Shortterm plan: term 3

Unit: 5Reading for pleasure Lesson 49

Teacher name:

Date:
Grade: 10 Number present: absent:
Lesson title Types of literature. The war of the worlds

Learning objectives 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;
10.3.2.1 - ask and respond to complex questions to get information about a
wide range of general and curricular topics;
10.4.8.1 - use a wide range of familiar and unfamiliar paper and digital
reference resources to check meaning and extend understanding;
Lesson objectives Learners will be able to:
-present vocabulary for types of literature;
- to introduce the topic
- read for specific information
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. Well done!”
what to anticipate from the
Students of the class are Formative
lesson.
listed. Assessment

Students' attention is
Pre- drawn to the lesson.
learning
«Brainsto Students say different Good job!
rming» words from the picture Descriptor:
method - remembers the
7 min. •Learners remember lesson passed worksheet
previous lesson Point 1
Lead – In vocabulary Assessment
criteria
•Learners answer the make basic
questions statements related Picture
to personal
information,
peopleand objects
Middle of Ex:1 P:63
the lesson • Learners look at the Descriptor:
• Direct Ss to the pictures. Explain pictures. Answer the
Presentati - look at the
on part. that they show book covers for question.
pictures. Card
30 min different types of literature. ANSWERS
-answer the Worksheet
Elicit which ones are fiction and Fiction: A, C, D, H question
which ones are non-fiction from Non-fiction: B, E, F, G Total: 2 point
Ss around the class.
Differentiation:«Verbal support» • Learners use ideas
method is used to help Ss use new Students
from the list. Answer the
words in the sentences. book
question.
ANSWERS
Ex: 2 P: 63 I enjoy science-fiction
• Read out the adjectives in the books as I find them
list and explain/ elicit their thrilling and imaginative. Self assessment
meanings. I don't like travel books. Descriptor:
Then ask Ss to read the example I find them a waste of -use ideas from the
and elicit similar sentences from time - answer the
Ss around the class about which • Pupils read about H.G. question
books they like to read and why. Wells. Answer the Total: 2 point
question
ANSWERS Descriptor:
H.G. Wells wrote science- - read about H.G.
Ex:3 P64
fiction novels. Wells.
• Give Ss time to read the text and
• Pupils ask and answer -answer the question
answer the question. Elicit an answer
the question as the Total: 2 point
from the class.
example.
ANSWERS Descriptor:
B: He worked as a shop -ask and answer the
Ex: 4 P: 64 assistant, a chemist's
• Have Ss ask and answer questions assistant, a teaching assistant
question
in pairs about H.G. Wells following and a teacher. What did he -use the example
the example. study at college? Total: 1 point
A: He studied biology. Who
Monitor the activity around the class. did he marry?
B: He married Amy Catherine Descriptor:
Ex: 5 P: 64 Robbins. What was his first - read the text
novel? - mark the
•Explain the task and ask Ss to read
A: 'The Time Machine'. What
the statements and then read the other novels did he write?
statements
text and mark them according to B: 'The Invisible Man' and Total: 2 point
what they read. 'The War of the Worlds'. When
did he die?
Check Ss' answers. A: In 1946
-Make CCQ
questions Yes / No
• Pupils read the text and Total: 1 point
Conclusion during the lesson
some tasks differentiated by mark the statements
outcomes of the students and by ANSWERS
their abilities. 1T 2 F 3 T 4 DS 5 F
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Shortterm plan: term 3

Unit 5 Reading for pleasure Lesson 50

Teacher name:

Date:
Grade: 10 Number present: absent:
Lesson title The ruined house
Learning objectives 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;
10.4.4.1 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
Lesson objectives Learners will be able to:
-identify and discuss text types
- identify character development through emotions in a literary extract
-read for specific information
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 Descriptor:
method Ask a few pupils to stand up and and purpose of the - know daily
7 min. stand in a row. Ask the rest of the lesson routines worksheet
class questions to revise the •Learners remember vocabulary
ordinals. previous lesson - know prepositions
Lead – In vocabulary of place
Point 1
Assessment
criteria
Students say different - Learners have
words from the picture met the learning Student’s
objectives if they
Answer the question. can talk about book
Middle of Descriptor:
Ex:6 P65 • Pupils read the theory.
the
• Ask Ss to read the theory box. - read the theory
lesson Answer the question. Give -answer the question
Explain/Elicit the meanings of any reasons.
Presenta Total: 2 point Card
unknown words. ANSWERS
tion part. Worksheet
Then ask Ss to identify the text types in The text in Ex. 3 is a
30 min Exs 3 & 5 and justify their answers by biography. It is non-fiction
because it is fact-based; it
giving reasons using the information in informs the reader about a
the theory box. real person and events in their
life; it is not a narrative; and it Descriptor: Students
Ex: 7 P: 65 has an introduction, a main -read the extract book
body and a conclusion.
• Give Ss time to read the extract and The text in Ex. 5 is a review. It -find examples
elicit how the characters express their is non-fiction because it is Total: 1 point
fears. fact-based; it informs the
reader about a real book; it is
written without a point of view
Differentiation:«Verbal support» (1st-2nd- 3rd-person); and it
method is used to help Ss use new has an introduction, a main
words in the sentences. body and a conclusion.

• Pupils find examples in

Ex: 8 P: 66
the abapted extract.
• Ask Ss to read the questions and
ANSWERS
answer choices and give them time The narrator expresses his
to read the extract again and fears physically by walking Self assessment
choose their answers according to around and shouting (lines 4-
what they read. 5). Then he expresses his fear
by doing something careless
Check Ss' answers. and dangerous (lines 42-43).
. He also expresses his fears Descriptor:
by letting his imagination run
- read the extract
wild (lines 3-4). He also
expresses his fears in his - choose their
Ex: 9 P: 66 description of others answers
• Give Ss time to read the extract Total: 2 point
again and list all the words used to • Pupils read the extract
describe tripods. and choose the correct
Then ask Ss to use the words to answer. Descriptor:
describe a tripod to their partner. ANSWERS - read the extract.
1B2B3A - describe a tripod
Total: 2 point
• Pupils read the extract.
Describe a tripod to your
partner.
Conclusion during the lesson some ANSWERS -Make CCQ
tasks differentiated by outcomes of The tripods are taller than
the trees and metallic. questions Yes / No
the students and by their abilities. They have long legs, a Total: 1 point
Heat-Ray, and a metal
container hanging behind Total: 10 point
them
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

Shortterm plan: term 3

 Unit 5Reading for pleasure Lesson 51
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Character analyses
Learning objectives 10.4.4.1 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
10.3.2.1 - ask and respond to complex questions to get information about a
wide range of general and curricular topics;
Lesson objectives Learners will be able to:
- compare the personalities of two characters from a literary extract
- present and practise conjunctions

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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the lesson. Students of the class are Formative
Warm- Up listed. Assessment

3 min Students' attention is

drawn to the lesson.

• Learners remember
Good job!
previous lesson
Pre- revise the vocabulary from the vocabulary Descriptor:
learning
worksheet
previous - can tell the time
«Brainsto Lead – In Point 1
rming» Determines the topic and
method purpose of the lesson
7 min. Assessment
criteria
- Learners have
met the learning
Students say different objectives if they Picture
words from the picture and can talk about
answer the question persons character
Middle of •Pupilslisten to a Descriptor:
the Ex: 11 P: 66
professor presenting the - listen to a
lesson • Play the recording. Ss listen and
complete the Venn diagram in their
characters of the professor
Presenta
narrator and the curate. presenting Card
tion part. notebooks Worksheet
ANSWERS - complete the Venn
30 min
diagram
Total: 2 point

Descriptor:
-compare the
personalities
Total: 2 point
•Pupils compare the
Ex:12 P: 66 personalities of the
• Explain the task and give Ss time narrator and the curate. Descriptor:
to formulate their answers ANSWERS -read the theory
referring to the extract in Ex. 7 and The narrator is worried - choose the
because he doesn't know
the ideas in Ex. 11 to help them. where his wife is (lines 2-3
correct item
Elicit answers from Ss around the and line 11). He is also Total: 2 point
clas courageous (lines 42-43)
because he wants to try and
find her even though the
Martians' deadly machines are
close by. The curate, on the
other hand, is selfish (line 12)
because he is complaining
about the situation, but he isn't
helping change it. He is also
childish (lines 23-24) and
Ex:13 P: 66 unable to keep calm as well
as foolish because he is
•Ask Ss to read the theory box and saying that the house is safe,
then give them time to read the when it clearly isn't (line 20). -Make CCQ
sentences 1-7 and choose the Both the narrator and the questions Yes / No
curate are scared (lines 36- Total: 1 point
correct conjunction. 37).
• Check Ss' answers around the •Pupils read the theory
Total: 10 point
class. box and choose the
correct item.
ANSWERS
1 despite
2 however
3 both
Conclusion during the lesson some 4 What is more
5 However
tasks differentiated by outcomes of 6 because
the students and by their abilities. 7 although
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 5Reading for pleasure Lesson 52

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Elements of fiction
Learning objectives 10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
10.4.4.1 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
Lesson objectives Learners will be able to:
- complete a graphic organise
- present, identify and practise figurative language
- read and consolidate 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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the lesson. Students of the class are Formative
listed. Assessment

3 min 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 •Pupilsfill in the graphic Descriptor:
the Ex: 14 P: 67
organizer based on the - fill in the graphic
lesson • Explain the task and give Ss time to
complete the graphic organiser
extract. - complete the
Presenta
ANSWERS sentences Card
tion part. referring to the extract in Ex. 7. Worksheet
Then ask Ss to use their notes and Setting: an empty house in Total: 3 point
30 min
suitable conjunctions to write a Halliford, England Main
summary of the extract. events: black smoke Descriptor:
around house, men -read the theory
Ex:15 P: 67 prisoners, Monday - find two
morning, tripod washed it examples of simile,
• Ask Ss to read the theory and
away, narrator decided to Total: 2 point
then give Ss time to find examples
in the extract in Ex. 7. leave, curate came with
Elicit answers from around the him, roads full of scared
class and then elicit each type of people, saw Martians at Descriptor:
figurative language used in the Kew, hid in shed, narrator -read the novel.
sentences 1-6. sets off before dark, curate
- Test your
follows, saw a tripod
knowledge
chasing men, Martian
Total: 2 point
Ex:16 P: 67 picked them up and threw
them into a metal
•Ask Ss to read the novel The War
container, froze in fear, ran
of the Worlds at home. Direct them for lives
to www.projectgutenberg.com for .
an online version. In a future lesson •Pupils read the theory.
after Ss have read the book, ask Ss Find two examples of
to answer the questions to test simile, two of metaphor,
their knowledge. and one of
Alternatively, have Ss guess the personification in the
answers to the questions and then extract. -Make CCQ
read the book and correct their ANSWERS questions Yes / No
guesses at a future time. Simile: like frightened Total: 1 point
If it is not feasible to read the book animals, like a workman's
have Ss read a plot summary of the basket pupils are
Metaphor: he was a child,
book on Wikipedia or a similar frozen with fear
evaluated by
website and then complete the Personification: the Black collecting pencils
quiz Smoke had crept around
the house
1 simile (fought like lions)
2 metaphor (bomb site)
3 personification (flowers
danced)
4 personification (wind
howled)
5 simile (sly as a fox)
6 metaphor (heart of stone)
Conclusion during the lesson some
tasks differentiated by outcomes of •Pupils read the novel.
the students and by their abilities. Test your knowledge.
ANSWERS
1 C2 B3 A4 A5 C6 C7 A
8 C 9 C 10 B
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 5Reading for pleasure

Lesson 53
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Listeners Panic During. The Myth of the War of the Worlds
Learning objectives 10.6.5.1 - use a wide variety of question types on a wide range of
familiar general and curricular topics;
10.4.4.1 - read a wide range of extended fiction and non-fiction
texts on familiar and unfamiliar general and curricular topics;
Lesson objectives Learners will be able to:
- read authentic texts for pleasure and academic purposes
- use open questions in writing and 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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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 Picture
words from the picture objectives if they
can talk about
Myth of the War of
the Worlds
Middle of •Pupilsread the novel. Descriptor:
the Ex: 17 P: 68
Then watch the film - read the novel
lesson • Ask Ss to watch the film
adaptation of The War of - watch the film
Presenta adaptation of The War of the Card
Worlds or rent the DVD and play it the Worlds. Answer the -answer the
tion part. Worksheet
in class. If this is not feasible, ask question. question.
30 min
Ss to read a plot summary for the ANSWERS Total: 3 point
film at www.wikipedia.org or The film is completely different
www.imdb.com and compare it to to the book in a number of
ways. The characters are
the plot of the book. different. In the film, the main
Elicit answers from Ss around the characters are Ray Ferrier
class. and his children, Rachel and
Robbie. In the book, the main
characters are the narrator
and his wife, the curate and
the artilleryman. The setting is
different. The film is set in the
USA and the book is set in the
UK. On the whole the plots Descriptor:
are very different, but the main -read the
idea is the same that Martians
come to Earth, cause lots of
newspaper
death and destruction and are headlines
then killed by simple bacteria - answer the
Ex:18a P: 68 question
•Ask Ss to read the newspaper •Pupils read the Total: 2 point
headlines and the extracts and say newspaper headlines
how they are related to The War of and the extracts.
the Worlds. ANSWERS Descriptor:
The first extract is about how -compare and
people believed Earth was
being attacked by Martians contrast the
when The War of the Worlds information
was first broadcast over the
radio in 1938. They didn't
- answer the
understand it was a fictional question
drama. Total: 2 point
The second extract explains
that the first story over
exaggerates what really
happened and although some
people were frightened, there
was no mass hysteria
-Make CCQ
Ex:18b P: 68 questions Yes / No
Ask Ss to read the news articles •Pupils compare and
Total: 1 point
again and compare and contrast contrast the information
the presentation of the reaction to in the articles.
Orson Welles' version of The War ANSWERS
of the Worlds. The first article presents the
Elicit comparison from Ss around public reaction as hysteria
the class and which one Ss believe with many injuries and calls to
the police. The second article
and why. presents the public reaction as
mild and claims that the initial
reports were exaggerated. It
says that some people were
Conclusion during the lesson some frightened, but not in a
tasks differentiated by outcomes of complete panic. It claims that
the newspapers at the time
the students and by their abilities. misrepresented the story to
make it more news worthy.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 6 Capabilities of Human Brain

Lesson 54
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Capabilities of Human Brain
Learning objectives 10.1.8.1 - develop intercultural awareness through reading and
discussion;
10.2.2.1 - understand specific information in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a limited range of unfamiliar topics;
10.4.2.1 - understand specific information and detail in extended
texts on a range of familiar general and curricular topics, and
some unfamiliar topics;
Lesson objectives Learners will be able to:
- use context clues to identify specific information
- 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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
human Brain
Middle of •Pupils fill in the gaps in Descriptor:
the Ex: 1a P: 69
the texts. - to read the texts
lesson • Give Ss time to read the texts A-D
and complete the gaps with the words
ANSWERS - fill in the gaps
Presenta 1 experience Total: 2 point Card
tion part. in the lists. Worksheet
2 react
30 min Check Ss' answers.
3 beat
4 enjoy
Descriptor:
5 identify
6 strong -work in pairs
7 learn - name some more
8 converts capabilities
9 written Total: 2 point
10 imagine
11 tell
12 invent
Ex:1b P: 69 •Pupils in pairs, name
• Give Ss time to discuss in pairs some more capabilities
other things that the brain can do. of the human brain.
Elicit answers from around the
ANSWERS
class. The brain controls body
temperature, blood
pressure, heart rate and
breathing.
It handles all the
information about the world Descriptor:
around us from our senses -answer the
(sight, hearing, taste,
touch, smell and touching). question
It handles our physical Total: 2 point
movement when walking,
talking, standing or sitting. -Make CCQ
It lets us think and dream.
questions Yes / No
•Pupils answer the
Over to you
question
•Ask Ss to consider the questions,
ANSWERS
then elicit answers from various Ss
I think the ability to
around the class. experience emotions is
the most important
because if we couldn't
do this we would be like
robots. There wouldn't
be a lot of point to life if
we couldn't experience
joy and sadness.
I would like to improve
my ability to understand
languages. If I could
understand every
Conclusion during the lesson some language in the world
that would be amazing. I
tasks differentiated by outcomes of
would be able to speak
the students and by their abilities. to anyone, anywhere.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:

Shortterm plan: term 3

 Unit 6Capabilities of Human Brain
Lesson 55
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Physical structure of the human brain
Learning objectives 10.2.3.1 - understand the detail of an argument in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a limited range of unfamiliar topics;
10.3.2.1 - ask and respond to complex questions to get
information about a wide range of general and curricular topics;
10.4.1.1 - 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:

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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Middle of •Pupilsto talk in pairs Descriptor:
the Ex: 1a P: 70
about the meanings of the - to talk in pairs
lesson • Ask Ss to talk in pairs about the
words. Check in your - Check the meaning
Presenta meanings of the words/phrases in the Card
dictionary. of a dictionary
tion part. list. Worksheet
ANSWERS Total: 2 point
30 min Tell Ss to check the meanings of any blood pressure (n): the
they are unsure of in their dictionaries. pressure of the blood in the
Check Ss' answers around the class. circulatory system
body temperature (n): Descriptor:
how hot or cold the body is
skull (n): the bone that
-listen and read to
protects/covers the brain find out
hemisphere (n): half of a - answer the
sphere
nerve fibre (n): a long thin question.
thread that carries information Total: 2 point
Ex:1b P: 70 between the brain and other
parts of
•Explain that our brain is divided •Pupils listen and read
into two hemispheres (left, right) Descriptor:
each one controlling different
to find out. Answer the - red the sentences
tasks/skills question. - mark the
ANSWERS statements.
Left hemisphere: logic,
details, lists, language
Total: 1 point
Ex:2 P: 70 Right hemisphere:
• Ask Ss to read the statements 1-8 creativity, general ideas,
and then give Ss time to read the music skills, emotions,
text and mark the statements imagination
according to what they read.
Ss compare their answers with their •Pupils red the
partner. sentences. Mark the
Check Ss' answers. statements.
ANSWERS
Descriptor:
Ex: 3 P: 71 1 T2 DS3 F4 T5 F6 T
7 DS 8 T - answer the
•Give Ss time to answer the
questions referring to the text as question
necessary and then elicit Ss' •Pupils answer the Total: 1 point
answers. questions.
ANSWERS -Make CCQ
Conclusion during the lesson some 1 Each hemisphere is questions Yes / No
responsible for the
tasks differentiated by outcomes of opposite side of the body.
the students and by their abilities. 2 They think the brain
creates synapses between

End of FEEDBACK Poster

the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 6 Capabilities of Human Brain

Lesson 56
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Grammar: Question types

Learning objectives 10.1.1.1 - use speaking and listening skills to solve problems
creatively and cooperatively in groups;
10.4.8.1 - use a wide range of familiar and unfamiliar paper and
digital reference resources to check meaning and extend
understanding;
10.5.5.1 - develop with support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics;
Lesson objectives Learners will be able to:
- explain the meaning of new words in their own words
- write a coherent paragraph/short text stating and explaining an argument
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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Middle of •Pupils read the Descriptor:
the Ex: 5 P: 71
examples and find more - read the
lesson • Ask Ss to read the examples in the
box and then elicit more examples
examples in the text. examples
Presenta
ANSWERS - find more Card
tion part. from the text from Ss around the class. Worksheet
Refer Ss to the Grammar Reference Tag question: It's an examples in the
30 min amazing organ, isn't it?
section for more details. text
Rhetorical question: Will
we ever fully understand Total: 2 point
our own brains
Ex:6a P: 71 •Pupils work in pairs.
• To classify questions and ask and Ask and answer the
answer questions question
Explain the task and give Ss time to ANSWERS
complete it. 1 rhetorical question
Check Ss' answers. Elicit 2 tag question
sentences from various Ss around 3 wh-question
the class 4 Yes/no question
A: Wouldn't it be great to
be happy all the time? Descriptor:
B: Yes, it would. We can
learn so much more about
-work in pairs
the brain, can't we? - ask and answer
A: Yes, we can. Why do we the question
sleep and dream? Total: 2 point
Ex:6b P: 71 B: I think it's so the body
•Aim To practise question types can rest and the brain
Ask Ss to ask and answer their own canorganise our thoughts.
Does your brain work
Descriptor:
questions in pairs. better in the morning? - make your own
Monitor the activity around the A: Yes, it does. question
class. - ask and answer
•Pupils make your own the questions
Yes/No, Wh-, tag Total: 2 point
question. Ask and
answer the questions.
ANSWERS
Ex: 7 P: 71 A: Do you like learning about Descriptor:
the brain?
• To listen for specific information B: Yes, I do. What is your - listen to two
Explain the task and ask Ss to read favourite subject? people
A: Science. It's interesting,
the questions and answer choices.
isn't it?
Total: 1 point
Play the recording and give Ss time B: Yes, it is. It helps me
to complete the task. understand the world. -Make CCQ
Check Ss' answers.
questions Yes / No
•Pupils listen to two
Conclusion during the lesson some people talking about the
tasks differentiated by outcomes of human brain.
the students and by their abilities. ANSWERS
1A 2 B 3 B 4 B 5 C
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:

Shortterm plan: term 3

 Unit 6Capabilities of Human Brain
Lesson 57
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Intelligences

Learning objectives 10.1.10.1 - use talk or writing as a means of reflecting on and

exploring a range of perspectives on the world;
10.5.8.1 - communicate and respond to news and feelings in
correspondence through a variety of functions on a range of
general and curricular topics;
10.6.5.1 - use a wide variety of question types on a wide range of
familiar general and curricular topics
Lesson objectives Learners will be able to:
- accurately spell most words and use their knowledge about the language
to spell less frequent words
- use different questioning techniques in relation to synthesis and
evaluation
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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Middle of •Pupils read the Descriptor:
the Ex: 1 P: 72
Intelligences below and - read the
lesson • To present vocabulary for types of
intelligences match then to what they Intelligences
Presenta
refer to. - match then to Card
tion part. Direct Ss' attention to the
Worksheet
intelligences (1-8) in the list. ANSWERS what they refer to.
30 min
Ask them to read them and the 1 d 2 g 3 e 4 b 5 a 6 c 7h Total: 2 point
explanations (a-h) and then match 8f
them. •Pupils read again and
Have Ss tell their partners. choose from the
• Check Ss' answers.
sentences. Listen and
Ex:2 P: 72
read to find out.
• To listen and read for cohesion
and coherence ANSWERS
1D
Explain the task and ask Ss to read
2C
the sentences A-F and then read 3E
the text and choose the correct 4F
ones to fill each gap. 5A
Give Ss time to complete the task
and remind them to look at the key •Pupils answer the
words before and after the gaps Descriptor:
questions. -read again
that will help them find the missing
ANSWERS - choose the
sentences.
It is important for schools sentences.
Play the recording. Ss listen and because educators must
read and check. activate each intelligence
Total: 2 point
Ex:3 P: 72 to reach every pupil in the
•To consolidate information in a classroom.
Descriptor:
text
- answer the
Give Ss time to answer the •Pupils fill the gaps. questions.
questions referring to the text as ANSWERS Total: 1 point
necessary. 1 memorise
Check Ss' answers. 2 excels
Ex: 4 P: 72 3 calculated Descriptor:
• To consolidate new vocabulary 4 smart
- fill the gaps
Explain the task and give Ss time to 5 far-reaching
6 rise
Total: 1 point
complete it.
Check Ss' answers. 7 proposing
8 responded -Make CCQ
Conclusion during the lesson some questions Yes / No
tasks differentiated by outcomes of
the students and by their abilities.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 6Capabilities of Human Brain

Lesson 58
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Grammar: Relative clause
Learning objectives 10.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
10.1.6.1 - organize and present information clearly to others;
7.5.6.1 link with little or no support, sentences into coherent
paragraphs using a variety of basic connectors on a range of
familiar general topics and some 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
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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Students say different - Learners have
words from the picture met the learning
objectives if they Picture
What is the difference can talk about
between information and
data?
Middle of •Pupils read the theory. Descriptor:
the Ex: 5 P: 73 Find examples in the - read the theory
lesson • To present relative clauses text.
Explain that a defining relative - find examples in
Presenta ANSWERS the text. Card
tion part. clause gives necessary information Shakira has an IQ of 140,
Total: 2 point Worksheet
and is essential to the meaning of which almost makes her a
30 min
the main sentence. We do not put genius.
the clause in commas. e.g. The The theory proposes that
there is not just one
man who fixed my car was very tall. 'intelligence', but eight or more
(Which man is tall? The one who 'intelligences' that we all have
fixed my car.) to a greater or lesser extent.
Ask Ss to read the theory box and Each intelligence is a skill
which people are good at. She
then elicit examples from the text. has the ability to move her
Refer Ss to the Grammar Reference body on a stage, where the
movements she makes create
section for more details a performance
Ex:6 P: 73
Descriptor:
• To practise defining/non-defining •Pupils join the
-join the sentences
relative clauses sentences using the
• Explain the task and give Ss time - use the relative
relative
to complete it. pronoun/adverbs
pronoun/adverbs in
Check Ss' answers. Total: 2 point
brackets.
ANSWERS
Ex:7 P: 73 1 We just met Dr Jones who
• To conduct a survey, interview has written a book on multiple
Descriptor:
classmates and prepare a poster intelligences. Dr Jones, who - do a survey
Explain the task and give Ss time to we just met, has written a -Find out the most
book on multiple intelligences.
conduct a survey by interviewing popular
2 This is the IT building where
their classmates about their type of Professor Harris is working on intelligence
intelligence with reasons. important research. Total: 2 point
Give Ss time to compile their 3 Kairat recommended a
information and create a poster. documentary which/that was
very informative.
Tell Ss they may include a chart or The documentary which/that
a diagram to display the Kairat recommended, was
information. very informative.
Then display the posters around 4 1983 was the year when -Make CCQ
Howard Gardner's book was
the classroom
published.
questions Yes / No
5 I understand the reason why
Martha loves all sports.
6 Anna is the new student
whose IQ is very impressive Total: 10 point

•Pupils do a survey. Find

Conclusion during the lesson some out the most popular
tasks differentiated by outcomes of intelligence
the students and by their abilities. ANSWERS

End of FEEDBACK Poster

the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 6Capabilities of Human Brain

Lesson 59
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Stress is bad for you
Learning objectives 10.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
10.2.6.1 - 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;
10.3.2.1 - ask and respond to complex questions to get
information about a wide range of general and curricular topics;
Lesson objectives Learners will be able to:
- infer less frequent words and phrases
-utilize different strategies to craft specific and relevant questions
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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Students say different - Learners have
words from the picture met the learning
objectives if they Picture
What is the difference can talk about
between information and
data?
Middle of • Pupils complete the Descriptor:
the Ex: 1 P: 74 sentences using the - complete the
lesson • Give Ss time to complete the words sentences
Presenta sentences using the words. ANSWERS Card
• Check Ss' answers around the - use the words
tion part. 1 media Worksheet
class. 2 produce Total: 2 point
30 min 3 immune system
4 psychologists
Ex:2 P: 74 5 practitioners
•Play the recording. Ss listen and •Pupils answer the
follow the text in their books and question. Listen and
find out which of the sentences in read to find out.
Ex. 1 are true.
Check Ss' answers. ANSWERS
1 F (E. 5-7)
2 T (E. 16-17)
Ex:3 P: 75 3 T (6.22-23)
• Ask Ss to read questions 1-3 and 4 T (E. 29)
the possible answers and give them 5 T (2. 40-41 Descriptor:
time to read the text again and •Pupils read again. For -answer the
choose the correct answers. questions choose the question
Check Ss' answers around the correct answer. Give - listen and read to
class. Ss should justify their reasons for your find out
answers. answers from the text. Total: 2 point
ANSWERS
Ex:4 P: 75 1 C (2. 11-12)
•Give Ss time to answer the 2 C (C. 16-19) Descriptor:
questions copying information 3 C (8.39-44) -read again
straight from the •Pupils answer the - choose the
Check Ssanswers around the question in your own correct answer
language. - give reasons
ANSWERS Total: 2 point
Ex:5 P: 75
1 Certain hormones are
•Explain that an abstract noun is released when we're
the name of something that is not which prepare our bodies Descriptor:
concrete or tangible (e.g. emotion, for action
-answer the
2 People encouraged to
intelligence) and that a compound question
believe that any type stress
noun is the name of something that is Total: 2 point
is made up of two words that have
been put together (e.g. blackboard, •Pupils find examples of
swimming pool). abstract and compound Descriptor:
nouns in the text. - find examples of
ANSWERS abstract and
Abstract nouns: stress, compound nouns
Conclusion during the lesson some disease, illness, health, Total: 2 point
tasks differentiated by outcomes of situation, reaction,
condition, problem,
the students and by their abilities. consequence -Make CCQ
Compound nouns: daily questions Yes / No
life, home life, immune
system, workout, Total: 10 point
website
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 6Capabilities of Human Brain

Lesson 60
Teacher name:
Quantqanova Zh
Date: 07.02.2025

Grade: 10 Number present: absent:

Lesson title Grammar: The Passive
Learning objectives 10.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general and curricular topics;
10.4.4.1 - read a wide range of extended fiction and non-fiction
texts on familiar and unfamiliar general and curricular topics;
10.5.1.1- plan, write, edit and proofread work at text level
independently on a range of general and curricular topics;
Lesson objectives Learners will be able to:
- demonstrate the use of accurate sequence of compound adjectives
- read authentic texts for pleasure and academic purposes
Value Being True to Yourself – This value is all about making sure people are not hiding who
they really are in order to satisfy others. Instead, it thinks that humans flourish when they are living their
best life.
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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Students say different - Learners have
words from the picture met the learning
objectives if they Picture
What is the difference can talk about
between information and
data?
Middle of • Pupils find examples of Descriptor:
the Ex: 6a P: 75 the passive in the text. - find examples of
lesson • Explain that to form the passive Answer the question. the passive
Presenta we use the verb to be and the past ANSWERS Card
participle of the main verb. Elicit - answer the
tion part. Examples: hormones are Worksheet
that the subject of the active produced, blood flow to the question
30 min Total: 2 point
sentence becomes the agent (the brain and muscles is
person doing the action) and is increased, why are we
continually told, that needs to
introduced with by. Explain that the be cured. We form the passive
passive sentence gives emphasis with the verb to be and the
to the action rather than the person past participle of the main
who does it. verb.
Then elicit the passive forms in the •Pupils complete the
text. sentences with the
Check Ss' answers and refer them correct passive form of
to the Grammar Reference section the verb in brackets. Descriptor:
for more information. ANSWERS -complete the
Ex: 6a P: 75 1 be avoided
2 were handed out
sentences with the
• Explain the task and give Ss time 3 is said correct passive
to complete it. 4 not be considered - complete the
• Check Ss' answers. 5 are often affected
sentences
Ex:7 P: 75 •Pupils read the
Total: 2 point
examples. Answer the
• Ask Ss to read the examples.
question.
Explain/Elicit that we form type 3 Descriptor:
conditional with if/when + past ANSWERS
We form type 3 conditional -read the
perfect + would have + past with if/when + past perfect + examples.
participle and that we use it to talk would have + past participle. - answer the
about an unreal situation in the question.
past. •Pupils complete the Total: 2 point
Refer Ss to the Grammar sentences with the
Reference section for more correct form of the verb
information. in brackets to make.
Descriptor:
Ex:8 P: 75 Type 3 conditionals. -complete the
• Explain the task and give Ss time ANSWERS sentences with the
to complete it. 1 had been correct form
Check Ss' answers. 2 would you have done -make sentences
3 would not have had Total: 2pointt
Ex:9 P: 75 4 hadn't burnt
•Explain the task and ask Ss to 5 would have arrived
6 had known Descriptor:
read the statements (A-E) and then
play the recording. -listen and match
Play the recording. Ss listen and •Pupils listen and match the speakers
complete the task. the speakers to the Total: 2 point
Check Ss' answers. statements.
ANSWERS -Make CCQ
Conclusion during the lesson some 1D questions Yes / No
tasks differentiated by outcomes of 2A
the students and by their abilities. 3C Total: 10 point
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 6Capabilities of Human Brain

Lesson 61
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Writing: An email giving advice
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;
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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Students say different - Learners have
words from the picture met the learning
objectives if they Picture
What is the difference can talk about
between information and
data?
Middle of • Pupils read the rubric Descriptor:
the Ex: 1 P: 76 and look at the key - read the rubric
lesson • Read the Writing Tip aloud and words in bold. Answer
introduce the type of writing, the - answer the
Presenta the questions. Card
content, layout and useful question
tion part. ANSWERS Total: 2 point Worksheet
language.
30 min 1 an email
• Ask Ss to read through the rubric 2 my English friend
and look at the key words in bold 3 advice about how to
and answer the question study better
• Explain to Ss that it is very 4 between 120-180 words
important to read the rubric 5 informal
carefully so that they include all the
points mentioned. •Pupils read the email
Check Ss' answers around the and match the
class. paragraphs to the Descriptor:
descriptions below. -read the email
Ex: 2 P: 76 ANSWERS - match the
•Read the rubric aloud and give Ss 1B2E3C4A 5D paragraphs to the
time to read the email and match descriptions
the paragraphs to the content. •Pupils decide whether Total: 2 point
sentences are opening
Ex:3 P: 76 remarks or closing Descriptor:
• Give Ss time to read sentences 1- remarks. Mark the
sentences.
-identify the
10 and elicit which ones are remarks
opening remarks and which ones ANSWERS
1 CR2 CR3 OR4 OR - mark the
are closing remarks.
5 OR6 CR7 OR8 CR sentences.
• Check Ss' answers. 9 OR 10 CR Total: 2 point
.
•Pupils replace the
Ex:4 P: 76 opening/closing remarks
•Give Ss time to substitute the in the email in ex 2 with Descriptor:
remarks in the email with suitable remarks from ex 3. -replace the
alternatives from Ex. 3. ANSWERS opening/closing
Elicit answers from Ss around the Opening remarks: How're remarks
class. things? Sorry to hear about Total: 2 pointt
your problems. Let me give
you some advice. Closing
remarks: Well, that's all for Descriptor:
now. All the best and keep
Ex:5 P: 77 me posted -read the Writing
•Read the Writing Tip aloud and •Pupils read the Writing Tip
then give Ss time to find examples Tip and find examples of - find examples of
of informal style in the email. informal style in the informal style
Elicit answers from Ss around the email in ex 2 Total: 2 point
class. ANSWERS
short forms: you're, I'd, it's,
you'll, don't, won't, I'm -Make CCQ
phrasal verbs: put off, sort
out colloquial questions Yes / No
expressions/idioms: under
Conclusion during the lesson some the weather
Total: 10 point
omission of pronouns: Hope
tasks differentiated by outcomes of my advice helps.
the students and by their abilities. informal linkers: so, and
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 6Capabilities of Human Brain

Lesson 62
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Writing Tip
Learning objectives 10.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general and curricular topics;
10.5.2.1 - use a growing range of vocabulary, which is appropriate
to topic and genre, and which is spelt accurately;
10.6.4.1 - use a wide variety of determiners and pre-determiner
structures on a wide range of familiar general and curricular
topics
Lesson objectives Learners will be able to:
- demonstrate the use of accurate sequence of compound adjectives
- write about dreams, hopes, ambitions in relation to the future
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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Students say different - Learners have
words from the picture met the learning
objectives if they Picture
What is the difference can talk about
between information and
data?
Middle of • Pupils the first and last Descriptor:
the Ex: 6 P: 77 paragraphs below have - rewrite the
lesson •Give Ss time to rewrite the been written in formal paragraphs.
Presenta paragraphs. and then ask various style. Rewrite them in Total: 2 point Card
tion part. Ss to read out the paragraphs to informal style. Worksheet
30 min the class. ANSWERS
A Dear James,
Thanks for your email. I'm
very sorry about your problem.
The same thing happened to
me last year. Let me give you
some advice.
Ex: 7 P: 77 B Got to go now. Let me know
if my advice helped. Say hello
•Read the Writing Tip aloud and to your family for me. Descriptor:
then give time find examples of Yours,
suggestions the email
-read the writing
Elizabeth
Elicit answers from Ss around the •Pupils read the writing Tip
Tip and find the ways - find the ways the
the writer of the email in writer of the email
ex 2 makes suggestions. Total: 2 point
ANSWERS
If were you I'd…,
Ex:8 P: 77 You should....
Why don't you….? Descriptor:
•Explain the task and give Ss time
to complete it.
It would be good idea -make suggestions
•Pupils make using the ideas.
• Check Ss' answers around the
suggestions using the Total: 2 point
class.
ideas.
ANSWERS
1 You should take up a sport
and eat healthily.
2 Why don't you share your
worries with your parents? Descriptor:
3 It would be a good idea to -read the Writing
focus on the cause of the
Ex:9 P: 77 stress. Tip
•Read the Writing Tip aloud and •Pupils read the Writing - give possible
then give Sstime to find and write Tip and give possible results for the
results for the pieces of advice in results for the pieces of pieces
Ex. 8. advice. Total: 2 point
Elicit answers from Ss around the ANSWERS
class. 1 That way you will feel
healthier and being active will
help relieve your stress.
2 Then you will have support
from the people who love you. -Make CCQ
Conclusion during the lesson some 3 If you do this, you'll reduce questions Yes / No
your anxiety.
tasks differentiated by outcomes of 4 This will help by allowing
the students and by their abilities. you to take your mind off your Total: 10 point
problems and enjoy yourself.

End of FEEDBACK Poster

the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 6Capabilities of Human Brain

Lesson 63
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Culture corner
Learning objectives 10.2.5.1 - recognize 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;
10.3.3.1 - explain and justify own and others’ point of view on a
wide range of general and curricular topics;
Lesson objectives Learners will be able to:
- recognize what the speaker is trying to communicate
- perform a persuasive discourse based on cause-effect pattern

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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Students say different - Learners have
words from the picture met the learning
objectives if they Picture
What is the difference can talk about
between information and
data?
Middle of • Pupils read through to Descriptor:
the Ex: 1 P: 78 find out. Answer the - read through to
lesson •To introduce the topic and read for question. find out
Presenta gist ANSWERS - answer the Card
tion part. Elicit what, if anything, Ss know The Duke of Edinburgh's question. Worksheet
30 min about the Duke of Edinburgh's Award is a youth Total: 2 point
Award and then give Ss time to programme that allows 14-
read the text and find out about it. 24 year olds to face
challenges and receive a
special award from the
Duke of Edinburgh
•Pupils read the text and
Ex: 2 P: 78
fill the gaps.
• To read for lexico-grammatical
ANSWERS
correctness & coherence
1 It 2 in 3 from 4 their
Read out the Study Skills box. 5 not 6 at7 down Descriptor:
Explain the task and ask Ss to 8 which 9 by 10 they
read the text again and think of a
-read the text
11 for 12 having
word to complete & gap that makes - fill the gaps.
the text coherent so that it is •Pupils fill the gaps. Total: 2 point
lexically and grammatically correct. ANSWERS
Check Ss' answers. Ask Ss to 1 full
justify their answers. 2 skills
Descriptor:
3 different
4 easy -fill the gaps
5 rescue Total: 2 point
Ex:3 P: 78 6 charity
•To consolidate new vocabulary 7 pick
Explain the task. 8 gold
Give Ss time to complete the task, 9 comes
referring back to the text if Descriptor:
necessary. •Pupils listen and read. -listen and read
Check Ss answers. Explain the different - explain the
types of this award. different types of
ANSWERS this award
Ex:4 P: 78 There are three levels of Total: 2 point
•To consolidate information in a the award; the bronze,
text the silver and the gold.
Read the rubric aloud. Each level is more
Play the recording. Ss listen and difficult and challenging
follow the text in their books. than the previous one.
Young people can take -Make CCQ
Give Ss time to prepare their
part in different activities questions Yes / No
answers.
Ask various Ss around the class to in four different areas:
share their answers with the rest of volunteering, physical, Total: 10 point
the class. skills or expedition. They
can pick the activities
they want to do in each
Conclusion during the lesson some area. Completing the
tasks differentiated by outcomes of awards can take from
the students and by their abilities. three months to three
years.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Shortterm plan: term 3

Unit 6Capabilities of Human Brain

Lesson 64
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Curricular: PSHE
Summative assessment for the unit «Capabilities of Human Brain»
Learning objectives 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;
10.4.1.1 - understand main points in extended texts on a wide
range of familiar and some unfamiliar general and curricular
topics;
10.6.16.1 - use a wide variety of conjunctions on a wide range of
familiar general and curricular topics
Lesson objectives Learners will be able to:
-discuss/ debate on given topics demonstrating unprepared speaking
- identify the difference between main idea and supporting points
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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Students say different - Learners have
words from the picture met the learning
objectives if they Picture
What is the difference can talk about
between information and
data?
Middle of • Pupils read the title of Descriptor:
the Ex: 1 P: 79 the text, the - read the title of
lesson •To predict the content of the text introductions and the the text,
Presenta and read for gist headings. Answer the - answer the Card
tion part. Read the title of the text aloud and questions. question. Worksheet
30 min ask Ss to read the introduction and ANSWERS Total: 2 point
the headings and elicit their We can use a number of
guesses as to how we can improve techniques to improve our
our memory. memory such as chunking
Give Ss time to read the whole text information, thinking in
and find out. pictures, word association,
using location, etc
Ex: 2 P: 79 •Pupils read again and
complete the gaps with
•To read for lexico-grammatical
the correct word.
correctness & coherence Descriptor:
Explain the task and ask Ss to read ANSWERS
the text again and think of a word to
1 better2 studying -read the text
3 than4 of 5 by 6 such - complete the
complet ach gap that makes the 7 them 8 up 9 take
text coherent so that it is lexically gaps
10 to 11 trying
and grammatically correct. Ss 12 remember
Total: 2 point
should pay attention to the words •Pupils find all the
before/after each gap as they will phrasal verbs in the text.
help them do the task. Make sentences using
Check Ss' answers. Ss should them. Descriptor:
justify their answers. ANSWERS -find all the phrasal
let (sb) down, breaking verbs
Ex:3 P: 79 down, falling down, coming - make sentences
•To consolidate new vocabulary up with, space out, come Total: 2 point
Give Ss time to look back through back
My mum and dad never let
the text and find all the phrasal
me down. When you're
verbs. Check Ss' answers on the studying for a test you
board. should break down the
Give Ss time to write sentences information into the key Descriptor:
using t phrasal verbs. points. Tom fell down the -fill the gaps
Check Ss' answers around the stairs yesterday. Total: 2 point
class. I came up with a great idea
for a present for Tina. Mum
Ex:4 P: 79 planted some flowers in the
garden and spaced them
•To consolidate new vocabulary out evenly.
Explain the task and give Ss time to Have a break from -Make CCQ
complete it. studying and then come questions Yes / No
Check Ss' answers. back to it later.

•Pupils fill the gaps. Total: 10 point

Summative assessment for the
unit «Capabilities of Human ANSWERS
Brain» 1 Remind
2 Remember
3 Memorise
Conclusion during the lesson some
4 recall
tasks differentiated by outcomes of
the students and by their abilities.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
Бекітемін
Мектеп директорының
оқу ісі жөніндегі орынбасары Г.Дәрімбетова
Unit 6Capabilities of Human Brain
Lesson 65
Teacher name:
Quantqanova Zh
Date: 13.02.2025

Grade: 10 Number present: absent:

Lesson title progress check
Learning objectives 10.4.2.1 - understand specific information and detail in extended
texts on a range of familiar general and curricular topics, and
some unfamiliar topics;
10.5.1.1 - plan, write, edit and proofread work at text level
independently on a range of 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:
- identify and explain the use of imagery, simile, metaphor, hyperbole,
onomatopoeia and personification
Trustworthiness – A trustworthy person is someone who others can rely on to keep their commitments,
maintain integrity when people aren’t looking, and keep the secrets of others. This might be valuable for a
manager-level employee who is trusted with money-making decisions.
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 friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to 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
Students say different - Learners have
words from the picture met the learning
objectives if they Picture
What is the difference can talk about
between information and
 data?

Middle of • Pupils choose the Descriptor:

the Ex: 3 P: 81 correct particle. - choose the
lesson •To present and practise phrasal correct particle
Presenta verbs with set and take - complete the task Card
tion part. Go through the list of phrasal verbs Total: 2 point Worksheet
30 min and their definitions and elicit an
example for each one from various •Pupils fill the gaps.
Ss around the class using their
dictionaries to help them if
necessary.
Give Ss time to complete the task
and then check Ss' answers. •Pupils choose the
correct word.
Ex: 4 P: 81
ANSWERS Descriptor:
•Explain the task and give Ss time
to complete it and then check Ss'
-fill the gaps
answers. Total: 2 point
Ask Ss to add the words to the •Pupils fill in the correct
Prepositions section in their word derived from the
notebooks. word in brackets.
Ask Ss to revise this section Descriptor:
regularly as this will help them use ANSWERS -choose the correct
the English language in a natural word.
way. Total: 2 point

Ex:3 P: 81
•Consolidate words which are often
confused
Explain the task and give Ss time to Descriptor:
complete it and then check Ss' -fill in the correct
answers. word
Total: 2 point
Ex:4 P: 81
•To form adverbs from adjectives
Read the theory box and the
examples aloud and then explain
the task. -Make CCQ
Give Ss time to complete the task questions Yes / No
and then check Ss' answers.
Total: 10 point
Conclusion during the lesson some
tasks differentiated by outcomes of
the students and by their abilities.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task: