives:
10.3.2 - ask and respond to complex questions to get information about a wide range of general and
curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and
curricular topics;

3. The list of expected results and (or) professional skills that students will master during the training
lesson:
All learners will be able to listen and read for gist, read for specific information, to act out an interview
Most learners will be able to listen and read for gist, read for specific information(missing sentences), to
research, make notes and write a biography
Some learners will be able to listen and read for gist, read for specific information, to talk about an
artist’s work

4. Resources: Aspect for Kazakhstan Grade 10

5. The process of the lesson:

Planned timings Planned activities Resources
Beginning the The lesson greeting.
lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Revision of last lesson.
To introduce the topic and present new
Vocabulary
Middle of the То introduce the topic of the text Ex.1, p.48
lesson Ask Ss to look at the pictures and read the title and elicit
Ss’ guesses as to what the text is about

To introduce key vocabulary from a text and

practise new vocabulary in context Ex. 2, p.48
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.
Give Ss time to complete the sentences and then check
Ss’ answers.

To listen and read for gist

Elicit what Ss know, if anything, about Apollo 13 and
what the sentences tell us about Apollo 13.
Play the recording. Ss listen and read and check.
 Speaking
To consolidate information in a text; to empathise with
somebody in a stressful situation
Read the rubric aloud and ask Ss to consider how things
would have been from the point of view of one of the
scientists at Houston. They can make notes if they
choose.
Ask various Ss to tell the class.

То read for specific information (multiple

choice)
Ex. 3, p.48
Ask Ss to read the questions 1-5 and the answer choices
and underline the key words.
Give them time to read the text again and choose the
correct answers for the questions.
Check Ss’ answers around the class and ask Ss to justify
their answers with examples from the text.

To consolidate new vocabulary through synonymous

words/phrases
Read the words/phrases in the list and gi\ time to match Ex. 5, p.48
them to the words in bold in the
Elicit answers from various Ss around the and elicit
what part of speech each word/phre.
Reflection of the Self-assessment.
lesson Most ……. thing
Ask learners what was the most, e.g. useful, interesting,
surprising, etc. thing they learned today.
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COLLEGE OF FOREIGN LANGUAGES

The plan of the training lesson

Vocabulary (Space and the solar system, phrasal verb: go)
(lesson topic)
Module 4 Out of this World / English
(name of the module /discipline)
Teacher: ________________________________________________
"____"____________ 20____ year

1. General information
Course, group __________________
Type of the lesson: Combined lesson

2. Learning objectives:
10.3.2 - ask and respond to complex questions to get information about a wide range of general and
curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and
curricular topics;
10.4.2 - understand specific information and detail in extended texts on a range of familiar general and
curricular topics, and some unfamiliar topics.

3. The list of expected results and (or) professional skills that students will master during the training
lesson:
All learners will be able to listen and read for gist, read for specific information, to act out an interview
Most learners will be able to listen and read for gist, read for specific information(missing sentences), to
research, make notes and write a biography
Some learners will be able to listen and read for gist, read for specific information, to talk about an
artist’s work

4. Resources: Aspect for Kazakhstan Grade 10

5. The process of the lesson:

Planned timings Planned activities Resources
Beginning the The lesson greeting.
lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Revision of last lesson.
To introduce the topic and present new
Vocabulary
Middle of the То consolidate vocabulary from a text Ex.1, p.48
lesson Explain the task and give Ss time to complete it.
Check Ss` answers

To consolidate vocabulary from a text

Explain the task and give Ss time to complete it in Ex. 2, p.48
closed pairs.
Check Ss’ answers.

To consolidate vocabulary from a text Ex. 3, p.48

Give Ss time to complete the task.
Check Ss’ answers.

To present/practise vocabulary relating to space Ex. 4, p.48

exploration
Give Ss time to look up the words in the list in the Word
List and then complete the mindmap.
Check Ss’ answers.
Ex. 5, p.48
To consolidate new vocabulary by describing an
imaginary situation
Explain the task and give Ss some time to discuss in
pairs.
Elicit answers from Ss around the class.
Ex. 6, p.48
To present/practise vocabulary relating to
space
Give Ss time to look up the words in bold in the Word
List.
Explain the task and give Ss some time to complete it.
Check Ss’ answers.

To present new vocabulary Ex. 7, p.48

Ask Ss to copy and complete the table in their
notebooks.
Check Ss’ answers on the board.

To consolidate new vocabulary

Give Ss time to prepare.
Ask various Ss around the class to share their answers
with the rest of the class.
Ex. 8, p.49
То consolidate new vocabulary
Explain the task. Refer Ss to the Word List at the back
of their books and give them time to look up to
meanings of the words given.
Give Ss time to complete the task.
Check Ss’ answers.
Ex. 9, p.49
To listen for specific information (gap fill)
Explain the task and play the recording.
Ss listen and complete the task.
Check Ss’ answers.
To research and present a planet
to the class
Ex. 10, p.49
To present/practise phrasal verbs with GO
Explain the task.
Give Ss time to complete the task.
Ask Ss to check their answers in Appendix I.

To practise prepositional phrases Ex. 11, p.49

Give Ss time to complete the task.
Ask Ss to check their answers in Appendix II.

To practise word formation (nouns from Ex. 12, p.49

verbs)
Read the table aloud to Ss and explain any point; they
are unsure of providing extra examples i necessary.
Give Ss time to complete the task. Remind Ss tha
 accurate spelling is required.
Check Ss’ answers. Remind Ss to add these word; to
their lists in their notebooks.
Reflection of the Self-assessment.
lesson How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
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COLLEGE OF FOREIGN LANGUAGES

The plan of the training lesson

Use of English. Reported speech
(lesson topic)
Module 4 Out of this World / English
(name of the module /discipline)
Teacher: ________________________________________________
"____"____________ 20____ year

1. General information
Course, group __________________
Type of the lesson: Combined lesson

2. Learning objectives:
10.6.8 - use a variety of future active and passive and future continuous forms 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

3. The list of expected results and (or) professional skills that students will master during the training
lesson:
All learners will be able to:
Learn and practise relative clauses, adverbs and pronouns;
Most learners will be able to:
Practise relative clauses, adverbs and pronouns;
Some learners will be able to:
Learn, practise and use relative clauses, adverbs and pronouns correctly;

4. Resources: Aspect for Kazakhstan Grade 10

5. The process of the lesson:

Planned timings Planned activities Resources
Beginning the The lesson greeting.
lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Revision of last lesson.
То present reported speech
Ss books closed. Say then write on the board: “I’m very
tired” John said. Explain that direct speech is the exact
words someone says and it is written in quotation marks.
Say then write on the board: John said (that) he was
very tired. Explain that reported speech is the exact
meaning of what someone says but not the exact words
and we do not use quotation marks. Explain that we can
use the word that to introduce reported speech or we can
omit it.
Middle of the Explain that when we report statements, we use say or
lesson tell. We use say in direct and reported speech without to
when it is not followed by the person being spoken to
(e.g. Tom said, “I need help!’/Tom said (that) he needed
help.) and with to when it is followed by the person
being spoken to as well (e.g. Tom said to me,“I need
help!’/ Tom said to me (that) he needed help.)
Explain that pronouns, possessive adjectives and tenses
change according to the meaning (“I’m hungry;’ she
said. = She said (that) she was hungry.)
Explain that certain words and time expressions change,
too. (e.g. tonight = that night, today = that day, last night
= the night before/the previous night, yesterday = the
day before/the previous day, this = that, these = those,
etc).
Ask Ss to read the text and fill in the correct reporting
verb and then elicit what each one introduces.

To present reported speech

Ex.2, p.52
Give Ss time to read the table and then elicit answers to
the questions.
Check Ss’ answers.

To practise the introductory verbs said and told Ex. 3, p.52

Explain the task and then give Ss time to complete it.
Check Ss’ answers.

To practise pronouns and time expressions in

reported statements Ex. 4, p.52
Explain the task.
Give Ss time to complete the task in closed pairs.
Check Ss’ answers by asking various Ss to share their
answers with the class.

То practise reported speech

Ex. 5, p.52
Explain the task and then give Ss time to complete it.
Check Ss’ answers

To present/practise reported questions/

commands Ex. 6, p.52
Explain that we usually introduce reported questions
with ask and we do not use a question mark. The verb is
in the affirmative and the tenses, pronouns and time
expressions change as in reported statements.
Explain that when the direct question begins with a
question word (e.g. who, where, what, why, when) then
we use the same question word in the reported question,
but when the direct question begins with an auxiliary
verb (is, do, have, etc) then we use if/whether in the
reported question.
Explain that we usually use the verb tell + sb + (not) to-
infinitive in reported commands.
Ask Ss to read the table and then give them time to
answer the questions.
Check Ss’ answers and refer them to the Grammar
Reference section for more information.

To present/practise reporting verbs

Ex. 7, p.52
Ask Ss to read the table and refer Ss to the Grammar
Reference section for more information. Then, give
them time to complete the task.
To present/practise reporting modal verbs
 Ask Ss to read the table and then give to complete the Ex. 8, p.52
task.
Check Ss’ answers around the class a to the Grammar
Reference section information.
Reflection of the Students express their attitude to the lesson and give
lesson self-assessment using the method: “Six thinking hats”:
 Green: How can you use today's learning in
different subjects?
 Red: How do you feel about your work today?
 White: What have you learnt today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this
lesson? (Now I can, I still need to work on, I've
improved in, today I have learnt...)
 Yellow: What did you like about today's lesson?
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COLLEGE OF FOREIGN LANGUAGES

The plan of the training lesson

A sci- film review
(lesson topic)
Module 4 Out of this World / English
(name of the module /discipline)
Teacher: ________________________________________________
"____"____________ 20____ year

1. General information
Course, group __________________
Type of the lesson: Combined lesson

2. Learning objectives:
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of
general and curricular topics;
10.3.3 - explain and justify own and others’ point of view on a wide 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;

3. The list of expected results and (or) professional skills that students will master during the training
lesson:
All learners will be able to:
Listen for specific information (multiple choice), to practise pronunciation;
Most learners will be able to:
Predict the content of a listening, to learn the language for giving an opinion/ agreeing/disagreeing;
Some learners will be able to:
Act out a dialogue based on a model;

4. Resources: Aspect for Kazakhstan Grade 10

5. The process of the lesson:

Planned timings Planned activities Resources
Beginning the The lesson greeting.
lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Revision of last lesson.
Middle of the То analyse a rubric Ex.1, p.56
lesson Read out the rubric to the class.
Give Ss time to prepare their answers.
Check Ss’ answers.

To plan content Ex. 2, p.56

Give Ss time to read through the list and tick the
relevant items.
Check Ss’ answers.
Ex. 3, p.56
To match paragraphs to content
Give Ss time to match the contents 1-4 to each
paragraph A-D.
Check Ss’ answers.

To practise vocabulary related to film reviews Ex. 4, p.56

Explain the task. Give Ss time to complete it.
Check Ss’ answers.
 To research and write a biography of a famous Ex. 5, p.56
astronaut
Explain the task and write the headings on the board to
help the Ss.
Give Ss time to research and write their biographies
using their notes.
Ask Ss from around the class to read their biographies
aloud.

То identify prepositional phrases in a model Ex. 6, p.56

Ask Ss to look through the model again and find
prepositional phrases.
Elicit answers from Ss around the class.

To practise prepositional phrases

Explain the task. Give Ss time to complete it.
Check Ss’ answers.

To practise the language of recommending a film Ex. 7, p.56

Give Ss time to read the sentences and complete them.
Check Ss’ answers.

To practise phrases for recommending a film

Explain the task. Give Ss time to complete it in pairs.
Elicit Ss’ answers around the class.

To analyse a rubric and prepare for a writing task Ex. 8, p.56

Ask Ss to read the rubric in Ex. 1 again.
Write the headings on the board and give Ss time to
make notes.

To write a film review Ex. 9, p.56

Give Ss time to complete the task using the L Language
box and their notes from Ex. 8.
Remind Ss to follow the plan and use the Chet
Check Ss’ answers.

Reflection of the Self-assessment.

lesson “Five”. Students draw a picture of their hand and write
the most important things about the lesson on each
finger. The thumb - something interesting, the index
finger - something difficult, the middle one - something
that was not enough, the ring finger - the mood, the little
finger - the suggestions.
Instruct homework Instruct homework