LP Action 10 Term 4

Short term plan: term 4
Unit 8: Space Lesson 81

Teacher name:
Date:
Grade: 10 Number present: absent:
Lesson title Amazing facts about space
Learning objectives 10.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;
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
Lesson objectives Learners will be able to:
-introduce new vocabulary
-listen for confirmation
Value links Hospitality: Traditionally a nomadic culture, hospitality has always been an
important part of Kazakh culture.
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, people
and objects
Middle of Ex:1a P:97
the lesson • Learners fill the gaps. Descriptor:
• Direct Ss' attention to the
Presentati ANSWERS - fill the gaps
on part. picture and ask them to read the 1 particles - complete the Card
30 min texts. 2 waves texts Worksheet
Go through the words in the list 3 radio
Total: 2 point
and explain/ elicit the meanings 4 surface
of any unknown words. 5. atmosphere
Give Ss time to complete the 6 Stars
7 dwarf Students
texts. Check Ss' answers. 8 solar book
9 telescopes
Differentiation: «Verbal support»
method is used to help Ss use new • Learners listen and
words in the sentences.
check. Self assessment
ANSWERS Descriptor:
Ex: 1b P: 97
Student’s own answer. - listen and check.
•Play the recording. Ss listen and
Total: 2 point
check their answers to Ex. 1a.
Play the video for Ss and elicit Descriptor:
their comments. - answer the
• Pupils answer the question
question. Tell the class. - еell the class
Over to you Total: 2 point
Elicit answers to the questions in ANSWERS
the rubric from various Ss around I was impressed that the
the class. footprints on the Moon
will stay there for at least -Make CCQ
Conclusion during the lesson 100 million years and that questions Yes / No
some tasks differentiated by an 11-year-old girl got to Total: 1 point
outcomes of the students and by name a dwarf planet.
their abilities.
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

Teacher name:
Date:
Lesson title UFO tour
Learning objectives 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;
10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a
range of general and curricular topics;
- talk about space and expand the topic
- predict the content of the text
- identify the writer's purpose
Value links Tradition: Kazakh traditions and culture have been passed on from one
generation to another through oral histories told by traditional Kazakh tribal
leaders and elders.
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
to personal
information, people
and objects
Middle of Ex:1 P:98
the lesson • Learners listen and Descriptor:
• Explain/Elicit what UFO means read the headlines.
Presentati (unidentified flying object). - listen and read
on part. Answer the question. Card
Play the recording. Ss listen and the headlines
30 min ANSWERS
read the headlines. Explain/Elicit A - An alien spacecraft
- answer the Worksheet
the meanings of any unknown probably crashed on a ranch question
words/phrases (e.g. flying saucer in the Roswell region and it Total: 2 point
= name for an alien spacecraft was captured by some people.
from science fiction). B - I think some people
Elicit what various Ss think
reported finding a strange Students
wreckage and they think alien
happened in these incidents. bodies were examined at book
Roswell Army Base.
C - A police officer reported a
Differentiation: «Verbal support» sighting of an alien spacecraft
method is used to help Ss use new in Socorro, New Mexico.
words in the sentences. D - Thousands of people
witnessed strange lights over Self assessment
Phoenix, Arizona
Ex: 2 P: 98 Descriptor:
• Learners read the title
• Direct Ss' attention to the title of the text and the - read the title of
and the introduction in the text. introduction. Read the text
Elicit Ss' guesses as to what it can through to find out. - read through to
be about. ANSWERS find out
Ss read the text to see if their I think the text is about a Total: 2 point
guesses were correct. journalist investigating the
case of the UFO crash landing
Ex: 3 P: 99 in New Mexico in 1947 and
whether or not it may actually
• Ask Ss to read the sentences A-H have happened
and give them time to read the • Pupils read the text Descriptor:
text again and match them to the again. Seven sentences - read the text
gaps 1-7. are missing. Match - match each
Check Ss' answers around the each sentence to the sentence to the
class.
gap. gap.
ANSWERS Total: 2 point
Ex: 4 P: 99
1G 2D 3A 4H 5F 6C
• Explain that writers write
7B Descriptor:
articles in order to inform, to
persuade or entertain readers. - listen to the text
Play the recording. Ss listen and • Pupils listen to the text. - answer the
follow the text in their books. Answer the question. question
Ask Ss to identify the reason why ANSWERS Total: 2 point
the writer wrote the article. The writer's purpose is to
inform readers about the
Conclusion during the lesson UFO discovery tour and -Make CCQ
some tasks differentiated by what it's like at Roswell.
outcomes of the students and by questions Yes / No
The writer also describes Total: 1 point
their abilities.
how the tour can make a
sceptic wonder if it's all
true or not
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Grammar: The passive
Learning objectives 10.4.5.1- deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics;
10.5.6.1 - write coherently at text level using a variety of connectors on a range of
familiar general and curricular topics
- consolidate new vocabulary
- study/revise the passive
Value links Freedom: Freedom is the major value of the civil society being formed in
Kazakhstan. This must provide everyone with the possibility of creative self-
realization.
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
to personal
information, people
and objects
Middle of Ex:5 P:99
the lesson • Learners choose the Descriptor:
• Explain the task and give Ss correct words in bold.
Presentati time to complete it. - choose the
on part. Then makes sentences Card
Check Ss' answers. using the other options. correct words in
30 min bold Worksheet
ANSWERS
Differentiation: «Verbal support» 1 trip - makes sentences
method is used to help Ss use new 2 spot using the other
words in the sentences. 3 desert options
4 examined
5 site
Total: 2 point Students
6 locals book
7 events
Ex: 6 P: 99
• Learners match the
• Explain the task and go through
words/phrases in bold
the list of words in the rubric and
with their meanings.
give Ss time to match them to the
words in bold in the text. ANSWERS
wandered away: walked
Tell Ss they may use their without a purpose
dictionaries if necessary. debris: destroyed remains
Self assessment
• Check Ss' answers. creepy: scary
soared into the sky: moved Descriptor:
quickly up - match the
hovering: floating in the same
position words/phrases in
Ex: 7 P: 99 eerie: strange & frightening bold
• Explain that we use the passive disturbed: bothered - use your
disappointed: felt unhappy dictionaries
to talk about actions when the
• Pupils use the passive Total: 2 point
person who carries out the action
ANSWERS
is unknown, unimportant or
obvious from the context. We also We use the passive to talk
use the passive in formal writing. about actions when the
Explain/Elicit that we form the person who carries out the
passive with the verb to be + past action is unknown, Descriptor:
participle of the main verb. Point unimportant or obvious - use the passive to
out that the subject of the active from the context. We also talk about actions
sentence becomes the agent in use the passive in formal Total: 2 point
the passive sentence and is writing such as in a news
introduced with 'by' whereas the report or headline. We
object of the active sentence form the passive with the
becomes the subject in the verb to be + past participle
passive sentence. Refer Ss to the of the main verb. The -Make CCQ
Grammar Reference section for subject of the active questions Yes / No
more details. sentence becomes the Total: 1 point
agent in the passive
sentence and is introduced
with 'by' whereas the
Conclusion during the lesson
some tasks differentiated by object of the active
outcomes of the students and by sentence becomes the
their abilities. subject in the passive
sentence.
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Moving out
Learning objectives 10.2.1.1 - understand the main points in unsupported extended talk on a wide range
of general and curricular topics, including talk on a limited range of unfamiliar
topics;
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;
- consolidate vocabulary
- predict the content of a text
- read for cohesion and coherence
Value links Patriotism: The formation of civil society institutions is impossible without
the development of a patriotism shared by the entire Kazakhstan, and with
deep roots in the culture, psychology, and historical past of the Kazakhs.
Plan

Time criteria

lesson.
listed. Assessment
learning
vocabulary Assessment
criteria
Lead – In statements related
questions Picture
to personal
information, people
and objects
Middle of Ex:1 P:100
the lesson • Learners say the Descriptor:
• Elicit the names of the planets in names of the planets in
Presentati our solar system from Ss around - say the names of
on part. our solar systems. Card
the class. the planets
30 min ANSWERS
Play the recording. Ss listen and - correct Worksheet
Mercury, Venus, Earth,
check if they named them all as Mars, Jupiter, Saturn, pronunciation and
well as practice the correct Uranus, Neptune intonation
pronunciation and intonation. Total: 2 point
• Learners read the title
Students
Differentiation: «Verbal support» of the text and the quote.
method is used to help Ss use new Answer the question. book
words in the sentences. ANSWERS
Ex: 2 P: 100 The problems of space
colonisation are the lack of
• Read the title of the text and the technology and the lack of
quotation aloud and ask Ss to money. For example, it would
think about the questions in the take 1,000 years to travel to
rubric. the nearest star system and it Self assessment
Give Ss time to read the text and costs £6,000 to put half a kilo Descriptor:
of anything into near-Earth
then elicit answers to the orbit. The solution may be to - read the title of
questions from Ss around the give 0.25% of the world's the text
class. financial resources to fund - answer the
space colonisation
question
Ex: 3 P: 101 Total: 2 point
• Pupils for each gap,
• Explain the task and ask Ss to choose from the
read the sentences A-H and then sentences.
give them time to read the text ANSWERS
again and match them to the gaps 1 F 2 A 3C 4 H 5 G 6E
Ask Ss to check their answers Descriptor:
7B
with their partner and then elicit - choose from the
justifications from Ss around the sentences
class. - choose from the
sentences
Ex: 4 P: 101 • Pupils fill the gaps .
Total: 2 point
ANSWERS
• Explain the task and give Ss time
1 overcome
to complete it. 2 self-sufficient
Check Ss' answers. 3 warm up
4 release -Make CCQ
Conclusion during the lesson 5 afford
some tasks differentiated by questions Yes / No
outcomes of the students and by Total: 1 point
their abilities. .
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Grammar: Conditionals types
Learning objectives 10.6.15.1 - use infinitive forms after an increased number of verbs and adjectives
use gerund forms after a variety of verbs and prepositions use a variety of
prepositional and phrasal verb on a wide range of familiar general and curricular
topics
10.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
-consolidate new vocabulary
- practise mixed conditionals
- consolidate information in a text.
Value links Respect: Respect of elders and of the spiritual freedom of other nations
are principal values. It is important to develop a productive dialogue
between confessions and to acknowledge religion as an element of civil
society.
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
• Explain the task and give Ss correct words. Check in
Presentati time to complete it. Ss can use - choose the
on part. your dictionary. Card
their dictionaries to look up any correct words
30 min ANSWERS
unknown words. - check in your Worksheet
1 Supplies
Check Ss' answers. 2 overcome dictionary
3 wipe out Total: 2 point
Differentiation: «Verbal support» 4 endless
method is used to help Ss use new Students
words in the sentences. • Learners give an
example for each type. book
Ex: 6 P: 101
• Refer Ss to the Grammar ANSWERS
Reference section at the back of type 2: If I won the
their books and briefly revise money, I would buy a new
car.
conditional types 2 and 3 by
type 3: If Ann had been Self assessment
giving examples for each type. more careful, she wouldn't
have made such a big
mistake
Descriptor:
Ex: 7 P: 101 • Pupils rewrite the - give an example
• Explain the task and read out sentences using mixed -complete the task
the example. conditionals, as in the
Total: 2 point
Give Ss time to complete the task example.
and then check Ss' answers. ANSWERS
2 If Mark had handed in
his project, he would pass
the astronomy course.
3 If Greg hadn't been
studying all night, he
wouldn't be tired now.
4 If Janet wasn't interested Descriptor:
in astronomy, she wouldn't - rewrite the
have visited the sentences
Ex: 8 P: 101 planetarium yesterday - use mixed
• Play the recording. Ss listen and • Pupils fill the gaps conditionals
follow the text in their books. listen and read the Total: 2 point
Then Ss talk in pairs and tell their article.
partner three reasons why space ANSWERS
colonisation is difficult. Colonising space is
Monitor the activity around the difficult because it is
class and then ask some pairs to expensive to put things
report back to the class. -Make CCQ
into space. It is also a questions Yes / No
long way to the nearest
Conclusion during the lesson solar system which may Total: 1 point
some tasks differentiated by have Earth-like planets
outcomes of the students and by and we don't have the
their abilities. technology to travel fast
in space
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Sci – Fi – Films
Learning objectives 10.2.7.1 -understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics;
10.3.3.1- explain and justify own and others’ point of view on a wide range of
general and curricular topics;
- prepare for a reading task
- introduce the topic
- read for specific information
Value links Respect - treating people with respect, value and courtesy.
Especially apologising to them where the situation calls for it.
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
the lesson • Learners check these Descriptor:
• Refer Ss to the Word List at the words in the word list.
Presentati back of their books and give them - check these
on part. time to look up the meanings of
ANSWERS words Card
30 min Student’s own answer
the words/phrases given. - give them time to Worksheet
Alternatively, elicit the meaning of look up the
any unknown words meanings
Total: 2 point
Differentiation: «Verbal support» Students
method is used to help Ss use new
words in the sentences. book
• Learners write down
Ex: 2 P: 103
three question.
• Read out the questions in the
rubric and ask Ss to say what they
ANSWERS
Avatar is a 3D science-fiction
know about the film Avatar, and film with special visual effects.
think of questions about it. The words in Ex.1 refer to the
Elicit questions from Ss around new techniques used to make Self assessment
the class and write three of them it. Descriptor:
1 Where was the film set?
on the board. 2 Who directed the film? - read out the
3 What was so special about questions in the
Ex: 3 P: 103 the special effects in the film? rubric
• Ask Ss to read the questions 1-6 - write down three
• Pupils read the article. question
and the
For questions choose Total: 2 point
possible answers and give them
the best answer. Give
time to read the text again and
reasons for your
choose the correct answers. Descriptor:
answers.
Check Ss' answers around the - read the
ANSWERS
class and ask Ss to justify their questions
answers with examples from the 1 D (E. 7-9)
- choose the best
text. 2 Β (ε. 11-13) answer
3 A ('special') Total: 2 point
4 C (8. 38-42)
Conclusion during the lesson 5 B (8.44-56) -Make CCQ
some tasks differentiated by 6 B (8. 62-64)
questions Yes / No
outcomes of the students and by
their abilities. Total: 1 point
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Grammar: Reported speech
Learning objectives 10.5.7.1 - use independently appropriate layout at text level on a range of general
and curricular topics;
10.6.11.1 - use a variety of reported statements and question forms on a wide range
of familiar general and curricular topics;
- answer comprehension questions on a text
- consolidate new vocabulary through synonymous words/phrase
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
the lesson • Learners answer the Descriptor:
• Give Ss time to read the text following question.
Presentati again and answer the questions in - read the text
on part. their own words without copying
ANSWERS - answer the Card
1 It took Cameron a long time
30 min the information straight from the to produce Avatar because questions Worksheet
text. the technology he needed to Total: 2 point
Check Ss' answers around the make the film totally realistic
class. was not available. He had to
wait for some of the
technology to be invented and Students
Differentiation: «Verbal support» he invented some himself so
method is used to help Ss use new that he could make the film book
the way he wanted to make it
words in the sentences. 2 He developed a special 3D
camera. He used a virtual
camera and a simulation
camera to create a 3D Fusion Self assessment
camera.
Ex: 5 P: 103 • Learners find words in
• Read the words/phrases in the the text Descriptor:
list and give Ss time to find their ANSWERS - read the
synonyms in the text. Para A: affected = words/phrases in
Elicit answers from various Ss influenced, was developed the list
around the class. = came along - find their
Para B: broadly = widely, synonyms in the
join together = combine text.
Para C: produce = develop, Total: 2 point
really = truly, combined =
integrated
Para E: fascinate = absorb,
sense = feeling, made
available to the public =
released
• Learners rewrite the Descriptor:
Ex: 6 P: 103 sentences in reported - rewrite the
• Refer Ss to the Grammar speech. sentences
Reference section to revise ANSWERS - complete the task
reported speech, give them time 1 He said (that) Avatar had Total: 2 point
spectacular special effects.
to complete the task and check Ss' 2 She asked if/whether we
answers. could make the characters -Make CCQ
look more realistic.
3 They said (that) they had
questions Yes / No
used state-of-the-art Total: 1 point
technology to create the film.
4 David asked me who the
main characters in the film
were.
5 She asked him if/whether he
thought the film would be a
Conclusion during the lesson box office hit.
some tasks differentiated by 6 The scientist says (that) we
outcomes of the students and by need to improve computer
their abilities. technology further.
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Writing: A film review
Learning objectives 10.6.14.1 - use a variety of prepositional phrases before nouns and adjectives; use
a number of dependent prepositions following; nouns and adjectives and a variety
of prepositions following verbs on a wide range of familiar general and curricular
topics;
familiar general and curricular topics;
- analyse a model for structure and content
- present/practise topic-based vocabulary
- identify adjectives in a model
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
the lesson • Learners read the Descriptor:
• Ask Ss to read out the Writing review and match the
Presentati Tip and learn about the genre and - read the review
on part. paragraph to the Card
content of the type of writing. headings. - match the
30 min Then give Ss time to read the paragraph to the Worksheet
ANSWERS
model review and match the A2
headings.
paragraphs to the headings. B1 Total: 2 point
Check Ss' answers. C4
D3
Students
Differentiation: «Verbal support» • Learners choose the
method is used to help Ss use new correct word/phrases. book
words in the sentences. Check your dictionary.
ANSWERS
1 set
Ex: 2 P: 104
2 is based on
• Ask Ss to read the sentences 3 main
and choose the correct Self assessment
4 dull, twist
words/phrases in bold. 5 box office hit
Check Ss' answers. 6 lead Descriptor:
• Learners which - choose the
Ex: 3 P: 104 adjectives has the writer correct
• Elicit the adjectives used to used to describe
word/phrases
following in the review.
describe the items 1-6 in the - check your
ANSWERS
model from Ss around the class. 1 exciting dictionary
2 fast-moving Total: 2 point
Ex: 4 P: 104 3 action-packed
4 impressive
• Give Ss time to complete the 5 superb Descriptor:
sentences using the words in the 6 spectacular - complete the
list. • Learners fill the gaps. . sentences
Check Ss' answers. ANSWERS Total: 2 point
1 predictable
Conclusion during the lesson 2 gripping -Make CCQ
some tasks differentiated by 3 well-developed, questions Yes / No
outcomes of the students and by likeable
4 surprising Total: 1 point
their abilities.
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Grammar: The passive
Learning objectives 10.6.16.1 - use a wide variety of conjunctions on a wide range of familiar general
and curricular topics
10.5.7.1 - use independently appropriate layout at text level on a range of general
-practise vocabulary for recommending
- review/practise the passive
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
the lesson • Learners fill in the gaps Descriptor:
• Explain the task and give Ss with the phrases in the
Presentati time to complete it. - fill in the gaps
on part. list. Card
Check Ss' answers by askings - complete the
30 min ANSWERS task
around the class to read out their Worksheet
A 1 would definitely
sentences. recommend Total: 2 point
2 well worth seeing
Differentiation: «Verbal support» B 3 you are looking for
method is used to help Ss use new 4 is definitely for you Students
words in the sentences. 5 box office hits
C 6 make sure it's this one book
7 won't regret it
Ex: 6 P: 105 • Learners find the
• Ask Ss to read the film review in passive forms in the film
Ex. 1 again and identify the review. Then, rewrite
passive forms. Self assessment
these sentences in the
Then ask Ss to check their passive.
answers in the Grammar ANSWERS Descriptor:
Reference section. Guardians of the Galaxy was - find the passive
Give S time to complete the task. directed by James Gunn. form
Check Ss' answers. 2 In the film, the astronauts
were being attacked by aliens. - rewrite these
Then give Ss time to complete the 3 The new sci-fi film is being sentences
task. watched by thousands of
Total: 2 point
people at the cinema.
Check Ss' answers. 4 The lead role is played by
Ex: 7 P: 105 Ryan Gosling in Blade Runner Descriptor:
2049. - read the rubric
• Ask Ss to read the rubric, 5 Simplistic special effects are
underline the key words and then used in the film. - underline the key
answer the questions. 6 This film is being highly words
Explain to Ss that it is very recommended by lots of Total: 2 point
people.
important to read the rubric
• Learners read the
carefully so that they include all -Make CCQ
the points mentioned. rubric and underline the
key words, then answer questions Yes / No
Check Ss' answers around the Total: 1 point
class. the question.
ANSWERS
1 a review of a sci-fi film
2 readers of a website
Conclusion during the lesson 3 present tenses
some tasks differentiated by 4 title and type of film, name
outcomes of the students and by of director, whether you
their abilities. recommend it, main points of
plot, general comments on
characters/plot/etc
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Culture corner
Learning objectives 10.3.3.1- explain and justify own and others’ point of view on a wide range of
10.2.6.1 - deduce meaning from context in unsupported extended talk on a wide
unfamiliar topics;
-introduce the topic and listen and read for gist
-read for specific information
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
•Elicit what, if anything, Ss know read the text. Answer
Presentati about the NASA and ISS. Elicit - listen and read
on part. the question. the text Card
various questions from S55
30 min ANSWERS - answer the
around the class and write two of Worksheet
NASA - National question.
them on the board. Aeronautics and Space
Play the recording. Ss listen and Administration Total: 2 point
read the text and see if the ISS- International Space
questions were answered. Station When was NASA
set up? (1950s) When did Students
Differentiation: «Verbal support» the ISS go into space? (not book
method is used to help Ss use new answered
• Learners read the text
words in the sentences. again and mark the
statements.
Ex: 2 P: 106 ANSWERS
• Explain the task and ask Ss to Self assessment
1 DS
read the sentences 1-6 and then 2 F (1969)
read the text again and mark them 3T Descriptor:
4T
as true, false or doesn't say
5 F (Baikonur Cosmodrome,
- read the text
according to the text. Tyuratam, Kazakhstan) again
Check Ss' answers. Ask Ss to 6 DS - mark the
justify their answers. • Learners fill the gaps. statements
Ex: 3 P: 106 1 exploration
2 operations
•Explain the task. 3 science Descriptor:
Give Ss time to complete the task, 4 technology - fill the gaps
referring back to the text if 5 Planetary
- complete the task
necessary. 6 aeronautics
Total: 2 point
Check Ss' answers.
-Make CCQ
Conclusion during the lesson questions Yes / No
some tasks differentiated by Total: 1 point
their abilities.
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Curricular: Literature
- introduce the topic and listen for gist
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
the lesson • Learners look at the Descriptor:
• Read the rubric aloud and direct picture and read the
Presentati Ss' attention to the picture. Elicit - look at the
on part. text. Answer the picture Card
that triffids are strange plants. question.
30 min Play the recording. Ss listen and - answer the Worksheet
ANSWERS question.
find out the answer. Triffids appear in a
science-fiction novel by Total: 2 point
John Wyndham. They are
tall plants with legs that
seem intelligent, but are
Students
Differentiation: «Verbal support» aggressive and attack book
method is used to help Ss use new people with their poisonous
words in the sentences. stings
• Learners read the text.
Ex: 2 P: 107 For each gap choose
• Explain the task and ask Ss to from the sentences. Self assessment
read the sentences A-H. ANSWERS
Then give Ss time to read the text 1 H They don't 'hear'. They're
and complete the task. just plants. Descriptor:
Check Ss' answers around the
2 E ... numbers collected - look at the
along the fence ... didn't do
class. Ask Ss to justify their anything ... They simply picture
answers. settled down - choose from the
3 A... complete darkness...
turned on the light
sentences
4 C... pulled the window Total: 2 point
shut ... as it closed...
5 F took no risks ... thick
clothing and gloves leather
helmet ... goggles ... wire
mask... largest carving knife ...
6 D... in a fine spray ... misted
the goggles wash it off my Descriptor:
face.
7 G last of the intruders... - choose from the
Ex: 3 P: 107 broke in again. sentences
• Explain the task and give Ss • Learners match the Total: 2 point
time to complete it. words in bold.
Check Ss' answers. ANSWERS
wriggled = turned quickly
Ex: 4 P: 107 viciously = violently
smacked = hit sharply
• Explain the task and give Ss intruders = invaders
some time to complete it. • Learners write the
Check Ss' answers around the adjectives the author -Make CCQ
class. uses to describe the
following
questions Yes / No
Conclusion during the lesson 1 slashing 2 grey 3 complete
some tasks differentiated by 4 leathery green 5 thick
outcomes of the students and by 6 leather 7 largest carving
their abilities. 8 fine
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Language in Use
Learning objectives 10.3.3.1- explain and justify own and others’ point of view on a wide range of
general and curricular topics
10.6.14.1 - use a variety of prepositional phrases before nouns and adjectives; use
topics;
- present and practise phrasal verbs with keep, let and pick
- practise prepositional phrases
- consolidate words which are often confused
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
• Ask Ss to read the theory box correct particle
Presentati and then give Ss time to complete - read the theory
on part. the task using their dictionaries to
ANSWERS Card
box
30 min 1 off
help them if necessary. 2 down
-choose the Worksheet
Check Ss' answers. 3 on correct particle
4 out Total: 2 point
Differentiation: «Verbal support» 5 up
method is used to help Ss use new • Learners choose the Students
words in the sentences. correct preposition
ANSWERS book
Ex: 2 P: 108 1 in
2 on
• Explain the task and give Ss 3 for
time to complete it and then check 4 at
Ss' answers. 5 in
Ask Ss to add the words to the • Learners choose the Self assessment
Prepositions section in their correct word
notebooks. ANSWERS Descriptor:
Ask Ss to revise this section 1 attracts - choose the
regularly as this will help them use 2 sank correct preposition
the English language in a natural 3 wandered
4 admitted Total: 2 point
way.
5 bring
• Learners fill in the Descriptor:
sentences with the - choose the
Ex: 3 P: 108 correct word derived correct word
• Explain the task and give Ss from the word Total: 2 point
time to complete it and then check ANSWERS
Ss' answers. 1 appearance
2 quietness, privacy Descriptor:
3 collection - read the theory
Ex: 4 P: 108 4 difference box
• Give Ss time to read the theory 5 activity
- fill in the
box and then complete the task. • Learners fill the gaps. sentences with the
Check Ss' answers. ANSWERS correct word
1 annual
2 travel
Total: 2 point
Ex: 5 P: 108 3 weather
• Explain the task and give Ss time 4 video Descriptor:
5 lifelong - fill the gaps
to complete it. 6 demand
Check Ss' answers. 7 native Total: 2 point
8 highly
Conclusion during the lesson 9 welcome -Make CCQ
10 drive
some tasks differentiated by 11 full questions Yes / No
outcomes of the students and by 12 closely Total: 1 point
their abilities.
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Progress check
Summative assessment for the unit « Space»
10.2.6.1 - deduce meaning from context in unsupported extended talk on a wide
unfamiliar topics;
- listen for specific information (gap filling)
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
the lesson • Learners choose from Descriptor:
• Give Ss time to read the text and the sentences the one
Presentati match the missing sentences A-H - read the text
on part. which fits each gap. Card
to the gaps 1-7. There is one extra - match the missing
30 min Check Ss' answers. sentence sentences Worksheet
1 H (radio transmissions
'signal')
Differentiation: «Verbal support» 2 D (William Hershel saw a
new world beyond Saturn.
Students
method is used to help Ss use new book
His discovery of Uranus) ...
words in the sentences. 3 A (a planet ... It was a
world ... It was so close to
its sun)
4 G (So far ... 'That is
until ... Kepler's incredible Self assessment
NASA telescope) ...
5 F (antennas ... signals ... Descriptor:
radio dial ... - read the
transmissions ...)
statements
6 B (not inhabited ... could
- fill
the gaps
all be dry and empty. Or
perhaps) Total: 2 point
7 C (still searching. More
Earth-like planets will be
found ...)
Ex: 2 P: 109 • Learners will heazan -Make CCQ
interview with an author questions Yes / No
•* Ask Ss to read the statements about her book. For
1-10. questions 1-10 fill the Total: 1 point
Play the recording. Ss listen and gaps
fill the gaps accordingly. ANSWERS
Check Ss' answers 1 (real) page-turner
2 couple
Summative assessment for the unit « 3 eyewitness
4 non-fiction
Space» 5 ghosts
6 Bermuda Triangle
Conclusion during the lesson 7 articles
some tasks differentiated by 8 researchers
outcomes of the students and by 9 a week
their abilities. 10 documentary

lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Progress check
Learning objectives 10.5.6.1 - write coherently at text level using a variety of connectors on a range of
10.6.14.1 - use a variety of prepositional phrases before nouns and adjectives; use
topics;
- practise vocabulary from the module
- consolidate vocabulary from the module
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
the lesson • Learners fill the gaps Descriptor:
• Explain the task.
Presentati Ss complete the task. ANSWERS - fill the gaps
on part. Check Ss' answers.
1 hovering 2 applied
- complete the task Card
30 min 3 overcome 4 soared
5 interact 6 generate Total: 2 point Worksheet
Differentiation: «Verbal support» 7 wondered 8 extract
method is used to help Ss use new 9 absorbed 10 construct
words in the sentences. • Learners fill the gaps.
ANSWERS Students
1 dioxide 2 imagery
3 particles 4 atmosphere book
Ex: 4 P: 110 5 surface
• Explain the task. • Learners rewrite the
Ss complete the task. following as conditional
Check Ss' answers. sentences Self assessment
ANSWERS Descriptor:
1 If Didar hadn't been writing a - fill the gaps
Ex: 5 P: 110 report all night, she wouldn't - complete the task
be tired now.
• Explain the task. 2 If Kairat was careful, he
Total: 2 point
Ss complete the task. wouldn't have broken his
Check Ss' answers. camera. Descriptor:
3 If they had programmed the
machine, it would be working - rewrite the
now. sentences as
4 If Sanzhar's alarm had gone
off, he wouldn't have been late conditional
for his science class. - complete the
5 If I liked robots, I would have task
joined the robotics club. Total: 2 point
6 If they hadn't run out of
money, they would have been
able to run the mission Descriptor:
• Learners rewrite the - rewrite the
sentences in the passive sentences in the
1 Data was being gathered
passive
• Explain the task. from Saturn by NASA's - complete the
Ss complete the task. Cassini spacecraft for 13 task
Check Ss' answers. years. Total: 2 point
2 A mission to Mars was being
planned last week by the
astronauts.
3 A report about the moon -Make CCQ
landings is being written by
Sultan.
questions Yes / No
4 Better films are being Total: 1 point
Conclusion during the lesson created nowadays by directors
some tasks differentiated by because of advanced
outcomes of the students and by equipment.
their abilities. 5 New spacecraft were
developed last year by
scientists to travel to the moon
lesson.
Ex: P:
Home task:
Write the days
Unit 9: Independent project Lesson 95

Teacher name:
Date:
Lesson title Vocabulary: Scientific breakthrough
Learning objectives 10.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers;
10.2.2.1 - understand specific information in unsupported extended talk on a wide
unfamiliar topics;
- introduce the topic
- listen for confirmation
- talk about scientific breakthroughs and expand the topic
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
the lesson • Learners look at the Descriptor:
• Direct Ss' attention to the pictures. Answer the
Presentati pictures and elicit what, if - look at the
on part. question. Card
anything, they know about each pictures
30 min ANSWERS
topic. - answer the Worksheet
Student’s own answer
Ask various Ss to tell the class.
question.
Total: 2 point
Differentiation: «Verbal support» • Learners fill the gaps.
method is used to help Ss use new Match the text to the Students
words in the sentences. pictures.
book
ANSWERS
1 elements
Ex: 2 P: 111 2 properties
• Ask Ss to read the texts. 3 universe
Go through the words in the list 4 DNA
and explain/ elicit the meanings of 5 helix Self assessment
any unknown words. 1B
Descriptor:
Give Ss time to complete the 2C
texts. 3A - fill the gaps
Play the recording. Ss listen and • Learners answers to - match the text
check their answers. the questions Total: 2 point
Then have Ss match the texts to ANSWERS
the pictures. . The transistor was Descriptor:
invented in 1947 by a - answers to the
team of researchers at questions
Over to you Bell Labs in the USA. Total: 2 point
Elicit answers to the questions in This paved the way for
the rubric from various Ss around the transistor radio, the
the class. television and early
computers.
Magnetic Resonance
Imaging was invented by
-Make CCQ
American chemist Paul
C. Lauterbur in 1971. questions Yes / No
some tasks differentiated by Later Peter Mansfield, Total: 1 point
outcomes of the students and by an English physicist,
their abilities. developed a technique
that meant scans would
take seconds instead of
hours and produce
clearer images. They
were awarded the Nobel
Prize in Medicine in
2003 for their
discoveries. MRI scans
can diagnose diseases
quickly and easily and
have advanced medicine
a great deal
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title The universe
Learning objectives 10.2.2.1 - understand specific information in unsupported extended talk on a wide
unfamiliar topics;
10.4.1.1 - understand main points in extended texts on a wide range of unfamiliar
- introduce the topic and key vocabulary
- predict the content of the text
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
Middle of Ex:1a P:112
• Play the recording. Ss listen and say. Then read the
Presentati repeat chorally and/or individually. - listen and say
on part. dictionary. Card
Then ask Ss to read the dictionary - answer the
30 min ANSWERS
entries question. Worksheet
Student’s own answer
Total: 2 point
Differentiation: «Verbal support»
method is used to help Ss use new • Learners answer the
words in the sentences. question. Listen and Students
check.
book
Ex: 1b P: 112 ANSWERS
• Ask Ss to name the planets in Mercury, Venus, Earth,
our solar system. Mars, Jupiter, Saturn,
Play the recording for Ss to check. Uranus, Neptune
Self assessment
Ex: 2 P: 112 • Learners listen and Descriptor:
• Read out the Study skills box. read the text. Answer
the question. - answer the
Elicit what, if anything, Ss know question
about the origins of the universe ANSWERS
and what they would like to know What is the most popular Total: 2 point
and elicit various questions from theory? (The Big Bang
Theory) What other Descriptor:
Ss around the class. Write two theories are there? (The
questions on the board. Cyclical Universe Theory - listen and read
Play the recording Ss listen and and the Multiple Universe the text
read the text and check if the Theory - answer the
questions are answered. question.
• Learners read the Total: 2 point
Ex: 3 P: 112 article again. Then for
questions choose from
Go through sentences 1-8 and theories. Descriptor:
ask Ss to underline the key words. - read the article
Explain that this will help them do
ANSWERS
1 space, time, have existed again
the task. forever - choose from
Give Ss time to read the text 2 most physicists support theories.
again and match the statements 3 why, universe, ideal Total: 2 point
to the theories. Ask Ss to look for conditions, supporting life
words/phases synonymous to the 4 universe, came from,
underlined key words in the earlier universe
-Make CCQ
sentences 1-8. 5 one universe exists
Check Ss' answers. 6 supported by evidence, questions Yes / No
see Total: 1 point
7 will eventually disappear
Conclusion during the lesson 8 universe, we are living,
some tasks differentiated by unique
their abilities.
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Grammar: Identifying pronounce references
Learning objectives 10.2.8.1 - recognize inconsistencies in argument in extended talk on a range of

general and curricular subjects;
10.3.2.1 - ask and respond to complex questions to get information about a wide
- identify pronoun references
- identify compound nouns, -ing adjectives, compound adjectives and
superlative adjectives
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
the lesson • Go through the list of words and • Learners fill the gaps. Descriptor:
Presentati explain/elicit their meanings. Complete the task - fill the gaps
on part. Give Ss time to complete the task ANSWERS - complete the task Card
30 min and then check their answers. 1 expanding Total: 2 point Worksheet
2 prior
Differentiation: «Verbal support» 3 infinite
method is used to help Ss use new 4 collapse
words in the sentences. 5 exploded
Students
• Learners look at the book
Ex: 5 P: 113 underlined pronouns in
• Read out the Study skills box the text.
and explain the task. ANSWERS
Give Ss time to decide which Self assessment
Text A: it - our universe,
noun each underlined pronoun in it - the Big Bang Theory Descriptor:
the text refers to. Text B: it the Cyclical - read out the
Check Ss' answers around the Universe Theory, it - our Study skills box
class. universe - decide which
Text C: It the universe, it noun each
the multiverse, them underlined pronoun
universes Total: 2 point
Ex: 6 P: 113 • Learners look at the Descriptor:
• Direct Ss' attention to the words words in bold. Give one
in bold in the text. more example from - decide which
Elicit what type of noun/adjective each one of these. noun each
underlined pronoun
each one is. ANSWERS
Refer Ss to the Grammar - give one more
startling - -ing adjective
example
Reference section for more widely accepted -
details. compound adjective Total: 2 point
single point - compound
noun Descriptor:
the latest - superlative - write one
adjective
question for each
• Learners write one theory
Ex: 7 P: 113 question for each theory Total: 2 point
Explain the task and ask Ss to in the text.
read the example.
ANSWERS
Give Ss time to complete it.
Check Ss' answers.
1 How did the universe -Make CCQ
start according to the Big questions Yes / No
Bang Theory?
2 According to the Cyclical Total: 1 point
Conclusion during the lesson Universe Theory, what
some tasks differentiated by caused the big bang?
outcomes of the students and by 3 How many universes are
their abilities. there according to the
Multiple Universe Theory
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Human biology
Learning objectives 10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a
- present new vocabulary
- read for key information
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
the lesson • Play the recording with pauses • Learners listen and Descriptor:
Presentati for Ss to listen and repeat chorally repeat. - listen and repeat
on part. and/or individually ANSWERS chorally and/or Card
30 min individually Worksheet
Differentiation: «Verbal support» Total: 2 point
method is used to help Ss use new • Learners read the title
words in the sentences. then skim the text. What
is the text about? What
does the author want us Students
Ex: 2 P: 114 to know about the topic book
•Go through the Study skills box ANSWERS
with Ss and then give Ss time to The text is about the
read the title and skim through the aging process.
text and identify the author's The author's purpose is
purpose. Self assessment
to discuss the question
Elicit answers to the questions in in the title and inform us
Descriptor:
the rubric from Ss around the about research on - read the title then
class. slowing the aging skim the text
process - answers to the
Ex: 3 P: 114 questions
• Read out the Study skills box. • Learners find the main Total: 2 point
Then give Ss time to read the title idea in each paragraph.
and skim through the text in order Compare with your
to identify the main idea of each partner Descriptor:
paragraph. Ss can work in pairs. ANSWERS - find the main
Para 1: a recent idea in each
experiment on mice paragraph
Para 2: how the - compare with
experiment may apply to your partner
human aging
Total: 2 point
Conclusion during the lesson Para 3: theories on aging
some tasks differentiated by Para 4: morality of stopping
aging -Make CCQ
their abilities. Para 5: what we can do questions Yes / No
today to stay young Total: 1 point
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Grammar: Conditionals
Summative assessment for the unit «Independent project»
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;
10.5.5.1 - 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;
-answer comprehension questions on a text
- consolidate information in a text
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
Middle of Ex:4 P:115 • Learners read the text
the lesson • Ask Ss to read questions 1-7. and answer the Descriptor:
Presentati Give Ss time to read the text questions. Discuss with - read the text
on part. again and answer the questions. Card
your partner - answer the
30 min Check Ss' answers. Worksheet
ANSWERS questions
1 The mice's fertility Total: 2 point
Differentiation: «Verbal support» improved, their fur looked
method is used to help Ss use new healthier, and their brains
words in the sentences. worked better.
2 There is more than one Students
enzyme involved in the book
human aging process.
3 toxins
4 They bred mice that
didn't lose their ability to
remove damaged proteins Self assessment
from their livers as they
aged.
5 The overpopulation of the
planet.
6 They contain lycopene
which prevents sun
damage to the skin and
they increase the
procollagen in your skin
which keeps it firm and
prevents wrinkles.
7 Because scientists are
doing experiments to
Ex: 5 P: 115 develop drugs which may
•Give Ss three minutes to write reverse the aging process.
down four things they have learnt • Learners in three
in the text. minutes, write four Descriptor:
Ask various Ss to read their things that you have - write four things
sentences to the class. learnt from the text. Tell - read their
the class. sentences to the
ANSWERS class
Ex: 6 P: 115 I learnt that an enzyme Total: 2 point
• Go through the list of words and called telomerase can
explain/icit their meanings. repair DNA.
I learnt that as we age, we
Give Ss time to complete the task
cannot remove toxins from
and then check Ss' answers. our cells the same as when
we were young.
I learnt that tomatoes can Descriptor:
Summative assessment for the unit stop pople from getting a - fill the gaps
«Independent project» sunburn. - complete the task
I learnt that eating Total: 2 point
tomatoes also helps to
Conclusion during the lesson keep the skin firm.
• Learners fill the gaps. -Make CCQ
outcomes of the students and by ANSWERS
their abilities. 1 combat 2 efficient Total: 1 point
3 serving 4 reversed
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Writing: an opinion essay
10.5.7.1 - use independently appropriate layout at text level on a range of general
- analyse a model for structure and content
- substitute linkers, practise linkers
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
Middle of Ex:1 P:118 • Learners read the
the lesson • Ask Ss to read the rubric and rubric. Underline the key Descriptor:
Presentati underline the key words and then words and answer the - read the rubric
on part. answer the questions. Card
questions. - underline the key
30 min Explain to Ss that it is very Worksheet
ANSWERS words
important to read the rubric 1 an essay Total: 2 point
carefully so that they include all 2 my teacher
the points mentioned. 3 my opinion on designer
Check Ss' answers around the babies
class.
4 120-180 words Students
5 formal
6 (Suggested Answer Key) I book
Differentiation: «Verbal support» think that it is immoral to
create designer babies. Just
method is used to help Ss use new because we have the ability to
words in the sentences. do something does not always
mean that we should do it. Self assessment
Also, there may be unknown
consequences to interfering
with DNA
Ex: 2 P: 118 • Learners read the Descriptor:
• To analyse a model for structure model. Copy and
and content complete the table in - read the model.
Ask Ss to copy the table into their your notebook - copy and
notebooks. ANSWERS complete the table
Then give Ss time to read the Total: 2 point
model essay and complete the
table.
Check Ss' answers
Descriptor:
Ex: 3 P: 118 - replace the
• Ask Ss to read the Useful linkers in bold
language box and then give them - replace the
time to replace the linkers in bold • Learners replace the
linkers in bold in the linkers in bold
in the text with suitable Total: 2 point
alternatives from the box.
essay in Ex. 2 with
linkers from the Useful
Check Ss' answers.
language box
ANSWERS Descriptor:
Firstly To begin with For - choose the
example = For instance correct linker
This would mean = As a
result Moreover - complete the
Additionally As a result = sentences
Consequently On the other Total: 2 point
Ex: 4 P: 119 hand = However In
•Explain the task and give Ss time conclusion = To sum
-Make CCQ
to complete it. • Learners choose the
correct linker questions Yes / No
Check Ss' answers.
A 1 To begin with
Conclusion during the lesson 2 For instance
some tasks differentiated by 3 As a result
outcomes of the students and by B 4 However
their abilities. 5 In particular
6 That is why
lesson.

Teacher name:
Date:
Lesson title Grammar: Expressing opinion
Learning objectives 10.3.2.1 - ask and respond to complex questions to get information about a wide
curricular topics;
- identify and substitute opinions
- analyse a rubric, practise expressing opinion
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
Middle of Ex:5 P:119 • Learners find the
the lesson • Ask Ss to read the Useful phrases the writer uses Descriptor:
Presentati language box again and then give to express their opinion - find the phrases
on part. them time to identify and replace Card
in the essay in Ex. 2. - replace them
30 min the phrases the writer uses to Worksheet
Replace them with with appropriate
express their opinion with suitable
appropriate ones from ones
alternatives from the box. Check
Ss' answers. the useful Language box. Total: 2 point
ANSWERS
To my mind = I think/believe I Students
Differentiation: «Verbal support» believe It seems to me
method is used to help Ss use new book
words in the sentences. • Learners rewrite the
statements using
Ex: 6 P: 119 phrases for expressing
• Explain the task and read out the opinion from the Useful
example. Language box
ANSWERS Self assessment
Then give Ss time to complete it
and check Ss' answers by asking 2 It seems to me that we
Ss around the class to read out should spend taxpayers'
money on improving Descriptor:
their sentences. hospitals, schools and
other public services.
- rewrite the
3 I think space exploration statements
Ex: 7 P: 119 is responsible for many - use phrases for
• Ask Ss to read the rubric and developments in science expressing opinion
underline the key words and then and technology.
4 As far as I am Total: 2 point
answer the questions.
Explain to Ss that it is very concerned, it is a waste of
money to keep funding
important to read the rubric
space exploration.
carefully so that they include all 5 In my opinion, it is very
the points mentioned. important to find another Descriptor:
Check Ss' answers around the planet that supports life. - read the rubric
class. • Learners read the - underline the key
rubric and underline the words.
Ex: 8 P: 119 key words. Then answer
the questions Total: 2 point
• Ask Ss to read the viewpoints 1-
4 and the ANSWERS
examples/reasons/results A-D 1 an essay Descriptor:
2 my teacher - match the
and give them time to match
them. 3 my opinion on space viewpoints
Check Ss' answers. exploration - complete the
4 120-180 words
sentences
5 formal
• Learners match the Total: 2 point
Conclusion during the lesson viewpoints (1-4) to the
some tasks differentiated by examples/reasons/ -Make CCQ
outcomes of the students and by results (A-D).
their abilities. questions Yes / No
In favour: 1, 3
Against: 2, 4
lesson.

Teacher name:
Date:
Lesson title Culture corner
- introduce the topic and listen and read for gist
- consolidate new vocabulary through synonyms
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
Middle of Ex:1 P:120 • Learners read the title Descriptor:
the lesson • Read out the title and elicit Ss' of the text. What do you - read the title of
Presentati guesses as to what happens think happens during the text.
on part. during this week. Card
this week? Tell the class. - answer the
30 min Play the recording. Ss listen and Worksheet
ANSWERS question
read the text and check. Science events are held Total: 2 point
around the country,
Differentiation: «Verbal support» science documentaries are
method is used to help Ss use new shown on TV, museums
Students
words in the sentences. have science exhibitions,
poster and photography book
competitions are held, and
schools arrange various
activities.
Ex: 2 P: 120 Listen read the text
• Explain the task and ask Ss to again and mark the Self assessment
read the sentences 1-6 and then following sentences as T Descriptor:
read the text again and mark them (true), F (false) or DS - read the text
as true, false or doesn't say (doesn't say). again
according to the text. ANSWERS - mark the following
Check Ss' answers. Ask Ss to 1 DS
correct the false statements. 2 F (10 days) sentences
3 F (Royal Mail prints the logo Total: 2 point
on its envelopes.)
4 T 5 T 6 DS
Ex: 3 P: 20 • Learners match the
• Explain the task. words in bold in the text Descriptor:
Give Ss time to complete the task. to their synonyms - match the words
Check Ss' answers. ANSWERS in bold
Association = organisation - complete the task
aimed = directed
exploration = search Total: 2 point
exhibits = displays
demonstrations =
presentations
advances breakthroughs
impact = effect
• Learners would you
Ex: 4 P: 120 like to attend these
• Ask various Ss around the class events? Which part Descriptor:
- answer the
to express their opinions on would you enjoy most?
British Science Week and give Why? Tell the class. question.
reasons. ANSWERS - tell the class
I would like to attend Total: 2 point
British Science Week
events because I think they -Make CCQ
would be fun and questions Yes / No
interesting. I think I would
Conclusion during the lesson enjoy listening to scientists
Total: 1 point
some tasks differentiated by speak the most because
outcomes of the students and by they can tell me lots of
their abilities. interesting details about
specific things
lesson.

Teacher name:
Date:
Lesson title Curricular. Science
Learning objectives 10.4.9.1 - recognize inconsistencies in argument in extended texts on a wide range
of general and curricular topics;
10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a
- introduce the topic and listen and read for gist
- learn/consolidate new vocabulary
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
Middle of Ex:1 P:121 • Learners read the Descriptor:
the lesson •Read the headings in the text headings in the text. - read the headings
Presentati aloud and elicit whether any Ss What causes these to in the text
on part. know what causes these reflex happen? - answer the Card
30 min actions to happen. Listen and read the text Worksheet
question
Play the recording. Ss listen and to find out
Total: 2 point
follow the text in their books to ANSWERS
We yawn when we are tired to
find out. get more oxygen into the
blood. We cough to clear our
Students
Differentiation: «Verbal support» airways of irritation. We blush
method is used to help Ss use new when the body releases book
adrenalin, which increases the
words in the sentences. blood flow. It usually happens
when we are embarrassed.
Ex: 2 P: 121 We hiccup when something
irritates the diaphragm Self assessment
• Ask Ss to read the sentences, muscle. We sneeze when
and then give them time to read something irritates the inside Descriptor:
the text again and complete the of our nose. We snore when - read the
task. we are asleep and air can't sentences
move through our mouth and
Check Ss' answers. Ss should - answer the
nose freely
justify their answers. Listen write: sneeze, question
yown, blush, hiccup, Total: 2 point
Ex: 3 P: 121 snore or cough next to
• Direct Ss' attention to the each sentence
highlighted words in the text and ANSWERS
the list of words in the rubric. Descriptor:
1 snore 2 yawn 3 blush
Give Ss time to match them, and 4 hiccup 5 sneeze 6 cough - match the
then check Ss' answers around • Learners match the highlighted words
the class. highlighted words with - complete the task
their meanings Total: 2 point
• Ss work in pairs, and tell their alert: awake
contagious: infectious
partners something they self-conscious: uncomfortable Descriptor:
remember about each reflex around others - work in pairs
action in the text. become aware: know about
jerky: sudden and fast
- tell your partner
Monitor the activity and then elicit
answers from various Ss. irritates: bothers one thing you
vibrate: shake remember about
• Learners tell your
partner one thing you each of the reflex
remember about each of actions
the reflex actions in the Total: 2 point
text
some tasks differentiated by ANSWERS -Make CCQ
Yawning increases the heart questions Yes / No
outcomes of the students and by rate.
their abilities. We close our vocal cords Total: 1 point
when we cough.
Babies don't blush.
The muscle below our lungs is
the diaphragm. We hiccup
when something irritates it.
A sneeze can be up to 160
kmph. 45% of men snore
regularly
lesson.

Teacher name:
Date:
Lesson title Summative control work for the 4th term
curricular topics;
- listen to the recording
- read the questions and choose the best option
Plan

Time criteria

lesson.
listed. Assessment
learning
criteria
questions Picture
to personal
information, people
and objects
Middle of • Learners listen to the Descriptor:
the lesson Listening recording and choose - listen to the
Presentati Task. Listen to the recording and the best option recording
on part. choose the best option A, B, C or ANSWERS
D. Use the link to listen: - choose the best Card
30 min option Worksheet
Differentiation: «Verbal support» Total: 2 point
method is used to help Ss use new
words in the sentences.
Task. Fill in the gaps with NO Students
MORE THAN TWO WORDS: book
Descriptor:
Reading Learners read the - read the
Task. Read the questions and questions and choose questions
choose the best option A, B, C or the best option - choose the best
D
ANSWERS option
Task. Explain what these
numbers state in the text. Total: 2 point
Example: A few hundred
Writing • Learners read the Descriptor:

Task. Read the beginning of the beginning of the story - read the
story and continue it. Open the and continue it beginning
brackets in the final sentence ANSWERS - continue it
correctly. Total: 2 point
SPEAKING
Students work in pairs. They are
suggested two pictures (as the
Descriptor:
example below) to show own • Learners work in pairs. - work in pairs
point of view on suggested ideas. They are suggested two - answer to the
They ask and answer to the pictures questions of each
questions of each other ANSWERS Total: 2 point
Conclusion during the lesson -Make CCQ

outcomes of the students and by Total: 1 point
their abilities.
lesson.

LP Action 10 Term 4

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LP Action 10 Term 4

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Short term plan: term 4

Unit 8: Space Lesson 81

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 82

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 83

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 84

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 85

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 86

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 87

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 88

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 89

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 90

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 91

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 92

Stages / Teachers actions Students actions Assessment Resources

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

Unit 8: Space Lesson 93

Stages / Teachers actions Students actions Assessment Resources

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

End of FEEDBACK Poster

Unit 8: Space Lesson 94

Stages / Teachers actions Students actions Assessment Resources

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

Unit 9: Independent project Lesson 95

Stages / Teachers actions Students actions Assessment Resources

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

Unit 9: Independent project Lesson 96

Stages / Teachers actions Students actions Assessment Resources

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

Unit 9: Independent project Lesson 97

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

Stages / Teachers actions Students actions Assessment Resources

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

Unit 9: Independent project Lesson 98

Stages / Teachers actions Students actions Assessment Resources

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

Unit 9: Independent project Lesson 99

Stages / Teachers actions Students actions Assessment Resources

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

Unit 9: Independent project Lesson 101

Stages / Teachers actions Students actions Assessment Resources

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