Short term plan: term 2

Unit: 3 Virtual reality Lesson 25

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Virtual reality; Application of virtual reality

Learning objectives 10.1.5.1 - use feedback to set personal learning objectives;

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

Lesson objectives Learners will be able to:

- introduce the topic of virtual reality
- practise vocabulary relating to applications of virtual reality

Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginning Organization moment : The aim: To develop The teacher to

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know
3 min. Efficiency: By wishing Well done!”
what to anticipate from the
each other they feel Formative
lesson.
Warm-Up better and feel the Assessment
support of others
Students of the class are
Pre- listed.
learning Students' attention is
«Brainsto drawn to the lesson. Good job!
rming» Students say different Descriptor:
method words from the picture - remembers the
7 min. Students talk about different
things. •Learners remember lesson passed worksheet
Lead – In previous lesson Point 1
vocabulary Assessment criteria
•Learners answer the make basic
questions statements related to
personal information, Picture
people and objects
 What do you imagine about VR?
Middle of Ex:1 P:35
the lesson • Learners read the Descriptor:
• Read the definition aloud and following definition.
Presentati - read the following
on part. explain/elicit the meanings of any Answer the question.
definition Card
30 min unknown words. ANSWERS
-answer the Worksheet
Then ask what Ss know about VR VR uses computer question
and what we use it for. Ask Ss to technology to create Total: 3 point
discuss in pairs and then ask some realistic images and
Ss to share their answers with the sounds that allows
Students
class. someone through a
book
headset to feel like they
are in a virtual or
imaginary environment.
We use VR for
entertainment,
healthcare, art and
education purposes.
Ex: 2 P: 35 Self assessment
• Ask Ss to work in pairs or small• Learners match the Differentiation:
groups and match the pictures to applications of VR to the «Verbal support»
the applications. pictures. method is used to
Elicit answers from around the ANSWERS help Ss use new
class. 1B words in the
2F sentences.
3E
4A Descriptor:
Conclusion during the lesson some 5 C - match the
tasks differentiated by outcomes 6D applications of VR
of the students and by their to the pictures.
abilities. Total: 3 point
-Make CCQ
questions Yes / No
End of the FEEDBACK Poster
lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 2
Unit 3 Virtual reality Lesson 26

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Products of the future

Learning objectives 10.2.8.1 - recognize inconsistencies in argument in extended talk on a range of

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

Lesson objectives Learners will be able to:

- present new vocabulary
- listen and read for gist

Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria
Beginnin Organization moment : The aim: To develop The teacher to
g of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know Efficiency: By wishing Well done!”
3 min what to anticipate from the lesson.
each other they feel Formative
Warm- Up
better and feel the Assessment
support of others
Students of the class are
Pre-
listed.
learning Students' attention is
«Brainsto drawn to the lesson. Good job!
rming» Determines the topic and Descriptor:
method Ask a few pupils to stand up and purpose of the lesson - know daily
7 min. stand in a row. Ask the rest of the •Learners remember routines vocabulary worksheet
class questions to revise the previous lesson - know prepositions
ordinals. vocabulary of place
Lead – In Point 1
Assessment criteria
- Learners have
Students say different met the learning
objectives if they
words from the picture can talk about
Answer the question. Student’s
book
Middle of Descriptor:
Ex:1 P36 • Pupils listen and say.
the
• Play the recording with pauses for Ss - listen and say. Make
lesson Make sentences sentences
to repeat chorally and/or individually. ANSWERS
Presentat
• Read the example sentence aloud Total: 2 point Card
ion part. 2 The key is made of Worksheet
and elicit similar sentences from Ss metal.
30 min around the class. 3 The bottle is made of
glass. Descriptor:
4 The chair is made of - read the title, the
wood. Students
introduction, and book
Ex: 2 P: 36 5 The box is made of loom at the pictures.
• Direct Ss' attention to the title, plastic. Total: 1 point
introduction and pictures and elicit Ss'
guesses as to what they think the text • Pupils read the title, the
is about. introduction, and loom at Descriptor:
• Play the recording. Ss listen and the pictures. - read and for
follow the text in their books to find ANSWERS questions choose
out. I expect the text to be from the text
about technology of the Total: 2 point
future and how it will make
Ex: 3 P: 36 life easier for people.
• Ask Ss to read questions 1-7 and Self assessment
underline the key words. • Pupils read and for
Give Ss time to read the text and write questions choose from the
the letter A, B or C next to each text
question. ANSWERS
Remind Ss that they should look for 1 robust material
words or phrases in texts A-C that say 2 recycling
the same as the words and phrases 3 first-aid use
they underlined in the questions. 4 treasure-hunting
Allow Ss time to complete the task. 5 machine no putting
Check Ss' answers and ask them to together -Make CCQ questions
justify their answers. 6 shopping Yes / No
7 limitless potential Total: 10 point

End of FEEDBACK Poster

the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex: P:
Home task:
Write the days
 Short term plan: term 2
Unit 3 Virtual reality Lesson 27

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Grammar reference: Future tenses

Learning objectives 10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about
a range of general and curricular topics;
10.4.1.1 - understand main points in extended texts on a wide range of familiar
and some unfamiliar general and curricular topics;

Lesson objectives Learners will be able to:

- consolidate new vocabulary
- revise future tenses
- practise future tenses using personal examples

Plan

Stages / Time Teachers actions Resources

Beginning of Organization moment :

the lesson 1.Greeting.
Warming-up Ask about the weather.
The teacher sets the lesson Pictures
objectives, letting students know
what to anticipate from the lesson.
3 min
Warm- Up

Pre-learning
«Brainstorming
» method revise the vocabulary from the
7 min. worksheet
previous
Lead – In

Picture
Do you think textile products are
developed in Kazakhstan?
If it not developed how to develop
our textile?
 Short term plan: term 2

Unit 3 Virtual reality Lesson 28

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Apps on the go

Learning objectives 10.4.2.1 - understand and use vocabulary related to mobile apps
10.5.4.1 - improve reading comprehension skills through text analysis

Lesson objectives Learners will be able to:

- will discuss the types of mobile apps they frequently use
- will analyze a text about mobile apps and answer questions based on their
understanding
- will work in groups to create and present their own ideas for a new mobile app

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop assess learners for
lesson
Warming-
pupils speaking skills and their ability.
up Ask about the weather. create friendly “Good job! Pictures
The teacher sets the lesson atmosphere Well done!”
objectives, letting students know Efficiency: By wishing Formative
what to anticipate from the lesson. each other they feel better Assessment
and feel the support of
3 min WARM-UP others

Good job!
Listen to the riddle and
guess the answer PPT
Descriptor:
- can answer the
riddle
Point 1

Pre-
learning
«Brainsto
rming» Assessment criteria
method Present riddle to the class to introduce Share and discuss their - Learners have met
2 min.
the topic. favorite apps with the learning
classmates objectives if they
Picture
can talk about
Lead-in mobile apps
Ask students which mobile apps they
use most and why.
Middle Descriptor:
of the Vocabulary •SS use Quizlet to - correct usage
lesson Introduce Quizlet flashcards and guide Quizlet
practice and familiarize - understanding of
Presenta students through vocabulary practice themselves with key vocabulary flashcards
tion vocabulary related to Total: 1 point
part. mobile apps.
30 min

https://quizlet.com/kz/969623441/
vocabulary-flash-cards/?
i=67jirp&x=1jqt

Watch&Read Descriptor:
SS watch the video -active listening and
Play a video on p.38-39
Then have SS read the text on attentively and read the reading
mobile apps. provided text. comprehension Video
https://youtu.be/Y1OzRYeo6WU? Total: 1 point
si=4sPY1TIHIrijp41w
SS work in small groups Descriptor:
Text Analysis answer questions related - ability to answer
• Distribute envelopes with to the text. questions accurately Worksheets
questions based on the text; and collaboratively
• Assist groups as they work Total: 1 point
through the answers.
• Check Ss' answers.
Descriptor:
Ss collaborate in groups - Creativity
to come up with an idea - Teamwork
Group activity for a new mobile app and - Clarity A3 posters
• TT assign groups to brainstorm prepare a short In presenting their
and create a new mobile app idea presentation. idea
Total: 2 point
• Guide them through structuring
their ideas

End of the FEEDBACK Poster

lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 3 Virtual reality Lesson 29

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Grammar: Determines and Pre – determiners

Learning objectives 10.2.8.1 - recognize inconsistencies in argument in extended talk on a range

of general and curricular subjects;
10.3.2.1 ask complex questions to get information about a limited range of
general topics and some curricular topics;
10.4.1.1 - understand main points in extended texts on a wide range of familiar
and some unfamiliar general and curricular topics

Lesson objectives Learners will be able to:

- present/practise determiners & pre-determiners
- listen for specific information
- express opinion - agree/disagree

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
revise the vocabulary from the - can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min.
Assessment criteria
- Learners have
met the learning
Students say different objectives if they Picture
words from the picture can talk about
mobile apps
Middle of •Pupils choose the Descriptor:
the Ex: 6 P: 39
correct word - choose the correct
lesson • Ask Ss to read the theory box on p. 38
ANSWERS word
Presentat and explain any points Ss are unsure of. Total: 1 point Card
Refer Ss to the Grammar Reference 1 an
ion part. Worksheet
section for more details. 2 those
30 min 3 these
Then give Ss time to read sentences 1-
8 and choose the correct words in bold. 4 that Descriptor:
Check Ssanswers. 5 Both - listen to two
6 such classmates
7 Each
Ex:7 P: 39 - mark the
8 twice
• Explain task and ask Ss to read statements true or
statements 1-6 the recording listen
•Pupils listen to two false
and complete task Total: 1 point
Check answers classmates talking about
smartphone apps. Mark
Ex:8 P: 39 the statements true or Descriptor:
• Read out the rubric and explain false - discuss with your
the task. ANSWERS partner.
1T - use your ideas
Ss work in pairs and discuss the 2T
questions in the rubric using the 3F
Total: 1 point
expressions in the table and 4T
following the example. 5F
6T
Monitor the activity around the
class and then ask some pairs to tell
the class. •Pupils discuss with your
partner. Use your ideas
Ex: 9 P: 39 from ex 7
• Explain the task and give Ss time ANSWERS
to think of their own mobile app A: If you ask me, mobile
and write a paragraph about it. apps are useful. -Make CCQ
Ask various Ss around the class to questions Yes / No
B: I don't agree. I think
read their paragraphs aloud. they're a waste of time
pupils are
Conclusion during the lesson some •Pupils create you mobile evaluated by
tasks differentiated by outcomes of apps. collecting pencils
the students and by their abilities. ANSWERS
Students own answer.
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 3 Virtual reality Lesson 30

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Games: Computer accessories and gadgets

Learning objectives 10.2.3.1 understand with some support most of the detail of an argument in
extended talk on a limited range of general and curricular
10.4.1.1 - understand main points in extended texts on a wide range of familiar
and some unfamiliar general and curricular topics;
10.5.4.1 - 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;

Lesson objectives Learners will be able to:

- present new vocabulary
- listen and read for specific information
- read for cohesion & coherence

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
revise the vocabulary from the - can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min. Assessment criteria
- Learners have
met the learning
objectives if they
Students say different can talk about Picture
сomputer
words from the picture
accessories and
gadgets

Middle of •Pupils listen and repeat Descriptor:

the Ex: 1 P: 40
words in the list. Then - listen and repeat
lesson • Play the recording with pauses for Ss
match the words to the - match the words
Presentat to repeat chorally and/or individually. Card
Then give Ss time to match the words pictures. to the pictures
ion part. Worksheet
to the pictures. ANSWERS Total: 1 point
30 min
Check Ss' answers. 1 speakers
2 headphones
3 tablet
4 games console Descriptor:
5 smartphone - read the definition
6 keyboard - Identify between
7 monitor 2D and 3D games
8 mouse
Total: 1 point
Ex:2 P: 40 •Pupils read the
• Ask Ss to read the definition and definition. Identify Descriptor:
elicit thei answers to the question. between 2D and 3D - read again and
Ask Ss to briefly look through the games
article and find out. choose from the
ANSWERS sentences.
3D games are more Total: 1 point
realistic than 2D games and
have immersive gameplay.
Both types of games have
Ex:3 P: 40
storylines, but 2D games
• Give Ss time to read the text are simpler and have
carefully and then match the pixelated characters.
missing sentences to the gaps.
Tell Ss to look at the words before •Pupils read again and
and after each gap to help them choose from the
choose their answers. sentences.
 Play the recording. Ss listen and ANSWERS -Make CCQ
read the text and check their 1D2F3B4E5A questions Yes / No
answers
•Pupils answer the
pupils are
questions
Ex: 4 P: 41 evaluated by
ANSWERS
• Give Ss time to answer the collecting pencils
1 The advantages of 2D
questions referring to the text as games are that they ar
necessary. cheap to produce, don't
Check Ss' answers. require much compute
memory and are suitable for
hand-held devices The
disadvantages are that they
are simplistic with pixelated
characters and only involve
one screen.

2 2D games are popular

again because they can be
played on smartphones as
a mobile game. Moder
Conclusion during the lesson some versions of 2D consoles are
tasks differentiated by outcomes of now collector's item and
the students and by their abilities. new games are still being
produced

End of the FEEDBACK Poster

lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 3 Virtual reality Lesson 31

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Grammar: Quantifiers

Learning objectives 10.1.7.1 - develop and sustain a consistent argument when speaking or
writing;
10.3.3.1 - explain and justify own and others’ point of view on a wide range of
general and curricular topics;
10.5.7.1 - use independently appropriate layout at text level on a range of
general and curricular topics;

Lesson objectives Learners will be able to:

- consolidate new vocabulary from a text
- consolidate new vocabulary
- present/practise quantifiers

Plan
Stages / Teachers actions Students actions Assessment criteria Resources
Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
revise the vocabulary from the - can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min. Assessment criteria
- Learners have
met the learning
objectives if they
Students say different can talk about Picture
words from the picture
Middle of •Pupils fill the gaps. Descriptor:
the Ex: 5 P: 41
ANSWERS - fill the gaps.
lesson • Explain the task and give Ss time to
1 game Total: 1 point
Presentat complete it referring to the text as Card
2 hand-held
ion part. necessary. Then ask Ss to make 3 memory Worksheet
30 min sentences based on the text. 4 downloadable
Ask Ss around the class to share their Descriptor:
5 item
answers with the rest of the class. 6 must-have - match the words
7 open in bold
Ex:6 P: 41 8 platform Total: 1 point
• Refer Ss to the words in bold in
the text and give them time to match •Pupils match the words
them to their definitions in the list. in bold in the text. Descriptor:
Check Ss' answers ANSWERS - choose the correct
commands = orders word
Ex:7 P: 41 interact = have an effect on - make sentences
each other using other words
• Explain that we use some in combined = joined
affirmative sentences for plural Total: 1 point
defended = protected
items and we use any in negative courageous = brave
plural sentences and interrogative increasingly more and more
require = need
plural sentences. a must = essential
Explain that we use much/(a) little
with uncountable nouns and •Pupils choose the
many/(a) few with countable nouns. correct word. Then make
* Explain that we use a lot of with sentences using other
countable / uncountable nouns. words.
Descriptor:
Refer Ss to the Grammar Reference ANSWERS
1 any - read the
section for more details.
2 few sentences.
Explain the task and give Ss time to 3 a lot of - answer the
complete it. Check Ss' answers and 4 much question
then elicit sentences using the other 5 many, any
Total: 1 point
words.
•Pupils read the
sentences. Answer the -Make CCQ
Ex: 8 P: 41 questions Yes / No
• Explain the task and give Ss time question
to complete it. ANSWERS
1 Every pupils are
Refer Ss to the Grammar Reference evaluated by
2 a number of
section for help if necessary. 3 any collecting pencils
Check Ss' answers. 4 Much
.
Conclusion during the lesson some
tasks differentiated by outcomes of
the students and by their abilities.
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 3 Virtual reality Lesson 32

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Writing: An opinion essay

Learning objectives 10.2.8.1 - recognize inconsistencies in argument in extended talk on a range

of general and curricular subjects;
10.3.3.1 - explain and justify own and others’ point of view on a wide range of
general and curricular topics;
10.4.5.1 deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics;

Lesson objectives Learners will be able to:

- analyse a model for content and structure
- write supporting sentences for given topic sentences

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
revise the vocabulary from the - can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min. Assessment criteria
- Learners have
met the learning
objectives if they
Students say different can talk about Picture
words from the picture
Middle of •Pupils read the rubric. Descriptor:
the Ex: 1 P: 42
Underline the key words - read the rubric
lesson • Read the Writing Tip box aloud and
introduce the type of writing, the
and answer the question. - underline the key
Presentat
ANSWERS words Card
ion part. content, layout and useful language. Worksheet
Ask Ss to read through the rubric and Key words: '3D games are Total: 1 point
30 min the best option for the
identify the key words and answer the current generation of
questions. gamers', teacher, essay
Check Ss' answers around the class giving your opinion with Descriptor:
reasons, 120-180 words - read the essay
1 my teacher - match the
Ex:2 P: 43 2 my opinion with reasons
• Give Ss time to read the model 3 formal because an essay paragraphs to the
and match the paragraphs to their is a formal piece of writing headings
content. 4 I think that there are some Total: 1 point
Check Ssanswers. great non-3D games
around, but for a rich,
immersive experience with
Ex:3 P: 43 Descriptor:
excellent graphics the best
• Ask Ss to read the model again option for the current - read the essay
and identif and categorise the generation of gamers is 3D again
linkers. games Total: 1 point
•Pupils read the essay
Check Ssanswers on the board.
and match the
paragraphs to the
Ex: 4 P: 43
headings below
• Go through the example. Elicit the
connection between the topic ANSWERS
A5B3C1D2E4
sentence and the supporting
sentences (they give reasons).
Give Ss time to read the topic •Pupils read the essay
sentences and write supporting again
Descriptor:
sentences for them. ANSWERS
introduce an opinion - I
- read the topic
Ask Ss around the class to read out
their supporting sentences. believe sentences.
list points - To begin with Total: 1 point
add more points - Secondly
Conclusion during the lesson some show results - As a
-Make CCQ
tasks differentiated by outcomes of result/Therefore
Introduce an opposite questions Yes / No
the students and by their abilities.
viewpoint - On the other
hand pupils are
Introduce examples - For
example conclude - In
evaluated by
conclusion collecting pencils

•Pupils read the topic

sentences.
ANSWERS
Students own answer
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 3 Virtual reality Lesson 33

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Culture corner

Learning objectives 10.4.3.1 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of general and curricular topics;
10.3.6.1 - navigate talk and modify language through paraphrase and
correction in talk on a range of familiar general and curricular topics;
10.5.3.1 - write with grammatical accuracy on a range of familiar general and
curricular topics;

Lesson objectives Learners will be able to:

- elicit different art forms
- consolidate new collocations from the tex
- consolidate information in a text and offer an opinion

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
revise the vocabulary from the - can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min. Assessment criteria
- Learners have
met the learning
objectives if they
Students say different can talk about Picture
words from the picture
Middle of •Pupils in pairs make a Descriptor:
the Ex: 1 P: 44
list. Tell the class. - in pairs make a
lesson • Ask Ss to work in pairs and come up
with list of different art forms. Give the
ANSWERS list.
Presentat
"painting, graffiti, - tell the class. Card
ion part. pairs three minutes. Worksheet
Ask pairs for suggestions around the sculpture, music, dance, Total: 1 point
30 min dram pottery, poetry,
class and write the full list on the
board. animation, photography,
video. Descriptor:
Ex:2 P: 44 - read the text
•Pupils read the text
• Explain the task and ask Ss to - choose the correct
again and for question word
read the text again and choose the
word from the choice of four which choose the correct word. Total: 1 point
best completes each gap to make ANSWERS
the text coherent and correct both 1B2C3D4A5B6C
lexically and grammatically. 7A8C9A Descriptor:
Play the recording Ss listen and - fill the gaps
follow the text to check their •Pupils fill the gaps.
Total: 1 point
answers ANSWERS
1 job
2 develop
Ex:3 P: 44 3 promising
• Explain the task. 4 cave
Give Ss time to complete the task, 5 virtual
referring back to the text if 6 come
8 unique
necessary.
Check Ss' answers
•Pupils answer the Descriptor:
Ex: 4 P: 44 question - answer the
• Give Ss time to answer the ANSWERS question
questions in their own words. 1 Students use the VR Total: 1 point
Ask various Ss around the class to studio to create their art
share their answers with the rest of piece, while planning and
sketching at home
-Make CCQ
the class.
questions Yes / No
Conclusion during the lesson some
tasks differentiated by outcomes of pupils are
the students and by their abilities. evaluated by
collecting pencils
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 3 Virtual reality Lesson 34

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Curricular: IT

Learning objectives 10.5.1.1 - plan, write, edit and proofread work at text level independently on a
range of general and curricular topics;
10.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of general and curricular topics;

Lesson objectives Learners will be able to:

- check their own and others’ writing to ensure that it communicates what they
intended and improve the writing if needed
-recognize typical features and inappropriacies in word choice, sentence
structure, paragraphs and complete texts

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
revise the vocabulary from the - can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min. Assessment criteria
- Learners have
Students say different met the learning
words from the picture objectives if they
can talk about Picture
What is the difference
between information and
data?

Middle of •Pupils look at the pieces Descriptor:

the Ex: 1 P: 45 of equipment below. - look at the pieces
lesson • Introduce vocabulary from the text Answer the question. of equipment
Presentat Ask Ss to look at the different ANSWERS - answer the Card
ion part. pieces of equipment and think about AVR headset is used to view
question Worksheet
what they do. Tell them they can the VR world.
30 min Total: 2 point
check any they are not sure of in a A console runs a game or
dictionary or online. other software.
An HDMI cable transfers
• Elicit what they do around the audio-visual information
class. •Pupils listen and read. Descriptor:
Answer the question. - listen and read
Ex:2 P: 45 ANSWERS - answer the
• Predict information in a text and to Users put on a VR headset. It question
listen and read to verify the is connected to a console
Total: 3 point
information either wirelessly or through an
HDMI cable. The display
Elicit a variety of answers to the shows them the VR world and
question in th rubric from various Ss they listen to sound through Descriptor:
around the class. the headphones. Controllers
Play the recording. Ss listen and allow them to physically - read the text
follow the tex in their books to find interact with the VR - answer the
environment. They car
out communicate through their
question.
microphone. In the future Total: 3 point
sensors will detect the
movements users make

Ex:3 P: 44 •Pupils read the text

• Read for specific information again and answer the
Ask Ss to read questions 1-5 and question.
then give ther time to read the text ANSWERS
again and answer them. 1 The headset is connected to
Check Ss' answers. the console either wirelessly or
 with an HDMI cable.
2 Our brains get the 3D
images from the display
3 The headset follows our
movements so that the image
changes depending on where
we are looking.
4 We can't hear what is
happening in the real world
Ex: 4 P: 44 because the headphones block Descriptor:
• Consolidate new vocabulary it out. - match the words
5 Bodysuits or sensors will
Give Ss time to complete the task make us feel the virtual in bold in the text
and then chec Ss' answers. environment in the future. Total: 3 point

•Pupils match the words -Make CCQ

in bold in the text. questions Yes / No
ANSWERS
1 surface = ground
2 audience = people at a pupils are
Conclusion during the lesson some performance evaluated by
tasks differentiated by outcomes of 3 intrude = interrupt
collecting pencils
4 runs = controls
the students and by their abilities. 5 images = pictures
6 block out = stop Total: 10 point
7 physically = using the body

End of the FEEDBACK Poster

lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 3 Virtual reality Lesson 35

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Language in Use

Summative assessment for the unit «Virtual reality»

Learning objectives 10.5.6.1 - write coherently at text level using a variety of connectors on a range
of familiar general and curricular topics;
10.6.2.1 - 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;

Lesson objectives Learners will be able to:

- write a coherent text stating and explaining an idea/argument
- use an increasing repertoire of countable and uncountable nouns correctly
with a greater range of items before the noun;

Plan
Stages / Teachers actions Students actions Assessment criteria Resources
Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
revise the vocabulary from the - can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min. Assessment criteria
- Learners have
Students say different met the learning
words from the picture objectives if they
can talk about Picture
What is the difference
between information and
data?
Middle of •Pupils complete with the Descriptor:
the Ex: 1 P: 46 correct particles. - complete with the
lesson • Present and practise phrasal verbs ANSWERS correct particles
Presentat with look and try 1 out Total: 2 point Card
ion part. Go through the list of phrasal verbs
2 after Worksheet
and their definitions and elicit an
30 min 3 over
example for each one from various
Ss around the class. Tell them they 4 out
can use their dictionaries to help 5 up to
them if necessary. 6 into
Give Ss time to complete the task
and then check Ss' answers.

Descriptor:
Ex:2 P: 46
•Pupils fill the gaps - fill the gaps
• practise prepositional phrases
ANSWERS Total: 3 point
Explain the task and give Ss time to
complete it and then check Ss' 1 to
2 on
answers. 3 on
Ask Ss to add the words to the 4 out
Prepositions section in their 5 on Descriptor:
notebooks. - choose the correct
Ask Ss to revise this section
word
regularly as this will help them use
Total: 3 point
the English language in a natural
way. •Pupils choose the
correct word.
Ex:3 P: 46 ANSWERS
• Consolidate words which are often 1 choose
confused 2 lets
Explain the task. 3 simulate
4 skills
Give Ss time to complete the task
and then check their answer
•Pupils fill in the correct
word. Descriptor:
ANSWERS - fill in the correct
Ex: 4 P: 46 word.
1 creative
• Read the theory box and the 2 sensible Total: 3 point
examples aloud and then explain 3 frightened
the task. 5 different
Give Ss time to complete the task -Make CCQ
4 relaxing questions Yes / No
and then check Ss' answers
•Pupils fill the gaps.
Ex: 5 P: 46 pupils are
ANSWERS
Consolidate collocations from the evaluated by
1 high-definition
module 2 live collecting pencils
Explain the task and give Ss time to 3 flora
complete it then check their 4 generate Total: 10 point
answers 5 monitor
6 breaking
7 collector's
Conclusion during the lesson some 8 built-in
tasks differentiated by outcomes of 9 independent
the students and by their abilities. 10 must-have

End of the FEEDBACK Poster

lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 3 Virtual reality Lesson 36

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Progress check

Learning objectives 10.5.9.1 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy;
10.6.9.1 - 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

Lesson objectives Learners will be able to:

- proofread others’ writing for punctuation
- use present to talk about regular actions, timetable events, to retell the plots
of films, to write headlines or titles

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. Assessment criteria
revise the vocabulary from the - Learners have
previous Students say different met the learning
Lead – In words from the picture objectives if they
can talk about Picture
What is the difference
between information and
data?

Middle of •Pupils read the article Descriptor:

the Ex: 1 P: 47 and choose the correct - read for specific
lesson • Read for specific information option. information
Give Ss time to read the text and ANSWERS
Presentat - choose the correct Card
ion part. complete the task. 1 C (... allow people to create a option. Worksheet
Check Ss' answers. Ask Ss to justify big-screen experience on their
30 min Total: 2 point
their answers. living room wall with their
mobiles.)
2 C (... roll out the screen from Descriptor:
Ex:2 P: 47 your phone so it is closer to the
• Listen for specific information size of a laptop.) - listen for specific
Explain the task and ask Ss to read
3 B (... turning us into a information
cashless society.)
the statements. - complete the
4 D (... large amounts of
Play the recording. Ss listen and information about our lifestyles statements.
complete the text with the correct on our phones ...) Total: 3 point
5 D (... allowing us to use our
information. phones to scan our food for
Ss check their answers with their harmful toxins...
partners. Pupils listen to a man Descriptor:
Check Ss' answers around the
talking about the future - practise
class.
and complete the vocabulary from the
statements. module
Ex:3 P: 48 - complete the
• Practise vocabulary from the ANSWERS
1 F 2T 3 T 4 F 5 F sentences with
module
Explain the task. •Pupils fill the gaps. correct future form
Ss complete the task. ANSWERS Total: 3 point
Check Ss' answers. 1 interact 2 audience
3 comeback 4 level
5 tap 6 stream
7 arcade 8 lightweight
Ex: 4 P: 48 9 hand-held 10 code
• Consolidate grammar from the •Pupils complete the
 module sentences with correct
Explain the task. future form
Ss complete the task. ANSWERS
Check Ss' answers.
1 will make
2 are going to knock
Ex: 5 P: 48 3 starts
• Consolidate grammar from the 4 will have released
module 5 are going to buy Descriptor:
Explain the task. 6 won't let - consolidate
7 am not going to be grammar from the
Ss complete the task. module
8 turns/will turn
Check Ss' answers. 9 is getting - correct future
10 will go form
Conclusion during the lesson some •Pupils choose the Total: 3 point
tasks differentiated by outcomes of correct item
the students and by their abilities. ANSWERS -Make CCQ
1 such 2 that questions Yes / No
3 All 4 twice 5 our

Total: 10 point
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 4: Organic and non-organic worlds Lesson 37

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Organic and non-organic food

Learning objectives 10.1.5.1 - use feedback to set personal learning objectives;

10.2.2.1 - understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.6.6.1- use a wide variety of relative, demonstrative, indefinite, quantitative
pronouns and reflexive pronoun structures on a wide range of familiar general
and curricular topics;

Lesson objectives Learners will be able to:

- show control of their own learning\
-use context clues to identify specific information
 Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. Assessment criteria
revise the vocabulary from the - Learners have met
previous Students say different the learning
Lead – In words from the picture objectives if they
can talk about Picture
What is the difference organic and non-
between information and organic food
data?
Middle of •Pupils listen and say. Descriptor:
the Ex: 1 P: 49 Answer the question. -present vocabulary
lesson • Present vocabulary relating to ANSWERS relating to
organic/non-organic food production
Presentat Organic food production: organic/non-organic Card
ion part. Direct Ss' attention to the pictures.
compost, biological food Worksheet
Play the recording. Ss listen and
30 min pesticides Non-organic - answer the
repeat chorally and/or individually.
food production: question.
Then elicit which of the pictures
relate to organic/non-organic food
Total: 2 point
chemical pesticides,
production. GMO crops, hormones
Descriptor:
and antibiotics, synthetic
- match the two
fertilisers
columns to make
complete sentences
•Pupils match the two
Ex:2 P: 49 Total: 3 point
columns to make
• Practise vocabulary relating to complete sentences.
organic/non-organic food production
ANSWERS
Ask Ss to work in pairs or small
1C
groups and match the columns to
2D
make sentences.
3A
Elicit answers from around the
4B
class.
5G
6H -Make CCQ
7E questions Yes / N
Conclusion during the lesson some 8F
tasks differentiated by outcomes of Total: 10 point
the students and by their abilities.

End of the FEEDBACK Poster

lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 4: Organic and non-organic worlds Lesson 38

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Organic food

Learning objectives 10.2.4.1 - understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
range of general and curricular topics
10.4.2.1 - understand specific information and detail in extended texts on a
range of

Lesson objectives Learners will be able to:

- communicate effectively using target vocabulary and syntax appropriately in
context
- identify and explain use/function of adjectives and adverbs

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. Assessment criteria
revise the vocabulary from the - Learners have met
previous Students say different the learning
Lead – In words from the picture objectives if they
can talk about Picture
What is the difference organic and non-
between information and organic food
data?

Middle of •Pupils write as many Descriptor:

the Ex: 1 P: 50 words as you can think of - present
lesson • Present vocabulary related to food under each heading vocabulary related
Presentat Ask Ss to think of as many words as ANSWERS Card
to food
they can under each heading
ion part. FRUIT: apples, pears, - write as many Worksheet
related to food.
30 min bananas, melon, grapes, words as you can
Check Ss' answers around the
oranges, lemons, etc think
class.
VEGETABLES: potatoes, Total: 2 point
Ex:2 P: 50 carrots, broccoli,
tomatoes, lettuce, Descriptor:
• Listen and read for gist
cucumbers, etc. - listen and read for
Ask Ss to read the title and the
headings and then elicit what the gist
MEAT: beef, lamb, pork,
text is about. - answer the
chicken, etc
Play the recording. Ss listen, read question.
DAIRY PRODUCTS: milk, Total: 3 point
and find out.
cheese, yoghurt, butter,
cream, etc.
Ex:3 P: 50
• Read for specific information
•Pupils read the title and
(true/false/doesn't say statements)
the headings. Answer the
Ask Ss to read statements 1-6. Then
question.
give them time to read the text
ANSWERS
again and mark them according to
The text is about the
what they read. benefits of eating organic
Check Ss' answers. food. Descriptor:
- read for specific
 Ex:4 P: 50 •Pupils read again and information
• consolidate new vocabulary mark the statements - read again and
Explain the task and give Ss time to ANSWERS mark the
complete it. 1T statements
Check Ss' answers. 2F - fill the gaps.
3 DS
4T
Conclusion during the lesson some 5F -Make CCQ
tasks differentiated by outcomes of 6F questions Yes / N
the students and by their abilities.
•Pupils fill the gaps. Total: 10 point
ANSWERS
1 welfare
2 ingredients
3 hormones
4 produce
5 pesticides
6 compost
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 4: Organic and non-organic worlds Lesson 39

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Grammar: Pronounce – Quantifiers

Learning objectives 10.3.3.1 - explain and justify own and others’ point of view on a wide range of
general and curricular topics;
10.3.6.1 - navigate talk and modify language through paraphrase and
correction in talk on a range of familiar general and curricular topics;
10.4.1.1 - understand main points in extended texts on a wide range of familiar
and some unfamiliar general and curricular topics;

Lesson objectives Learners will be able to:

- communicate effectively using target vocabulary and syntax appropriately in
context
- identify and explain use/function of adjectives and adverbs
 Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. Assessment criteria
revise the vocabulary from the - Learners have met
previous Students say different the learning
Lead – In words from the picture objectives if they
can talk about Picture
What is the difference organic and non-
between information and organic food
data?
Middle of •Pupils study the table. Descriptor:
the Ex: 6 P: 51 Answer the question - study the table
lesson • present/revise pronouns and ANSWERS
quantifiers - answer the
Presentat We use relative pronouns in
question. Card
ion part. • Ask Ss to study the table and then relative clauses to
Total: 2 point Worksheet
elicit when we use the different identify/describe the
30 min
types of pronouns and quantifiers. person/place/thing in the
• Refer Ss to the Grammar main clause.
Reference section to check. We use demonstrative
pronouns to indicate the
person or thing referred to.
We use indefinite pronouns
to refer to one or more
unspecified objects, people
or places. Descriptor:
We use reflexive pronouns - choose the correct
with certain verbs/ options
prepositions when the Total: 3 point
subject and the object of
the verb are the same.

Ex:7 P: 51 •Pupils choose the

• practise pronouns and quantifiers correct options
• Explain the task and give Ss time ANSWERS
to complete it.
1 some
Check Ss' answers
2 that
3 everyone
4 ourselves
Descriptor:
5 anything
6 a few - listen to a lecture
7 Those talking about GM
8 everything food
Total: 3 point
Ex:8 P: 51 Total: 3 point
•Pupils listen to a lecture
• Explain the task and ask Ss to read
talking about GM food
the questions. -Make CCQ
ANSWERS
Play the recording and give Ss time 1 In Europe, shoppers can questions Yes / N
to make notes in answer to the choose whether or not to buy
GM food because all GM food
questions. must be labelled. In the USA, Total: 10 point
Check Ss' answers food manufacturers do not
have to reveal if their products
contain GM ingredients.
2 Arguments against GM food
include: it is dangerous to both
humans and the environment,
it is harmful, the whole organic
farming industry will be
destroyed because of cross-co
amination of GM crops with
non-GMO crops and GM crops
Conclusion during the lesson some will lead to more pollution
because many are designed to
tasks differentiated by outcomes of withstand greater applications
the students and by their abilities. of pesticides and herbicides.

End of the FEEDBACK Poster

lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 4: Organic and non-organic worlds Lesson 40

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Skyscraper farms

Learning objectives 10.2.2.1 - understand specific information in unsupported extended talk on a

wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.4.5.1 - deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics;
10.6.2.1 - 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;

Lesson objectives Learners will be able to:

- use context clues to identify specific information
- identify the meaning of words using contextual clues

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. revise the vocabulary from the Assessment criteria
previous - Learners have met
Lead – In Students say different the learning
words from the picture objectives if they
 can talk about Picture
What is the difference organic and non-
between information and organic food
data?

Middle of •Pupils look at the Descriptor:

the Ex: 1 P: 52 picture. Then listen to the - look at the picture.
lesson • Present new vocabulary sentences and repeat. - listen and repeat
Presentat Ask Ss to look at the picture. Elicit Answer the question. Card
- answer the
ion part. what they can see (a tall, round, ANSWERS question Worksheet
glass building).
30 min I think it's a tall building Total: 2 point
Play the recording. Ss listen and where you can grow food. It
repeat chorally and/or individually. is powered by solar panels
Ask various Ss around the class to and the produce is grown in
try to answer the questions in the a solution of nutrients and
rubric. water Descriptor:
Give Ss time to read the task and - read the text
find out. •Pupils read the text
- for each gap
again and for each gap
choose from the
choose from the
sentences
Ex:2 P: 53 sentences the one which
Total: 3 point
• Read for cohesion and coherence best fits each gap.
Explain the task. Give Ss time to ANSWERS
read the text again and choose the 1C2F3H 4E5G
correct sentence for each gap. 6A7B
Check Ss' answers and elicit the Ss'
reasons. • Pupils choose the
correct word. Check in
Ex:3 P: 53 your dictionaries.
• Consolidate new vocabulary ANSWERS
Give Ss time to complete the task. 1 challenge Descriptor:
Tell them to use their dictionaries if 2 risen - choose the correct
they wish. 3 springing up word
Check Ss' answers. 4 save - check in your
5 powered
dictionaries
6 drains
Ex:4 P: 53 7 produce
Total: 3 point
• Practise new vocabulary 8 rising
Give Ss time to complete the task.
Ss can look up any words they are • Pupils fill the gaps. Descriptor:
unsure of in their dictionaries. ANSWERS - fill the gaps
Check Ss' answers. Give Ss time to 2 friendly Total: 3 point
write their sentences. Check Ss' 3 real
4 wind -Make CCQ
answers by asking various Ss to read
5 vertical questions Yes / N
their sentences aloud 6 local
7 costs
Conclusion during the lesson some 8 direct
Total: 10 point
tasks differentiated by outcomes of
the students and by their abilities.
 End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 4: Organic and non-organic worlds Lesson 41

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Grammar: Future Perfect

Learning objectives 10.6.8.1 - use a variety of future active and passive and future continuous
forms on a wide range of familiar general and curricular topics;
10.6.13.1 - 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 Learners will be able to:

- identify future simple and future continuous in the studied material
- use context clues to identify specific information
- identify the meaning of words using contextual clues

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. revise the vocabulary from the Assessment criteria
previous - Learners have met
Lead – In Students say different the learning
words from the picture objectives if they
can talk about Picture
What is the difference future
between information and
data?
Middle of •Pupils read the theory Descriptor:
the Ex: 5 P: 53 and find examples of all - read the theory
lesson • Present the future perfect and the the future tenses in the - find examples of
future perfect continuous text.
Presentat all the future tenses Card
ion part. Write on the board: In the future, ANSWERS Total: 2 point Worksheet
people will grow vegetables on
30 min will have risen, will require,
skyscraper farms. Elicit when we will be, will have, will be,
use the Future simple. Then, write will be made, will be grown, Descriptor:
on the board: In the future, crops will will have been travelling, - put the verbs in
be grown on skyscraper farms. Elicit will go, will be powered, 'll brackets in the
how we form the passive form of the save, 'Il (all) be eating,
won't be able to do
future perfect
future simple (will + be + past Total: 3 point
participle)
Write on the board: I will have
taught and say what you will have
done by the end of the day (I will •Pupils put the verbs in
have taught for 8 hours by the end brackets in the future
of the day.). Elicit the meaning of perfect or future perfect
will have + past ‫ کیا‬participle continuous.
(expresses an action that will have ANSWERS
finished before a stated time in the 1 will have been living
future) 2 will have been
converted
3 will have been working
Ex:6 P: 53 4 won't have finished
• Practise the future perfect and the 5 Will we have found Descriptor:
future perfect continuous - write two things
Explain the task and give Ss time to • Pupils write two things. Total: 3 point
complete it. ANSWERS
Check Ss' answers around the I hope I will have
class. travelled abroad and I
hope I will have got a -Make CCQ
Ex:7 P: 53 great career by the time
I'm 30. questions Yes / N
• Personalise the topic
Read out the rubric and explain the By the end of this year, I
will have been learning Total: 10 point
task.
English for over 5 years
Ss work in pairs and tell each other and I will have been
their answers. living in my house for
Monitor the activity around the over 5 years.
class and then ask some pairs to tell By the end of the
the class. century, flying cars and
personal robots will
probably have been
invented
Conclusion during the lesson some
tasks differentiated by outcomes of
the students and by their abilities.
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 4: Organic and non-organic worlds Lesson 42

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Renewable energy sources

Summative assessment for the unit «Organic and non-organic worlds»

Learning objectives 10.1.9.1 - use imagination to express thoughts, ideas, experiences and
feelings;
10.2.4.1 - understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.3.4.1 - evaluate and comment on the views of others in a growing variety of
talk contexts on a growing range of general and curricular topics;

Lesson objectives Learners will be able to:

- identify future simple and future continuous in the studied material
- use context clues to identify specific information
- identify the meaning of words using contextual clues

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. revise the vocabulary from the Assessment criteria
previous - Learners have met
Lead – In Students say different the learning
 words from the picture objectives if they
can talk about Picture
What is the difference future
between information and
data?

Middle of •Pupils look at the Descriptor:

the Ex: 1 P: 54 pictures. Answer the - look at the
lesson • Introduce the topic; to talk about question pictures
Presentat renewable energy sources ANSWERS Card
- answer the
ion part. Refer Ss to the pictures and elicit I know that hydroelectric question Worksheet
what Ss now about renewable power, solar power, wind
30 min Total: 2 point
energy sources and which one(s) power, geothermal energy and
are used in their country. tidal power are all forms of
renewable energy sources
Ask various Ss to tell the class. from natural resources such as
water, the sun, the wind, the
heat from the Earth and the
sea
Descriptor:
Ex:2 P: 54 •Pupils read the title of
- read the title of
• Listen and read for specific the text and
the text
information subheadings. Listen and
- listen and read the
Ask Ss to read the title and the read the text.
subheadings in the text and try to text
ANSWERS
answer the questions. Biofuels are made from
Total: 3 point
Play the recording. Ss listen and recently living organisms such
follow the text in their books and as plants and animals.
They are mostly made from
check their answers. plant material.
There are different methods to
make them (e.g. ethanol is
mixed with petrol and biodiesel
is mixed with regular diesel)
Yes and no. They are carbon
neutral and they produce less
Ex:3 P: 54 toxic chemicals than regular
• Read for specific information fuels, as well as less pollution
Give Ss time to read the text again and less acid rain. However, it
takes more energy and natural Descriptor:
and then complete the sentences resources to produce them, - read again
with phrases from the text. possibly destroying natural - complete the
habitats
Check Ss' answers. sentences
• Pupils read again and Total: 3 point
complete the sentences
with phrases from the
Summative assessment for the unit text
«Organic and non-organic worlds»
ANSWERS
1 coal, oil and gas -Make CCQ
2 ethanol, biodiesel and biojet
fuel
questions Yes / N
Conclusion during the lesson some 3 plant material
tasks differentiated by outcomes of 4 corn, sugar cane, wheat,
the students and by their abilities. rapeseed and soybeans
5 to power engines Total: 10 point
6 air pollution
 End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 4: Organic and non-organic worlds Lesson 43

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Speaking - and Listening

Learning objectives 10.2.7.1 - understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics;
10.3.4.1 - evaluate and comment on the views of others in a growing variety of
talk contexts on a growing range of general and curricular topics;
10.4.6.1 - recognize the attitude or opinion of the writer in extended texts on a
wide range of familiar general and curricular topics;

Lesson objectives Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)
- discuss/ debate on given topics demonstrating unprepared speaking

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. revise the vocabulary from the Assessment criteria
previous - Learners have met
Lead – In Students say different the learning
words from the picture objectives if they
can talk about Picture
What is the difference future
between information and
data?

Middle of •Pupils fill the gaps. Descriptor:

the Ex: 4 P: 54 ANSWERS - fill the gaps.
lesson • Consolidate new vocabulary 1 fossil
Explain the task and give Ss time to
Total: 2 point
Presentat 2 organisms Card
ion part. complete it. 3 source
4 carbon Descriptor: Worksheet
Check Ss' answers.
30 min 5 dioxide - answer the
6 chemicals
7 acid question
8 habitat Total: 3 point
Ex:5 P: 54 9 material
10 fats
• Understand the author's 11 pollution
attitude/opinion 12 natural
Ask various Ss to tell the class
about the author's opinion and •Pupils answer the
justify their answers using the text. question
ANSWERS
I think the author is generally in
favour of biofuels because
even though he/she presents a
balanced argument, he/she
Ex:6 P: 55 believes using biofuels is a Descriptor:
positive move (it is a good - listen to two
• Listen for specific information start).
Ask Ss to read the questions and the people talking
answer choices and think about the • Pupils listen to two about biofuels.
people talking about Total: 3 point
key words.
Play the recording and give Ss time biofuels.
ANSWERS -Make CCQ
to choose their answers.
1B questions Yes / N
Check Ss' answers. 2A
3A
4A
5B Total: 10 point
 Conclusion during the lesson some
tasks differentiated by outcomes of
the students and by their abilities.
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 4: Organic and non-organic worlds Lesson 44

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Writing: For –and –against essay

Learning objectives 10.5.9.1 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy;
10.6.2.1 - 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 ;

Lesson objectives Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)
- discuss/ debate on given topics demonstrating unprepared speaking

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. revise the vocabulary from the Assessment criteria
previous - Learners have met
Lead – In Students say different the learning
words from the picture objectives if they
can talk about for – Picture
What is the difference and –against
between information and
data?
Middle of •Pupils read the rubric Descriptor:
the Ex: 1 P: 56 and answer the - read the rubric
lesson • Analyse a rubric questions. - answer the
Presentat Read the Writing Tips box aloud and ANSWERS Card
questions.
ion part. introduce the type of writing, 1 a for-and-against essay Total: 2 point Worksheet
content, layout and useful language. 2 formal
30 min
Ask Ss to read through the rubric, 3 A-1, 3, 4, 5, 7
identify the key words and answer B-2, 6, 8 Descriptor:
the questions. - read the essay
Check Ss' answers around the •Pupils read the essay. - answer the
class. Answer the question. question
ANSWERS Total: 3 point
Ex:2 P: 56 The writer addresses the
• Identify starting/ending techniques reader directly and uses a
Give Ss time to read the essay and rhetorical question to start
elicit which techniques the writer the essay. Then a quotation
is used to end the essay.
has used to start/end the essay.
• Pupils answer the
Ex:3 P: 56 questions
• Analyse a model for content and ANSWERS
structure 1 presents the topic
Give Ss time to read the model 2 gives the arguments for the
again and match the paragraphs to
topic Descriptor:
3 gives the arguments against
their content. the topic
- answer the
Check Ss' answers. 4 gives the writer's opinion questions
Total: 3 point
Ex:4 P: 56
Descriptor:
• Present, practise and substitute • Pupils choose the - choose the correct
linkers correct words. Replace words
Ask Ss to read the examples in the the linkers in bold in the Total: 3 point
box on linkers. text. With alternatives.
Then explain the task and give Ss ANSWERS -Make CCQ
time to complete it. 1 To begin with, For example questions Yes / N
Check Ss' answers and then ask 2 Some people feel that,
because
them to suggest suitable alternative 3 In contrast, For instance
from the box. Total: 10 point
Conclusion during the lesson some
tasks differentiated by outcomes of
the students and by their abilities.
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 4: Organic and non-organic worlds Lesson 45

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Summative control work for the 2nd term

Learning objectives 10.2.4.1 - understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of
unfamiliar topics
10.3.3.1 - explain and justify own and others’ point of view on a wide range of
general and curricular topics;
10.4.5.1 - deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics;
10.5.9.1 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy;

Lesson objectives Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)
- discuss/ debate on given topics demonstrating unprepared speaking

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. revise the vocabulary from the Assessment criteria
previous - Learners have met
Lead – In Students say different the learning
words from the picture objectives if they
can talk about for – Picture
What is the difference and –against
between information and
data?

Middle of LISTENING •Pupils listen to Mia and Descriptor:

the Task. Listen to Mia and Ryan Ryan talking about - listen to Mia
lesson talking about computer games. computer games Total: 2 point
Presentat Answer the questions 1-3 while you ANSWERS Card
ion part. listen to the recording. Listen and 1Ryan Worksheet
Descriptor:
30 min decide who these ideas belong to. 2 Mia
Write Mia or Ryan in the spaces - write Paragraph 1
3 Ryan
provided. CD3 Tapescript 1. or 2 next to the
4 Ryan
sentences
5 Ryan
Task. Complete the sentence 6Need for Speed
Total: 3 point
according to what you hear.
•Pupils write Paragraph 1
or 2 next to the
READING sentences below.
Task. Which paragraph contains the ANSWERS
following information? Write Paragraph 1
Paragraph 1 or 2 next to the Paragraph 1
sentences below. Paragraph 1
Paragraph 2
Task. Mark the sentences True or True
False False Descriptor:
- choose ONE topic
WRITING to write
Total: 3 point
Task. Choose ONE topic to write.

Topic 1. Virtual Reality

Descriptor:
Topic 2. Organic and Non-organic • Pupils choose ONE - choose one card
Worlds topic to write. and discuss
questions
ANSWERS
SPEAKING Total: 3 point
Students own answer
 Task. You have to work in pairs.
Choose one card and discuss -Make CCQ
questions with your partner. You • Pupils choose one card questions Yes / N
should collaborate, agree or and discuss questions
disagree, showing your point of with your partner
view. You have one minute to ANSWERS
prepare, 2-3 minutes to talk on the Total: 10 point
Students own answer
topic.

Conclusion during the lesson some

tasks differentiated by outcomes of
the students and by their abilities.
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:

Short term plan: term 2

Unit 4: Organic and non-organic worlds Lesson 46

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Culture corner

Learning objectives 10.6.17.1 - use if / if only in third conditional structures

use a variety of relative clauses including with which [whole previous clause
reference] on a wide range of familiar general and curricular topics
10.5.9.1 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy;

Lesson objectives Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)
- discuss/ debate on given topics demonstrating unprepared speaking

Plan
Stages / Teachers actions Students actions Assessment criteria Resources
Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. revise the vocabulary from the Assessment criteria
previous - Learners have met
Lead – In Students say different the learning
words from the picture objectives if they
can talk about Picture
What is the difference clothing industry
between information and
data?
Middle of •Pupils read the title of Descriptor:
the Ex: 1a P: 58 the text and look at the - read the title of the
lesson • Introduce the topic and read for pictures. Answer the text
Presentat gist question Card
- answer the
ion part. Ask Ss to read the title and look at ANSWERS questions. Worksheet
the pictures.
30 min I think the text is about Total: 2 point
Have Ss guess what the text is the organic industry in
about. Ss read to find out. the UK Descriptor:
Ex:1 b P: 58 - read the text
•Listen and read for lexico- - fill the gaps
grammatical correctness & •Pupils read the text Total: 3 point
coherence again and fill the gaps.
Explain the task and ask Ss to read ANSWERS
the text again and think of a word to 1 more 2 is 3 with 4 like
complete each gap that makes the 5 which 6 This 7 who 8
text coherent so that it is lexically At
and grammatically correct. 9 From 10 for 11 these
Play the recording. Ss listen and 12 their
read to check their answers. Ask Ss
to justify their answers.
• Pupils fill the gaps
ANSWERS
Ex:2 P: 58 1 industry Descriptor:
• Consolidate new vocabulary 2 synthetic - fill the gaps
Explain the task. 3 alternatives Total: 3 point
Give Ss time to complete the task, 4 wool
referring back to the text if 5 chemical Descriptor:
necessary. 6 logo - find out
7 materials
Check Ss' answers. 8 sector information about
the organic industry
Ex:3 P: 58 Total: 3 point
• Write a paragraph about the
organic industry in your country • Pupils find out -Make CCQ
Give Ss time to collect information information about the questions Yes / N
about the organic industry in their organic industry in your
country and write a text about it. country.
Then ask various Ss to read out their ANSWERS Total: 10 point
text to the class. Students own answer.
Alternatively, assign the task as HW
and ask Ss to give read out their
texts in the next lesson.

Conclusion during the lesson some

tasks differentiated by outcomes of
the students and by their abilities.
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 4: Organic and non-organic worlds Lesson 47

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Curricular: Citizenship

Learning objectives 10.2.7.1 - understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics;
7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a
growing range of general topics, and some curricular topics
7.5.7.1 use with minimal support appropriate layout at text level for a growing
range of written genres on familiar general and curricular topics;

Lesson objectives Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)
- discuss/ debate on given topics demonstrating unprepared speaking

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. revise the vocabulary from the Assessment criteria
previous - Learners have met
Lead – In Students say different the learning
words from the picture objectives if they
can talk about Picture
What is the difference clothing industry
 between information and
data?

Middle of •Pupils answer the Descriptor:

the Ex: 1a P: 59 question - answer the
lesson • Introduce the topic; to relate the ANSWERS questions.
Presentat topic to yourself Sentence 2-1 always check Total: 2 point Card
ion part. Ask Ss to read sentences 1-10 and where and how a product Worksheet
then ask various Ss around the was made. I read the labels
30 min Descriptor:
class to say which one(s) best on the clothes I buy and if I
describe(s) them. hear in the news about - listen and read
Elicit/Explain any unknown words. stores that use cheap Total: 3 point
labour, I avoid going to
them. Also sentence 3-1
Ex:1 b P: 59
often shop online. I believe
• Express a personal opinion and to you can find some real
listen and read to verify information bargains by shopping on
Elicit a variety of answers to the websites
question in the rubric from various
Ss around the class. •Pupils listen and read to
Play the recording. Ss listen and find out. Answer the
follow the text in their books to find question,
out
ANSWERS
A responsible shopper
Descriptor:
Ex:2 P: 59 knows where and how the - fill the gaps
• Read for specific information products they buy are Total: 3 point
Ask Ss to read the incomplete made. They buy fair trade
products. They buy
sentences 1-6 and then give them products that use fewer
time to read the text again and natural resources and that -Make CCQ
complete them. don't have unnecessary questions Yes / N
packaging. They buy
Check Ss' answers.
second-hand goods and
they recycle. Responsible
Ex:3 P: 59 shoppers don't buy anything Total: 10 point
• Consolidate new vocabulary that is unnecessary and
they don't pay too much
Give Ss time to complete the task
and then check Ss' answers. • Pupils fill the gaps.
ANSWERS
1 manufacture their goods
Conclusion during the lesson some 2 the goods have been
made under acceptable
tasks differentiated by outcomes of working conditions
the students and by their abilities.
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 4: Organic and non-organic worlds Lesson 48

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Language in use: Phrasal verbs Prepositions

Learning objectives 10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
10.3.4.1 - evaluate and comment on the views of others in a growing variety of
talk contexts on a growing range of general and curricular topics;
10.4.6.1 - recognize the attitude or opinion of the writer in extended texts on a
wide range of familiar general and curricular topics;

Lesson objectives Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)
- discuss/ debate on given topics demonstrating unprepared speaking

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. revise the vocabulary from the Assessment criteria
previous - Learners have met
Lead – In Students say different the learning
words from the picture objectives if they
can talk about Picture
What is the difference
between information and
data?
Middle of •Pupils choose the Descriptor:
the Ex: 1 P: 60 correct particle - choose the correct
lesson • Present and practise phrasal verbs ANSWERS particle
Presentat with do, drop and get 1 out Total: 2 point Card
ion part. Go through the list of phrasal verbs 2 up
Worksheet
and thei definitions and elicit an 3 along
30 min 4 by
example for each one from various
5 over
Ss around the class using thei 6 across
dictionaries to help them if
necessary.
Give Ss time to complete the task •Pupils fill the gaps. Descriptor:
and ther check Ss' answers. ANSWERS - fill the gaps.
1 at Total: 3 point
Ex:2 P: 60 2 of
3 for
• Practice prepositional phrases 4 on
Explain the task, give Ss time to 5 to
complete it and then check Ss' 6 from
answers. 7 from
Ask Ss to add the words to the • Pupils fill in the
Prepositions section in their sentences with the
notebooks. correct word derived
Ask Ss to revise this section from the word.
regularly as this will help them use
the English language in a natural
way. ANSWERS
1 shorten
2 strengthen Descriptor:
Ex:3 P: 60 3 ensure - fill in the
• Form verbs from nouns/adjectives 4 enlarge
sentences
Read the theory box and the 5 encourage
Total: 3 point
examples aloud and then explain
• Pupils fill the gaps.
the task.
ANSWERS
Give Ss time to complete the task 1 advice
and then check Ss' answers. 2 vertical
3 environmentally
Ex: 4 P: 60 4 natural
5 responsible Descriptor:
• Consolidate collocations from the 6 animal complete the
module 7 produce phrases with do or
Explain the task and give Ss time to 8 organic
make
complete it and then check their
answers. • Pupils complete the
Ex: 5 P: 60 phrases with do or make
Consolidate words which are often ANSWERS
confused 1 do 2 make 3 do
Explain the task and give Ss time to 4 make 5 do 6 make -Make CCQ
complete it and then check their 7 do 8 do 9 do
10 make 11 make questions Yes / N
answers. 12 make
Conclusion during the lesson some
tasks differentiated by outcomes of Total: 10 point
the students and by their abilities.
End of the FEEDBACK Poster
lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task:
 Short term plan: term 2
Unit 4: Organic and non-organic worlds Lesson 49

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Progress check

Learning objectives 10.4.3.1 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of general and curricular topics;
10.2.2.1 - understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;

Lesson objectives Learners will be able to:

- differentiate the style of speech (informal, semiformal, very formal)
- discuss/ debate on given topics demonstrating unprepared speaking

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time
Beginnin Organization moment : . The teacher to
g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming- The teacher sets the lesson objectives, friendly atmosphere Pictures
“Good job!
up letting students know what to Efficiency: By wishing each Well done!”
anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning worksheet
- can tell the time
«Brainsto
Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. revise the vocabulary from the Assessment criteria
previous - Learners have met
Lead – In Students say different the learning
words from the picture objectives if they
can talk about Picture
What is the difference
between information and
data?
Middle of •Pupils read the text. For Descriptor:
the Ex: 1 P: 61 question, choose the - read the text
lesson • Read for specific information best answer. - choose the best
Presentat Give Ss time to read the text again ANSWERS answer Card
ion part. and complete the task. 1.A 2 C 3 A 4 D 5 B Total: 2 point Worksheet
Check Ss' answers. Ask Ss to justify
30 min
their answers. •Pupils complete the
gaps with the correct
Ex:2 P: 61 words Descriptor:
• Listen for specific information
ANSWERS - complete the gaps
Explain the task and ask Ss to read 1 organic
the text. 2 space
with the correct
Play the recording. Ss listen and 3 gardening words
complete the text with the correct 4 compost and nutrients Total: 3 point
5 delivered
word.
6 neighbours
Ss check their answers with their 7 friends
partners. 8 full-time
Check Ss' answers around the
class. • Pupils fill the gaps
ANSWERS
Ex:3 P: 62 1 converted
2 power
• Practise vocabulary from the
3 nutrients
module 4 renewable
Explain the task. 5 resources
Ss complete the task. 6 solution Descriptor:
Check Ss' answers.
7 substances - fill the gaps
8 Compost Total: 3 point
9 certified
Ex: 4 P: 62 10 shortage
• Consolidate grammar from the
• Pupils put the verbs in Descriptor:
module
brackets in the future - put the verbs in
Explain the task.
perfect or future perfect brackets in the
Ss complete the task.
continuous. future perfect or
Check Ss' answers.
ANSWERS future perfect
1 will have run continuous.
Ex: 5 P: 60 2 will have been working Total: 3 point
• Consolidate grammar from the 3 will have created
module 4 will have opened
Explain the task.
• Pupils choose the Descriptor:
Ss complete the task.
correct item. -choose the correct
Check Ss' answers.
ANSWERS item.
1 any Total: 3 point
Conclusion during the lesson some 2 anyone
tasks differentiated by outcomes of 3 himself -Make CCQ
the students and by their abilities. 4 This
5 who questions Yes / N
6 These
7 myself
8 anything Total: 10 point

End of the FEEDBACK Poster

lesson Learners provide feedback on what Success
5 min they have learned at the lesson.
Ex:
Home task: