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 Lesson Plan 1

Unit:5 Reading for pleasure

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: Types of literature
Learning objectives(s) that this 10.1.3 -respect differing points of view;;
lesson is contributing to:
Lesson objectives: All learners will be able to: know and identify types of books
Most learners will be able to:answer the questions
Some learners will be able to: tell about books
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Revision of previous Questions: Descriptor: Whiteboard
the lesson lessons materials with 1.Which products are -answer the 1st-
Pre-learning the help of the teacher. organic and non- question Cards
«Brainstormin Differentiation: organic? - answer the 2 nd-
g» method «Verbal support» T 2. What is GMO? question. Students Book
8 min. asks different questions 3. How often do you - answer the 3 rd-
connected with the buy organic food? question.
theme and tries to help
Ss to give the correct Aim: Revise the
answer. T asks leading previous lessons Total: 3points
questions to clarify the material.
theme to the Ss who Efficiency: Ss refresh Encourage Ss who
needs T support. their mind before can name object
Ss give their possible starting new theme. that is connected
answers. After that T with new lesson.
introduces the aim and
theme of the lesson.
Middle of the Direct student to the Exercise 1: Look at -assign words to the Whiteboard
lesson pictures. Explain that the pictures. Which correct group Pupils Book
Presentation they show book covers books are non-fiction - read the without Poster
part. for different types of (based on facts) ? mistakes
literature. Elicit which fiction (created from 2points
10min. ones are fiction and the imagination)?
which ones are non-
fiction from Ss around
the class.
Aim: to present
vocabulary for types of
literature, to introduce
the topic
Efficiency:
Ss develop their reading
skills.

Read out the types of Descriptor: Whiteboard

10 min. books and explain/elicit - say definitions Students Book
their meanings. Match corectly Poster
the words with their - pronounce the
meaning words correctly.
Aim: to practice the
language of the lesson Total: 2point
Differentiation:
«Librarian» method is
 used to develop their
vocabulary knowledge.
Ask Ss to read the Exercise 2 ‘ Descriptor: Whiteboard
10 min example and elicit Answer the questions: -spelling words Students Book
similar sentences from 1.Which type of books correctly 1point.
Ss around the class do you like reading? - answer questions
about which books they Why? correctly and
like to read and why. competently1point.
Aim: to talk about types - 3point
of books
Efficiency:
To develop their
speaking skills and
consolidate adjectives
Differentiation:
“Verbal support” This
technique relies on T-S
interaction and an ability
in the educator to
engage Ss in both
simple and complex
dialogue according to
their learning needs.
End of the The Ladder method was Ss use their stickers to Ss evaluate each Whiteboard
lesson. used as a reflection. T show their knowledge other and encourage Poster.
asks Ss to stick their according to the classmate with
Reflection stickers to the Success lesson phrases like:
Ladder Green- I understood Well done!
Yellow-I have some Brilliant! Good job!
7 min questions I like it!
Red-I need a help.

Aim: To know how

many Ss got the
theme.
Efficiency:
Ss can use colors to
show how much do
they remember.
Differentiation:
«Conclusion» method
is used to finish the
lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?

By individual support, peer support Success criteria for reading task ICT links
and tasks Feedback on language
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?
Did my planned differentiation
work well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 2

Unit:5 Reading for pleasure

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: The War of the Worlds
Learning objectives(s) that this 10.3.1 - use formal and informal language registers in talk on a wide range of
lesson is contributing to: general and curricular topics;
10.3.2 - ask and respond to complex questions to get information about a
wide range of general and curricular topics
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar
and unfamiliar general and curricular topics;
10.4.9 –recognise inconsistencies in argument in extended texts on a wide
range of general and curricular topics;
10.6.5 - use a wide variety of question types on a wide range of familiar
general and curricular topics
Lesson objectives: All learners will be able to: read the biography
Most learners will be able to: answer the questions
Some learners will be able to: vocabulary, answer, say their opinion about
this writer and his works.
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous Questions: Descriptor: Whiteboard
lesson lessons materials with 1.What kind of -answer the 1st-
Pre-learning the help of the teacher. books do you question Cards
«Brainstorming Differentiation: know? - answer the 2 nd-
» method “Verbal support” 2. Are you reading a question. Students Book
5 min. T asks different book at this time/ if
questions connected so which one?
with the theme and Total: 2point
tries to help Ss to give Aim: Revise the
the correct answer. T previous lessons Encourage Ss who
asks leading questions material. answer the
to clarify the theme to Efficiency: Ss questions
the Ss who needs T refresh their mind
support. before starting new
Ss give their possible theme.
answers. After that T
introduces the aim and
theme of the lesson.

Ask Ss to read words Read the words and Descriptor: Whiteboard

11 min from Check these say their definitions -Give right answers Students Book
words box, try to find theme -2 point
the definition of these
words
Aim: to enrich Ss
vocabulary
Efficiency:
To develop reading
skills
 Differentiation:
«Librarian» method is
used to develop their
vocabulary
knowledge.
“Reading time” Give Exercise 3. Read Descriptor: Whiteboard
Middle of the Ss time to read the text about H.G. Wells. -pronounce words Students Book
lesson and answer the What kind of novels correctly Poster
Presentation part. question. Elicit an did he write? -give right answers
answer from the class. Total: 2point
8 min. Aim: To read for
specific information

Have Ss ask and Exercise 4 Ask and -make sentences Whiteboard

answer questions in answer questions as correctly , Students Book
8 min pairs about H.G. Wells an example. pronouncing the Poster
following the example. words correctly
Monitor activity -Where was 2 point
around the class. H.G.Wells born?
Aim: To consolidate - He was born in
information in a text. Bromley.
Efficiency:
Develop speaking
skills.
Differentiation:
Verbal support
8 min. Explain the task and Exercise 5 Descriptor: Whiteboard
ask Ss to read the Read the text and - give right answer Students Book
statements and then decide if statements - read words Poster
read the text and mark are T(true), F or Ds. correctly
them according to
what they read. Total: 2point
Aim: to read for
specific information
(T/F/DS statements)
Efficiency:
Develop their reading
skills.
Differentiation: read,
understand, mark
sentences
End of the lesson. “Finger” method is Ss show their Ss evaluate each Whiteboard
used to find out was knowledge other and encourage Students Book
Reflection the lesson clear or not. according to the classmate with
lesson phrases like:
5 fingers- I Well done!
Individual work: understood Brilliant! Good job!
5 min. 4 fingers -I have I like it!
some questions
2 fingers-I need a
help.

Aim: To know how

many Ss got the
theme.
Efficiency:
Ss can use our
fingers to show how
much do they
remember.
Differentiation:
«Conclusion»
method is used to
 finish the lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?

By individual support, peer support Success criteria for reading task ICT links
and tasks Feedback on language
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation

work well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 3

Unit:5 Reading for pleasure

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: The ruined house
Learning objectives(s) that this 10.1.6 - organise and present information clearly to others
lesson is contributing to: 10.4.2 - understand specific information and detail in extended texts on a
range of familiar general and curricular topics, and
some unfamiliar topics
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar
and unfamiliar general and curricular topics
Lesson objectives: All learners will be able to: know the vocabulary
Most learners will be able to: identify types of texts
Some learners will be able to: vocabulary, identify, answer the questions
Value links: Respect each other.
Plan:
Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources
Beginning of the lesson Revision of Questions: Descriptor: Whiteboard
Pre-learning previous lessons 1. Who is H.G.Wells? -answer the 1st-
«Brainstorming» materials with the 2 What works of question Cards
method help of the teacher. H.G.Wells do you - answer the 2
5 min. Differentiation: know? nd-question. Students Book
T asks different 3 What about his - answer the 3
questions connected work “The War of the rd-question.
with the theme and World”?
tries to help Ss to Aim: Revise the Total: 3point
give the correct previous lessons
answer. T asks material. Encourage Ss
leading questions to Efficiency: Ss refresh who answer the
clarify the theme to their mind before questions
the Ss who needs T starting new theme.
support.
Ss give their
possible answers.
 After that T
introduces the aim
and theme of the
lesson.

Ask Ss to read the Exercise 6 Read the Descriptor: Whiteboard

Middle of the lesson Theory box. Explain theory. What type of -give correct Students Book
Presentation part. the meaning of any text are the texts in answers Poster
unknown words.
ex3 and ex5 1point
Then ask students to
. identify the text type.
8 min. Aim: to identify and
discuss text types

Give Ss time to read Exercise 7Answer Descriptor: Whiteboard

12 min. the extract and elicit the question. Find the -choose the Students Book
how the characters examples in the text. right answer Poster
express their fears. Total: 1point
Aim: to identify
character
development through
emotions in a literary
extract.
Differentiation:
practice method is
used to strengthen
the theme.
Ask Ss to read the Exercise 8. Descriptor: Whiteboard
8 min questions and answer Read the extract in - write notes in Students Book
choices and give ex7 and choose the answer to the Poster
them time to read the correct answer . questions
extract again and correctly
choose their answers
according to what to Total: 2point
what they read.
Aim: to read for
specific information
Efficiency:
Develop their
reading skills.
Differentiation:
«Flexible pace
learning»
Give Ss time to read Exercise 9 What are Descriptor: Whiteboard
7 min the extract again and the tripods like? Read - use vocabulary Students Book
list all the words the extract again and -make sentences Poster.
used to describe describe a tripod correctly
tripods. 3points
Aim: to describe a
fictional object from
an extract
Differentiation:
«Flexible pace
learning»
Give Ss time to Exercise 10. Compare T praise the Ss
answer the question. the extract to the Well done!
Aim: to compare biography and the Brilliant! Good
fiction and non- review. How do they job! I like it!
fiction differ?
End of the lesson. The Ladder method Ss use their stickers to Ss evaluate each Whiteboard
was used as a show their knowledge other and Students Book
Reflection reflection. T asks SS according to the encourage
to stick their stickers lesson classmate with
 to the Success Green- I understood phrases like:
5 min. Ladder Yellow-I have some Well done!
questions Brilliant! Good
Red-I need a help. job! I like it!
Aim: To know how
many Ss got the
theme.
Efficiency:
Ss can use colors to
show how much do
they remember.
Differentiation:
«Conclusion» method
is used to finish the
lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?

By individual support, peer support Success criteria for reading task ICT links
and tasks Feedback on language
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation

work well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 4

Unit:5 Reading for pleasure

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: Character analyses
Learning objectives(s) that this 10.2.7 - understand speaker viewpoints and extent of explicit agreement
lesson is contributing to: between speakers on a range of general and curricular topics;
10.1.3 -respect differing points of view;;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar
general and curricular topics
10.3.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a growing range of general and curricular topics;
Lesson objectives: All learners will be able to: get acquainted with grammar
Most learners will be able to: understand the grammar
Some learners will be able to: use adjectives and compare persons
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous Questions: Descriptor: Whiteboard
 lesson lessons materials with the 1.How do the -answer the 1st-
Pre-learning help of the teacher. characters express their question Cards
«Brainstorming Differentiation: ideas? - answer the 2
» method T asks different questions 2 What are tripods like? nd-question. Students
5 min. connected with the theme Total: 2point Book
and tries to help Ss to give Aim: Revise the
the correct answer. T asks previous lessons Encourage Ss
leading questions to material. who answer the
clarify the theme to the Ss Efficiency: Ss refresh questions
who needs T support. their mind before
Ss give their possible starting new theme.
answers. After that T
introduces the aim and
theme of the lesson.
Play the recording. Ss Exercise 11. Listen to a -give right Whiteboard
Middle of the listen and complete the professor presenting the answer Students Book
lesson Venn diagram in their characters of the 2 points Poster with
Presentation part. notebooks. narrator and the curate. diagram
Aim: to listen for specific Use the adj-s from the CD track2.6
8 min. information, to complete a list to complete the
Venn diagram diagram.
Differentiation:
understand the
presentation, use
adjectives, complete the
diagram.

8 min. Explain the task and give Exercise 12 Descriptor: Whiteboard

Ss time to formulate their Compare the -make sentences Students
answers referring to the personalities of the correctly Book
extract in ex7 and the ideas narrator and the curate. -point out the Poster
in ex11 to help them. In what ways are they similarities and
Aim: to compare the the same? differences
personalities of two Total: 3point
characters from a literary
extract.
10 min. Ask Ss to read the Theory Exercise 13 Descriptor: Whiteboard
Box and then give them Read the Theory Box - complete Students Book
time to read the sentences and choose the correct phrases correctly
1-7 and choose the correct item. - make sentences
conjunction. correctly
Aim: to present and
practice conjunctions Total: 2point
Differentiation: flexible
pace learning
9 min To make sentences with Write their own Descriptor:
conjunctions . to write sentences - make sentences
them into their copybooks. correctly
Aim: to consolidate
conjunctions Total: 1point
Efficiency: to develop their
writing skills
Differentiation:practice
method
End of the lesson. The One-Minute Papers Ss answer the questions Ss evaluate each Whiteboard
method was used as a like : What is the most other and Students Book
Reflection reflection. It provides the important issue encourage
opportunity to the students discussed today? classmate with
to provide a quick What did you find phrases like:
5 min. reflection on what they difficult to Well done!
learned by responding to comprehend? Brilliant! Good
questions. What are some job! I like it!
questions you would
 like to explore further?
Aim: To know how
many Ss got the theme.
Efficiency:
To make appropriate
modifications that
would enhance
students’ learning
engagement and
performance
Differentiation:
«Conclusion» method
is used to finish the
lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?

● Students will support each other. Students will be assessed through ICT links
● More capable students will be
given more challenging material - questioning
to work with in order to allow - discussing
them to be more challenged. - after-reading activity
 The students will be supported by creating and sharing sentences with
the teacher during independent new vocabulary
work.

Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation

work well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 5

Unit 5 Reading for pleasure

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: Elements in fiction
Learning objectives(s) that this lesson 10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and
is contributing to: unfamiliar general and curricular topics;
10.5.4 - use style and register to achieve appropriate degree of formality in a
growing variety of written genres on a range of general and curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general
and curricular topics
Lesson objectives: All learners will be able to: answer the questions
Most learners will be able to: identify types of figurative language
Some learners will be able to: write a summary of an extract
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous lessons Questions: Descriptor: Whiteboard
lesson materials with the help of the 1.What are the -answer the 1st-
Pre-learning teacher. conjunctions and when question Cards
«Brainstorming» Differentiation: “verbal do we use them? - answer the 2 nd-
method support” 2 What are the question. Students Book
5 min. T asks different questions differences in answer the 3-rd-
connected with the theme and describing the narrator question.
tries to help Ss to give the and the curate? Total: 3point
correct answer. T asks leading 3 What are the
questions to clarify the theme to similarities in Encourage Ss who
the Ss who needs T support. describing the narrator answer the
Ss give their possible answers. and the curate? questions
After that T introduces the aim Aim: Revise the
and theme of the lesson. previous lessons
material.
Efficiency: Ss refresh
their mind before
starting new theme
-Explain the task and give Ss time Exercise 14 -make sentences Whiteboard
Middle of the to complete the graphic organiser Fill in the graphic without mistakes Students Book
lesson referring to the extract in Ex. 7. organizer based on the 2point Poster
-Then ask Ss to use their notes extract you read in ex7.
13 and suitable conjunctions to write Now use your notes
a summary of the extract. and conjunctions to
write a summary of the
Aim: To complete a graphic extract.
organiser
Differentiation: flexible pace
learning
Ask Ss to read the theory and then Exercise 15 Descriptor: Whiteboard
12 min. give Ss time to find examples in Find two examples of -find examples of Students Book
the extract in Ex. 7. simile, two of figurative language Poster
• Elicit answers from metaphor and one of - identify types of
around the class and then elicit personification. sentences correctly
each type of figurative language Then identify which
used in the sentences 1-6. type of figurative Total: 2points
Aim: To present, identify and language is used in
practice figurative language. sentences 1-6.
Efficiency:
Develop their writing skills.
Differentiation: practice method
is used to assess Ss writing
10min. “Quiz” Exercise 16 - choose the right Whiteboard
-Ask Ss to read the novel Test your knowledge. answer Students Book
The War of the Worlds at Quiz 3 point
home. Direct them to
www.projectgutenberg.com
for an online version. In a
future lesson after Ss have
read the book, ask Ss to
answer the questions to
test their knowledge.
-Alternatively, have Ss
guess the answers to the
questions and then read
the book and correct their
guesses at a future time.
If it is not feasible to read the
book have Ss read a plot
 summary of the book on
Wikipedia or a similar website
and then complete the quiz.
Aim: to read and consolidate
information

End of the lesson. The One-Minute Papers method Ss answer the questions Ss evaluate each Whiteboard
was used as a reflection. It like : What is the most other and encourage Students
Reflection provides the opportunity to the important issue classmate with Book
students to provide a quick discussed today? phrases like:
reflection on what they learned by What did you find Well done!
5 min. responding to questions. difficult to Brilliant! Good job!
comprehend? I like it!
What are some
questions you would
like to explore further?
Aim: To know how
many Ss got the theme.
Efficiency: To make
appropriate
modifications that
would enhance
students’ learning
engagement and
performance
Differentiation:
«Conclusion» method
is used to finish the
lesson.
Additional information

Differentiation – how do you plan to Assessment – how are you Health and safety check
give more support? How do you planning to check learners’ ICT links
plan to challenge the more able learning?
learners?
● Students will support each other. Students will be assessed through ICT links
● More capable students will be
given more challenging material to - questioning
work with in order to allow them - discussing
to be more challenged. - after-reading activity
 The students will be supported by the creating and sharing sentences with
teacher during independent work. new vocabulary

Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation work

well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 6

Unit:5 Reading for pleasure

Teacher’s name:
Date:
 Grade:10 Number present: absent:
Theme of the lesson: The myth of the war of the Worlds panic
Learning objectives(s) that this 10.4.4 - read a wide range of extended fiction and non-fiction texts on
lesson is contributing to: familiar and unfamiliar general and curricular topics;
10.3.3 - explain and justify own and others’ point of view on a wide range of
general and curricular topics;
10.3.6 - navigate talk and modify language through paraphrase and correction
in talk on a range of familiar general and curricular topics;
10.1.6 -organise and present information clearly to others;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Lesson objectives: All learners will be able to: answer the questions connected with novel
Most learners will be able to: compare information in the articles
Some learners will be able to: make own story
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Revision of previous Questions: Descriptor: Whiteboard
the lesson lessons materials with 1.What is a figurative -answer the 1st-
Pre-learning the help of the teacher. language? question Cards
«Brainstormin Differentiation: 2.Make an example to - answer the 2 nd-
g» method “Verbal support” any type of FL question. Students
Team work T asks different 3 What are the similes? - answer the 3 rd- Book
5 min. questions connected Aim: Revise the question.
with the theme and tries previous lessons
to help Ss to give the material. Total: 3point
correct answer. T asks Efficiency: Ss refresh
leading questions to their mind before Encourage Ss
clarify the theme to the starting new theme. who answer the
Ss who needs T support. questions
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
-Ask Ss to watch the Exercise 17: -give the right Whiteboard
Middle of the film adaptation of The Answer the question. answer Students Book
lesson War of the Worlds or 1points Poster
Presentation rent the DVD and play it
part. in class. If this is not
feasible, ask Ss to read a
Team work. plot summary for the
12 min. film at
www.wikipedia.org or
www.imdb.com and
compare it to the plot of
the book.
Elicit answers from Ss
around the class
Aim: To compare a
novel with a film
Team work Ask Ss to read the Exercise 18a Descriptor: Whiteboard
7min. newspaper headlines and Read an extract and - give the right Students Book
Writing task the extracts and say how answer the question answer Poster
they are related to The 1point
War of the Worlds.
Aim: To read for
gist/specific information
Efficiency:
Develop their reading
skills.
Differentiation: verbal
support
 Work in pairs -Ask Ss to read the news Exercise 18b Descriptor: Whiteboard
7min. articles again and Compare and contrast - give the right Students Book
Writing task compare and contrast the the information in the answer
presentation of the articles. Answer the 2point
reaction to Orson questions. Check your
Welles' version of The answer with your
War of the Worlds. partner
-Elicit comparison from
Ss around the class and
which one Ss believe
and why.
Aim:to compare and
contrast two news
articles
Individual work Explain the task. Exercise 19 -using vocabulary Whiteboard
. Aim: to express an Imagine filming the -make sentences Students Book
9min opinion story nowadays in your correctly Poster
Differentiation: use country. How would 3 points
vocabulary, answer the you make it different?
questions, express own Present your story to
opinion the class.

End of the “Finger” method is used Ss show their Whiteboard

lesson. to find out was the knowledge according to Ss evaluate each Students Book
lesson clear or not. the lesson other and
Reflection 5 fingers- I understood encourage
4 fingers -I have some classmate with
questions phrases like:
Individual 2 fingers-I need a help. Well done!
work: Aim: To know how Brilliant! Good
5 min. many Ss got the theme. job! I like it!
Efficiency:
Ss can use our fingers
to show how much do
they remember.
Differentiation:
«Conclusion» method
is used to finish the
lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?

By individual support, peer support Success criteria for reading task ICT links
and tasks Feedback on language
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?
Did my planned differentiation
work well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 7

Unit:6 Capabilities of the human brain

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: The human brain
Learning objectives(s) that this 10.3.5 - interact with peers to make hypotheses about a wide range of
lesson is contributing to: general and curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Lesson objectives: All learners will be able to: know the translation of the vocabulary
Most learners will be able to: know the definition of the new vocabulary
Some learners will be able to: answer the question
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Revision of previous Questions: Descriptor: Whiteboard
the lesson lessons materials with 1. Who is G.H.Wells? -answer the 1st-
Pre-learning the help of the teacher. 2. What types of question Cards
«Brainstormin Differentiation: figurative language do - answer the 2 nd-
g» method «Verbal support» T you know? question. Students Book
8 min. asks different questions 3. What good and - answer the 3 rd-
connected with the interesting books can question.
theme and tries to help you advice me to read?
Ss to give the correct Aim: Revise the Total: 3point
answer. T asks leading previous lessons
questions to clarify the material. Encourage Ss who
theme to the Ss who Efficiency: Ss refresh can name object
needs T support. their mind before that is connected
Ss give their possible starting new theme. with new lesson.
answers. After that T
introduces the aim and
theme of the lesson.

Middle of the Give Ss time to read the Exercise 1a: Fill in the -assign words to the Whiteboard
lesson texts A-D and complete gaps in the texts A-D correct place Pupils Book
Presentation the gaps with the words with words from the - read the without Poster
part. in the lists. lists mistakes
Aim: to present /practice 2points
10min. vocabulary for
capabilities of the
human brain.
Efficiency:
Ss develop their
listening and speaking
skills.
 Give Ss time to discuss Exercise 1b: name -make sentences Whiteboard
10 min in pairs other things some more capabilities correctly and use Students Book
that the brain can do. of the human brain vocabulary
Aim: to discuss 2points
capabilities of the
human brain
Play the video for Ss
and elicit their
comments
“memory” is used to
identify their
memoraziation
“Over to you” Answer the questions Descriptor: Whiteboard
10 min Ask Ss to consider the -spelling words Students Book
questions, then elicit correctly 1point.
answers from various Ss - answer questions
around the class. correctly and
Aim: To personalise the competently1point.
topic - 3point
Efficiency:
To develop their
speaking and writing
skills
Differentiation:
Verbal support .
End of the The Ladder method was Ss use their stickers to Ss evaluate each Whiteboard
lesson. used as a reflection. T show their knowledge other and encourage Poster.
asks SS to stick their according to the lesson classmate with
Reflection stickers to the Success Green- I understood phrases like:
Ladder Yellow-I have some Well done!
questions Brilliant! Good job!
7 min Red-I need a help. I like it!

Aim: To know how

many Ss got the theme.
Efficiency:
Ss can use colors to
show how much do they
remember.
Differentiation:
«Conclusion» method
is used to finish the
lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?

Teacher circulates the room The teacher and students will give ICT links
constantly offering support to brief feedback.
weaker students
and encouraging stronger students to
think of more complex, abstract
thoughts.
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation

work well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 8

Unit:6 Capabilities of the human brain

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: Physical structure of the human brain
Learning objectives(s) that this 10.4.2 - understand specific information and detail in extended texts on a
lesson is contributing to: range of familiar general and curricular topics, and some unfamiliar topics;
10.4.8 - use a wide range of familiar and unfamiliar paper and digital
reference resources to check meaning and extend understanding;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately
Lesson objectives: All learners will be able to: understand the text
Most learners will be able to: understand the text and answer the questions
Some learners will be able to: vocabulary, answer, say their opinion about
the text
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Revision of previous Questions: Descriptor: Whiteboard
the lesson lessons materials with 1. name some -answer the 1st-
Pre-learning the help of the teacher. capabilities of the question Cards
«Brainstormin Differentiation: human brain - answer the 2 nd-
g» method “Verbal support” 2. Which capabilities question. Students Book
8 min. T asks different do you consider the
questions connected most important?
with the theme and tries Aim: Revise the Total: 2points
to help Ss to give the previous lessons
correct answer. T asks material Encourage Ss who
leading questions to Efficiency: Ss refresh answer the
clarify the theme to the their mind before questions
Ss who needs T support. starting new theme.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
 «Vocabulary» Exercise 1a. The Descriptor: Whiteboard
Middle of the Ask Ss to talk about words below come -pronounce and Students Book
lesson the meanings of the from the text. What do write words Poster
Presentation words /phrases in the you think they mean? correctly
part. list. Check in your Total: 3points
Tell Ss to check the dictionary
10 min. meanings of any they
are unsure of in their
dictionaries.
Aim: To present
vocabulary related to
the physical structure
of the human brain
Differentiation:
«Librarian» method is
used to develop their
vocabulary knowledge
Explain that our brain Exercise 1B -give right answers, Whiteboard
10 min is divided into two pronouncing the Students Book
hemispheres (left, Try to answer the words correctly CD 2.7
right) each one questions. Listen and 3 points
controlling different read to find out.
tasks/skills.
•Elicit Ss' guesses in
answer to the questions
in the rubric.
Aim: To predict the
content of the text; to
listen and read for gist
Efficiency:
Develop speaking and
listening skills.
Differentiation: read,
understand, answer
Ask Ss to read the Exercise 2 Descriptor: Whiteboard
statements 1-8 and Read the sentences - choose correct Students Book
10 min. then give Ss time to and decide if they are answer Poster
read the text and mark T, F or D/S.
the statements
according to what they Total: 2points
read.
Aim: to read for specific
information
Efficiency:
Develop their reading
and listening skills.
Play the recording. Ss
listen and read to find
out and check if their
guesses were correct.
End of the “Finger” method is used Ss show their Ss evaluate each Whiteboard
lesson. to find out was the knowledge according other and encourage Students Book
lesson clear or not. to the lesson classmate with
Reflection 5 fingers- I phrases like:
understood Well done!
4 fingers -I have some Brilliant! Good job!
Individual questions I like it!
work: 2 fingers-I need a help
7 min. Aim: To know how
many Ss got the theme
Efficiency:
Ss can use our fingers
to show how much do
they remember.
 Differentiation:
«Conclusion» method
is used to finish the
lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?

By individual support, peer support Success criteria for reading task ICT links
and tasks Feedback on language
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation

work well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 9
Unit:6 Capabilities of the human brain
Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: Question types
Learning objectives(s) that this 10.4.5 deduce meaning from context in extended texts on a wide range of
lesson is contributing to: familiar general and curricular topics, and some unfamiliar topics;
10.3.2 - ask and respond to complex questions to get information about a
wide range of general and curricular topics;
10.2.2 - understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range
of unfamiliar topics;
10.2.3 - understand the detail of an argument in unsupported extended talk on
a wide range of general and curricular topics, including talk on a limited range
of unfamiliar topics;
10.6.5 - use a wide variety of question types on a wide range of familiar
general and curricular topics;
Lesson objectives: All learners will be able to: understand, know the usage of curricular
grammar
Most learners will be able to: can identify types of question
Some learners will be able to: understand, identify, make own questions
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous Questions: Descriptor: Whiteboard
lesson lessons materials with 1Give a definition -answer the 1st-
Pre-learning the help of the teacher. of the word “brain” question Cards
«Brainstorming» Differentiation: T asks 2 Into which - answer the 2 nd-
method different questions hemispheres is the question. Students Book
5 min. connected with the brain divided?
theme and tries to help Total: 2points
 Ss to give the correct
answer. T asks leading Aim: Revise the Encourage Ss who
questions to clarify the previous lessons answer the questions
theme to the Ss who material.
needs T support. Efficiency: Ss
Ss give their possible refresh their mind
answers. After that T before starting new
introduces the aim and theme.
theme of the lesson

Give Ss time to answer Exercise 3 Descriptor: Whiteboard

Middle of the lesson the questions. answer the -give correct answer Students Book
Presentation part. Aim: to consolidate questions 2 points Poster
information in a text
7min.
Go through the list of Exercise 4 Descriptor: Whiteboard
words in rubric and give match the -match words Students Book
Ss time to match them to highlighted words correctly to their
highlighted words in the in the text to their definitions
text. definitions
Aim: to consolidate new
vocabulary
Differentiation:
«Librarian» method is
used to develop their
vocabulary knowledge
7 min. “Grammar” Ask Ss to Exercise 5 T praise active Ss Whiteboard
read the examples in the Read the examples with phrases such Students Book
box and then elicit more and find more as: “Good job!
examples from the text examples in the text Well done!”
from Ss around the class.

Explain the task and give Exercise 6a Descriptor: Whiteboard

5 min. Ss time to complete it -choose the right Students Book
Aim: To classify choose the correct answer Poster
questions and ask and option Total: 1point
answer questions
Ask Ss to ask and Exercise 6b -write questions Whiteboard
answer their own correctly Students Book
questions Make own 1 point Poster
Aim: To practise questions
question types
Efficiency: to develop
Ss’ writing skills
Differentiation:
practice method is used
to assess Ss writing
Explain the task and Exercise 7 Descriptor: Whiteboard
6 min ask Ss to read the Choose the correct - choose the correct Students Book
questions and answer answer answer Poster
choices. CD track 2.8
Play the recording and Total: 1point
give Ss time to complete
the task.
Aim: to listen for
specific information
Efficiency:
Develop their listening
skills.
Differentiation:
practice method is used
to assess Ss writing
Ask Ss to read the text Exercise 8 Descriptor: Whiteboard
 again. Then explain the Ask and answer the - use vocabulary Students Book
5 min situation and ask Ss to questions about - use different types Poster.
ask and answer brain. of questions
questions following the 3points
example.
Monitor the activity
around the class and then
ask some Ss to ask and
answer in front of the
class.
Aim: to consolidate
information in a text
Efficiency: Develop
their speaking skills.
Differentiation: verbal
support
Explain the task and give Exercise 9a, b -make sentences Whiteboard
5min Ss time to write a short -write a short without mistakes Students Book
summary of the text. summary of the text - use types of
- Give Ss time to -prepare a quiz questions
research online and
collect information about
the brain and prepare a
quiz.
Aim: To write a short
summary
to prepare a quiz
Capabilities of the The Ladder method was Ss use their stickers Whiteboard
human brain used as a reflection. T to show their Ss evaluate each Students Book
End of the lesson. asks SS to stick their knowledge other and encourage
stickers to the Success according to the classmate with
Reflection Ladder lesson phrases like:
Green- I Well done!
understood Brilliant! Good job!
Individual work: Yellow-I have I like it!
5 min. some questions
Red-I need a help.
Aim: To know how
many Ss got the
theme.
Efficiency:
Ss can use colors to
show how much do
they remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?

● Students will support each other. Students will be assessed through ICT links
● More capable students will be
given more challenging material -after-reading activity
to work with in order to allow
creating and sharing sentences with
them to be more challenged.
 The students will be supported by new vocabulary
the teacher during independent
work.
 Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation

work well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 10

Unit:6 Capabilities of the human brain

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: 6b. Intelligences
Learning objectives(s) that this lesson 10.4.1 - understand main points in extended texts on a wide range of familiar
is contributing to: and some
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
10.3.2 - ask and respond to complex questions to get information about a wide
range of general and curricular topics;
Lesson objectives: All learners will be able to: know the translation of the vocabulary
Most learners will be able to: know the definition of the vocabulary
Some learners will be able to: answer the questions
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous lessons Questions: Descriptor: Whiteboard
lesson materials with the help of the 1.name the types of -answer the 1st-
Pre-learning teacher. questions question Cards
«Brainstorming» Differentiation: “verbal 2 make your own - answer the 2 nd-
method support” questions question. Students Book
5 min. T asks different questions Total: 2point
connected with the theme and tries Aim: Revise the
to help Ss to give the correct previous lessons Encourage Ss who
answer. T asks leading questions material. answer the
to clarify the theme to the Ss who Efficiency: Ss refresh questions
needs T support. their mind before
Ss give their possible answers. starting new theme
After that T introduces the aim and
theme of the lesson.

Direct Ss’ attention to the Exercise 1a -find right answers Whiteboard

Middle of the intelligences (1-8) in the list. Read the 1point Students Book
lesson Ask them to read them and the “intelligences” below Poster
explanations (a-h) and then match and match them to
8 min. them. what they refer to.
Aim: To present vocabulary for
types of intelligences
Differentiation: flexible pace
 learning
Read the questions in the rubric Exercise 1b find right answers
aloud and then elicit Ss' guesses. Read the questions 1point
Give Ss time to read the text and and find out the
find out if their guesses were answers from the text
correct.
Aim: To introduce the topic of a
text and read for specific
information

Explain the task and ask Ss to read Exercise 2 Descriptor: Whiteboard

8 min. the sentences A-F and then read the Read and choose -choose the right Students Book
text and choose the correct ones to from the sentences A- sentences CD 2.9
fill each gap. F the one which fits 2points
•Give Ss time to complete the task each gap (1-5) There
and remind them to look at the key is one extra sentence.
words before and after the gaps that
will help them find the missing
sentences.
•Play the recording. Ss listen and
read and check
Aim: to listen and read for
cohesion and coherence
Give Ss time to answer the Exercise 3 answer the Descriptor: Whiteboard
10 min. questions referring to the text as questions from this -answer the Students Book
necessary. exercise questions Poster
•Check Ss' answers.
Aim: To consolidate information in Total: 2points
a text
Efficiency:
Develop their speaking skills.
Differentiation: Verbal support
Explain the task and give Ss time to Exercise 4 - make sentences Whiteboard
9 min. complete it. Complete sentences without mistake Students Book
Writing task Check Ss' answers. -correctly state their
Aim: to develop critical thinking idea
skills 2 points
Differentiation: practice method is
used to assess Ss writing

End of the lesson. The One-Minute Papers method Ss answer the Ss evaluate each Whiteboard
was used as a reflection. It questions like : What other and encourage Students Book
Reflection provides the opportunity to the is the most important classmate with
students to provide a quick issue discussed phrases like:
reflection on what they learned by today? Well done!
Individual work: responding to questions. What did you find Brilliant! Good job!
5 min. difficult to I like it!
comprehend?
What are some
questions you would
like to explore
further?
Aim: To know how
many Ss got the
theme.
Efficiency: To make
appropriate
modifications that
would enhance
students’ learning
engagement and
performance
Differentiation:
 «Conclusion»
method is used to
finish the lesson.
Additional information

Differentiation – how do you plan to Assessment – how are you Health and safety check
give more support? How do you planning to check learners’ ICT links
plan to challenge the more able learning?
learners?

By individual support, peer support Success criteria for reading task ICT links
and tasks Feedback on language

Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation work

well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 11

Unit:6 Capabilities of the human brain

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: Grammar: relative clauses
Learning objectives(s) that this 10.6.17 - use if / if only in third conditional structures use a variety of relative
lesson is contributing to: clauses including with which [whole previous clause reference] on a wide
range of familiar general and curricular topics.
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of general and curricular topics;
10.5.1 - plan, write, edit and proofread work at text level independently on
a range of general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately
Lesson objectives: All learners will be able to: understand the grammar
Most learners will be able to: answer the questions
Some learners will be able to: understand, answer, make a poster
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous lessons Questions: Descriptor: Whiteboard
lesson materials with the help of the 1.Does everybody have -answer the 1st-
Pre-learning teacher. intelligence? question Cards
«Brainstorming Differentiation: 2 Do you agree with - answer the 2 nd-
» method T asks different questions Gardner’s theory? question. Students Book
connected with the theme and Total: 2point
5 min. tries to help Ss to give the Aim: Revise the
correct answer. T asks previous lessons Encourage Ss
leading questions to clarify material. who answer the
the theme to the Ss who needs Efficiency: Ss refresh questions
T support. their mind before
 Ss give their possible starting new theme.
answers. After that T
introduces the aim and theme
of the lesson.
«Grammar» Explain that a Exercise 5 T praise active Ss Whiteboard
Middle of the defining relative clause gives Read the theory. Find with phrases such Students Book
lesson necessary information and is examples in the text. as: “Good job! Poster
Presentation part. essential to the meaning of the Well done!”
main sentence. We do not put
the clause in commas, e.g. The
12 min. man who fixed my car was
very tall. (Which man is tall?
The one who fixed my car.)
Explain that a non-defining
relative clause gives extra
information and is not essential
to the meaning of the main
sentence. The clause is put in
commas. We cannot use that
instead of who. E.g. Ben, who
is my ractice, is noisy. (Ben is
noisy – the meaning of the
sentence is clear; who is my
ractice – gives extra
information.)
Ask Ss to read the theory box
and then elicit examples from
the text.
Refer Ss to the Grammar
Reference section for more
details.
Aim: to present relative
clauses
7min Explain the task and give Ss Exercise 6 -Do exercise Whiteboard
time to complete it. without mistakes Students Book
Join the sentences
Check Ss’ answers. 2point
using the relative
Aim: To practice
pronoun/adverbs in
defining/non-defining
relative clauses brackets.
Differentiation: practice
method is used to assess Ss
writing

Explain the task and give Ss Exercise 7 Descriptor: Whiteboard

time to conduct a survey by Do a survey. Find out -ask questions Students Book
8 min. interviewing their classmates the most popular without mistakes Poster
about their type of intelligence intelligence make a -discuss the types
with reasons. poster. of intellegences
•Give Ss time to compile their Total: 2point
information and create a
poster. Tell Ss they may
include a chart or a diagram to
display the information.
Aim: To conduct a survey and
prepare a poster
Differentiation: verbal
support
“ICT” Explain the task and exercise 8 Descriptor: Whiteboard
8 min. ask Ss to go online and Collect information -make sentences Students Book
research information about online about Howard correctly
Howard Gardner Gardner. - find interesting
•Give them time to use the and captivating
information to write a short information
 biography and add a picture. Total: 4point
•Check Ss' answers by asking
various Ss to present their
biography to the class.
Aim: to write a biography
Differentiation: digital
resources
End of the lesson. The One-Minute Papers Ss answer the questions Ss evaluate each Whiteboard
method was used as a like : What is the most other and Students Book
Reflection reflection. It provides the important issue encourage
opportunity to the students to discussed today? classmate with
provide a quick reflection on What did you find phrases like:
Individual work: what they learned by difficult to Well done!
5 min. responding to questions. comprehend? Brilliant! Good
What are some job! I like it!
questions you would
like to explore further?
Aim: To know how
many Ss got the theme.
Efficiency:
To make appropriate
modifications that
would enhance
students’ learning
engagement and
performance
Differentiation:
«Conclusion» method
is used to finish the
lesson.
Additional information

Differentiation – how do you plan Assessment – how are you Health and safety check
to give more support? How do you planning to check learners’ ICT links
plan to challenge the more able learning?
learners?

● Students will support each other. Students will be assessed through ICT links
● More capable students will be
given more challenging material - after-reading activity
to work with in order to allow creating and sharing sentences with
them to be more challenged. new vocabulary
 The students will be supported by
the teacher during independent
work.
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation work

well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 12
 Unit:6 Capabilities of the human brain
Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: 6C Stress
Learning objectives(s) that this 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and
lesson is contributing to: genre, and which is spelt accurately
10.2.2 - understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range
of unfamiliar topics
10.4.2 - understand specific information and detail in extended texts on a
range of familiar general and curricular topics, and some unfamiliar topics
10.6.1 - use a variety of abstract compound nouns and complex noun phrases
on a range of familiar general and curricular topics, and some unfamiliar
general and curricular topics;
10.4.5 - deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics;
Lesson objectives: All learners will be able to: understand the meaning of words
Most learners will be able to: understand the text , answer the questions
Some learners will be able to: words, questions, say their opinions about the
new theme
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous Questions: Descriptor: Whiteboard
lesson lessons materials with 1.The Rule of -answer the 1st-
Pre-learning the help of the teacher. Relative clauses question Cards
«Brainstorming Differentiation: 2.Make - answer the 2 nd-
» method “Verbal support” sentences/examples. question. Students Book
5 min. T asks different
questions connected Aim: Revise the Total: 2point
with the theme and previous lessons
tries to help Ss to give material. Encourage Ss who
the correct answer. T Efficiency: Ss answer the
asks leading questions refresh their mind questions
to clarify the theme to before starting new
the Ss who needs T theme.
support.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Give Ss time to Exercise 1: T praise active Ss Whiteboard
Middle of the complete the sentences Complete the with phrases such Students Book
lesson using the words. sentences as: “Good job! Poster
Presentation part. •Check Ss' answers Well done!”
around the class.
10 min. Aim: to practise
subject-specific
vocabulary
5min Have Ss read the Exercise 2 Descriptor: Whiteboard
sentences again. -give right answers Students Book
•Play the recording. Ss Which of the -read the words Poster
listen and follow the sentences in ex1 are without mistakes CD track 2.10
text in their books and true? 2points
find out which of the
sentences in Ex.1 are
true.
Aim: To listen and
read for specific
information
Efficiency:they learn
 to assess themselves
Differentiation: listen
and understand, read
without mistakes, find
sentences
Ask Ss to read Exercise 3 page75 Descriptor: Whiteboard
5 min. questions 1-3 and the Choose the correct -choose correct Students Book
possible answers and answers answer
give them time to read
the text again and Total: 2points
choose the correct
answers.
Check Ss' answers
around the class. Ss
should justify their
answers.
Aim: To read for
specific information
Efficiency:
Develop their writing
skills.
Differentiation:
flexible pace learning
Give Ss time to answer Exercise 4 Descriptor: Whiteboard
5 min. the questions without Answer the - answer the Students Book
copying the questions questions correctly Poster
information straight -use vocabulary
from the text. Total: 2points
Check Ss’ answers
around the class.
Aim: To answer
comprehension
questions based on a
text
Differentiation:
verbal support
Explain that an Exercise 5 Give correct Whiteboard
10 min abstract noun is the Find examples of answers- Students Book
name of something abstract and 2 points Poster
that is not concrete or compound nouns in
tangible (e.g. emotion, the text
intelligence) and that
a compound noun is
the name of something
that is made up of two
words that have been
put together (e.g.
blackboard, swimming
pool).
Aim: to identify
abstract and
compound nouns
End of the lesson. “Finger” method is Ss show their Whiteboard
used to find out was knowledge Ss evaluate each Students Book
Reflection the lesson clear or not. according to the other and encourage
lesson classmate with
5 fingers- I phrases like:
Individual work: understood Well done!
5 min. 4 fingers -I have Brilliant! Good job!
some questions I like it!
2 fingers-I need a
help.
Aim: To know how
many Ss got the
 theme.
Efficiency:
Ss can use our
fingers to show how
much do they
remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?

● Students will support each Students will be assessed through ICT links
other.
● More capable students will be - questioning
given more challenging material - discussing
to work with in order to allow - after-reading activity
them to be more challenged. creating and sharing sentences with
 The students will be supported by new vocabulary
the teacher during independent
work.
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation

work well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 13

Unit:6 Capabilities of the human brain

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: 6C Grammar: The passive
Learning objectives(s) that this 10.6.17 - use if / if only in third conditional structures
lesson is contributing to: use a variety of relative clauses including with which [whole previous clause
reference] on a wide range of familiar general and curricular topics
10.6.9 - use appropriately a wide variety of active and passive simple present
and past forms and past perfect simple forms in narrative and reported speech
on a wide range of familiar general and curricular topics
10.2.5 -recognise the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics, including talk
on a limited range of unfamiliar topics;
10.2.6 - deduce meaning from context 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 - use a growing range of vocabulary, which is appropriate to topic and
 genre, and which is spelt accurately;
Lesson objectives: All learners will be able to: understand the grammar and use it
Most learners will be able to:answer the questions
Some learners will be able to: grammar, questions, say their opinions about
the new theme
Value links: Respect each other.
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous Questions: Descriptor: Whiteboard
lesson lessons materials with 1.What is a stress? -answer the 1st-
Pre-learning the help of the teacher. 2.Is it bad for you? question Cards
«Brainstorming Differentiation: 3 What types of - answer the 2 nd-
» method “Verbal support” stress do you know? question. Students Book
T asks different Aim: Revise the - answer the 3 rd-
5 min. questions connected previous lessons question.
with the theme and material.
tries to help Ss to give Efficiency: Ss Total: 3points
the correct answer. T refresh their mind
asks leading questions before starting new Encourage Ss who
to clarify the theme to theme. answer the
the Ss who needs T questions
support.
Ss give their possible
answers. After that T
introduces the aim and
theme of the lesson.
Explain that to form Exercise 6a: T praise active Ss Whiteboard
Middle of the the passive we use the Find examples of with phrases such Students Book
lesson verb to be and the the passive in the as: “Good job! Poster
Presentation part. past participle of the text Well done!”
main verb. Elicit that
the subject of the
12 min. active sentence
becomes the agent
(the person doing the
action) and is
introduced with by.
Explain that the
passive sentence gives
emphasis to the action
rather than the person
who does it.
Then elicit the passive
forms in the text.
Check Ss' answers
and refer them to the
Grammar Reference
section for more
information.
Aim: To identify and
revise the passive
Explain the task and Exercise 6b Descriptor: Whiteboard
4min. give Ss time to -give right answers Students Book
complete it Complete the -read the words Poster
Aim: To practice the sentences without mistakes
grammar 2points
Efficiency:develop
their writing skills
Differentiation:
“memory” is used to
identify their
memoraziation
 Ask Ss to read the Exercise 7: How do T praise active Ss Whiteboard
4 min. examples. we form with phrases such Students Book
•Explain/Elicit that we Conditionals? as: “Good job!
form type 3 Well done!”
conditional with
if/when + past perfect
+ would have + past
participle and that we
use it to talk about an
unreal situation in the
past.
•Refer Ss to the
Grammar Reference
section for more
information.
Aim: to present type 3
Conditional
Explain the task and Exercise 8 Descriptor: Whiteboard
4min. give Ss time to Complete the - write sentences Students Book
Writing task complete it. sentences correctly Poster
•Check Ss' answers
Aim: To practise the Total: 2point
type 3 Conditional
Efficiency:
Develop their writing
skills.
Differentiation:
practice method is
used to assess Ss
writing
4min “Listening” Explain Exercise 9 -find correct answer Whiteboard
the task and ask Ss to Listen and match 1 point Students Book
read the statements the speakers to the Poster
and then play the statements CD 2.11
recording.nPlay the
recording. Ss listen
and complete the task.
Aim: To listen for
specific information
Efficiency:
Develop their listening
skills.
-
--Read the rubric Exercise 10a,b using vocabulary Whiteboard
7 min aloud and elicit --Answer the -make sentences Students Book
answers from Ss questions, discuss correctly Poster
around the class. with your partner - find interesting
-- Explain the task --find information and captivating
and give Ss time to online –What other information
research online for ways can we use to 2 points
other ways to reduce reduce stress?
stress and write a
short paragraph
about it.
Aim: To talk about
reducing stress
--to write a
paragraph about
reducing stress
Differentiation: use
vocabulary, answer
the questions, write a
paragraph
 End of the lesson. “Finger” method is Ss show their Whiteboard
used to find out was knowledge Ss evaluate each Students Book
Reflection the lesson clear or not. according to the other and
lesson encourage
5 fingers- I classmate with
Individual work: understood phrases like:
5 min. 4 fingers -I have Well done!
some questions Brilliant! Good job!
2 fingers-I need a I like it!
help.
Aim: To know how
many Ss got the
theme.
Efficiency:
Ss can use our
fingers to show how
much do they
remember.
Differentiation:
«Conclusion»
method is used to
finish the lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do you to check learners’ learning? ICT links
plan to challenge the more able
learners?

By individual support, peer support Students will be assessed through ICT links
and tasks
-grammar activities

Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation work

well?

Lesson Plan 14

Unit:6 Capabilities of the human brain

Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: 6D An email giving advice
Learning objectives(s) that this 10.5.4 - use style and register to achieve appropriate degree of formality in a
lesson is contributing to: growing variety of written genres on a range of general and curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a
range of familiar general and curricular topics;
Lesson objectives: All learners will be able to: use opening and closing remark
Most learners will be able to: answer the questions
Some learners will be able to: write an email
Value links: Create friendly atmosphere
Plan:
 Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous lessons Questions: Descriptor: Whiteboard
lesson materials with the help of the 1How can we reduce -answer the 1st-
Pre-learning teacher. the stress? question Cards
«Brainstorming» Differentiation: 2. Tell the rule of 3rd - answer the 2 nd-
method “Verbal support” conditional question. Students Book
T asks different questions 3 Make own examples - answer the 3 rd-
5 min. connected with the theme and Aim: Revise the question.
tries to help Ss to give the previous lessons
correct answer. T asks leading material. Total: 1point
questions to clarify the theme Efficiency: Ss refresh
to the Ss who needs T support. their mind before Encourage Ss
Ss give their possible answers. starting new theme. who answer the
After that T introduces the aim questions
and theme of the lesson.

Read the Writing Tip aloud Exercise 1 Descriptor Whiteboard

and introduce the type of Answer the questions -give right Students Book
Middle of the writing, the content, layout answers Poster
lesson and useful language. - Total: 1point
Presentation part. •Ask Ss to read through the
12 min. rubric and look at the key
words in bold and answer the
questions.
•Explain to Ss that it is very
important to read the rubric
carefully so that they include
all the points mentioned.
Aim: to analyze a rubric
Differentiation:verbal
support
Read the rubric aloud and give Exercise 2 Descriptor: Whiteboard
Ss time to read the email and Match the paragraphs -find the right Students Book
match the paragraphs to the to the definitions answer
content - pronounce the
Aim: To analyse a model story words correctly.
for structure and content
Differentiation: practice Total: 2point
method is used to assess Ss
writing
Give Ss time to read sentences Exercise 3 -give correct Whiteboard
1-10 and elicit which ones are Mark the sentences as answers Students Book
4 min. opening remarks and which Opening Remark or 1points Poster
ones are closing remarks. Closing Remark
Aim: to identify
opening/dosing remarks
Differentiation: practice
method is used to assess Ss
writing
Give Ss time to substitute the Exercise 4 Descriptor: Whiteboard
4 min. remarks in the email with Replace the opening - replace Students Book
suitable alternatives from Ex3 and closing remarks sentences Poster.
Aim: To substitute correctly
opening/closing remarks in a 1point.
model
Efficiency:
Ss develop Ss writing skills
Differentiation:
practice method is used to
assess Ss writing
Read the Writing Tip aloud Exercises 5.6 Descriptor: Whiteboard
7min. and then give Ss time to find Find examples of -find right Students Book
 examples of informal style in informal style then examples
the email. rewrite sentences in - rewrite
- Give Ss time to rewrite the formal style into the sentences
paragraphs, and then ask informal style correctly
various Ss to read out the 2points
paragraphs to the class
Aim: To identify elements of
informal style
- To practise using informal
style
Explain the task and give Ss Exercise7, 8 -make sentences
time to complete it. Find the ways the without mistakes
Aim: To practise making writer of the emal
suggestions makes suggestions
Differentiation: Verbal Make suggestions
support using the ideas
8 min Read the Writing Tip aloud Exercise 9 T praise active Ss Whiteboard
Writing task and then time to find and with phrases such Students Book
write results for the f advice in as: “Good job!
Ex8 Well done!”
Aim: To practise giving
results for pieces of advice
Explain the task and give Ss Exercise 10 Descriptor: Whiteboard
time to write email using the Write an email to your Make sentences Students Book
plan and their answers to & 9. friend. without mistakes
Then ask various Ss to read -use informal type
their e aloud. 2 points
Remind Ss to use informal
style.
Aim: To write an email
giving advice
End of the lesson. The One-Minute Papers Ss answer the questions Ss evaluate each Whiteboard
method was used as a like: What is the most other and Students Book
Reflection reflection. It provides the important issue encourage
opportunity to the students to discussed today? classmate with
provide a quick reflection on What did you find phrases like:
what they learned by difficult to Well done!
5 min. responding to questions. comprehend? Brilliant! Good
What are some job! I like it!
questions you would
like to explore further?
Aim: To know how
many Ss got the theme.
Efficiency: To make
appropriate
modifications that
would enhance
students’ learning
engagement and
performance
Differentiation:
«Conclusion» method
is used to finish the
lesson.
Additional information

Differentiation – how do you plan Assessment – how are you Health and safety check
to give more support? How do you planning to check learners’ ICT links
plan to challenge the more able learning?
learners?

By individual support, peer support Students will be assessed through ICT links
and tasks
 - Writing tasks

Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation work

well?

Did I stick to timings?

What changes did I make from my

plan and why?

Lesson Plan 15
Unit:6 Capabilities of the human brain
Teacher’s name:
Date:
Grade:10 Number present: absent:
Theme of the lesson: 6E Culture corner
Learning objectives(s) that this 10.4.1 - understand main points in extended texts on a wide range of familiar
lesson is contributing to: and some unfamiliar general and curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of general and curricular topics;
10.4.2 - understand specific information and detail in extended texts on a
range of familiar general and curricular topics, and some unfamiliar topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately
Lesson objectives: All learners will be able to: know the vocabulary
Most learners will be able to: understand the text and answer the questions
Some learners will be able to: write a paragraph
Value links: create friendly atmosphere
Plan:
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Revision of previous Questions: Descriptor: Whiteboard
lesson lessons materials with the 1 When do we use -answer the 1st-
Pre-learning help of the teacher. informal type ? question Cards
«Brainstorming» Differentiation: T asks 2 When do we write - answer the 2 nd-
method different questions an email giving question. Students Book
connected with the theme advice?
5 min. and tries to help Ss to give Total: 2points
the correct answer. T asks
leading questions to Aim: Revise the Encourage Ss
clarify the theme to the Ss previous lessons who answer the
who needs T support. material. questions
Ss give their possible Efficiency: Ss refresh
answers. After that T their mind before
introduces the aim and starting new theme.
theme of the lesson
Elicit what, if anything, Ss Exercise 1 Descriptor: Whiteboard
Middle of the lesson know about the Duke of Read and answer the -give correct Students Book
Presentation part. Edinburgh's Award and questions answer Poster
then give Ss time to read 2 points
the text and find out about
10 min. it.
Aim: To introduce the
topic and read for gist
Differentiation: verbal
 support
Read out the Study Skills Exercise 2 Descriptor: Whiteboard
5min. box. Complete the -choose the Students Book
Explain the task and ask sentences from the correct words
Ss to read the text again text 1 point
and think of a word to
complete each gap that
makes the text coherent so
that it is lexically and
grammatically correct.
Aim: To read for lexico-
grammatical correctness
& coherence
Explain the task. Exercise 3 Descriptor: Whiteboard
7 min. Give Ss time to complete -choose the right Students Book
the task, referring back to answer Poster
the text if necessary. Total: 1point
Aim: To consolidate new
vocabulary
Differentiation: practice
method is used to assess
Ss writing
Read the rubric aloud. Exercise 4a.b Descriptor: Whiteboard
7 min Play the recording. Ss -Answer the - choose the Students Book
listen and follow the text questions. correct answer CD 2.12
in their books. -In tree minutes write -write sentences
Give Ss time to prepare few sentences without mistakes
their answers -use vocabulary
Aim: To consolidate new Total: 2points
vocabulary
Differentiation: «Flash»
method is used to identify
the quickest Ss.
Aim: Give Ss time to Exercise 5 - find interesting Whiteboard
6min collect information about a Write a paragraph and captivating Students Book
local award/youth information
organisation and write a 2 points
paragraph about it. Then
ask various Ss to read out
their paragraph to the
class.
Aim: To write a
paragraph about an
award/youth organisation
from your country
Differentiation: digital
resourses
Capabilities of the The Ladder method was Ss use their stickers to Whiteboard
human brain used as a reflection. T show their knowledge Ss evaluate each Students Book
End of the lesson. asks SS to stick their according to the other and
stickers to the Success lesson encourage
Reflection Ladder Green- I understood classmate with
Yellow-I have some phrases like:
questions Well done!
5 min. Red-I need a help. Brilliant! Good
Aim: To know how job! I like it!
many Ss got the
theme.
Efficiency:
Ss can use colors to
show how much do
they remember.
Differentiation:
 «Conclusion»
method is used to
finish the lesson.
Additional information

Differentiation – how do you plan Assessment – how are you planning Health and safety check
to give more support? How do to check learners’ learning? ICT links
you plan to challenge the more
able learners?

Teacher circulates the room The teacher and students will give ICT links
constantly offering support to brief feedback.
weaker students
and encouraging stronger students to
think of more complex, abstract
thoughts.
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson objectives/learning
objectives realistic? Did all learners
achieve the LO?

If not, why?

Did my planned differentiation

work well?

Did I stick to timings?

What changes did I make from my

plan and why?