Action 10 сынып 3 тоқ

LESSON 49 School:
Unit 5: Reading for pleasure

Date: Teacher name:
Grade: 10 Number present: Number absent:
Theme of the lesson: Vocabulary
Types of literature
Learning objectives 10.1.2 - use speaking and listening skills to provide sensitive feedback
to peers
10.2.7 - understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
topics;
10.4.4 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
Lesson objectives All learners will be able to:
use some target language correctly in response to speaking and writing
task prompts and in exchanges
Most learners will be able to:
use a range of target language correctly in response to speaking and
writing task prompts and in exchanges
Some learners will be able to:
use a range of target language correctly in response to a wider range of
speaking and writing task prompts and in exchanges
Previous lesson Unit revision
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS Students Emoticon
The teacher sets the lesson objectives, respond to
5 min
greeting
letting students know what to
Formative Slide (useful
anticipate from the lesson. Ss answer the assessment phrases)
questions
Read the title of the module Reading Oral
for pleasure and ask Ss to suggest Pictures
what they think the module will be 8 PPT
about (the module is about types of
literature). Go through the objectives Whiteboard
list to stimulate Ss' interest in the Emoticon
module. Writing
Worksheet
Formative
assessment
Oral
8
Emoticon
Middle To present vocabulary for types of Students

literature; to introduce the topic study new Whiteboard
30 min
• Direct Ss to the pictures. vocabulary Emoticon
Explain that they show book covers Writing
for different types of literature. Worksheet
Formative
• Elicit which ones are fiction assessment
and which ones are non-fiction from
Student
Ss around the class. Oral
Book
To talk about types of books; to Students talk 8

present adjectives about types
• Read out the adjectives in the of books and
list and explain/ elicit their meanings. present Emoticon Student
• Then ask Ss to read the adjectives Book
example and elicit similar sentences
from Ss around the class about which Formative
assessment
books they like to read and why. CD 2.13
Suggested Answer Key Oral
I enjoy science-fiction books as I find
Writing
them thrilling and imaginative. 8 Worksheet
I don't like travel books. I find them a
waste of time. Emoticon
Emoticon
To read for specific information Learners read
Give Ss time to read the text and the text and
answer the question. Elicit an answer answer the Formative
from the class. question assessment
Oral
To consolidate information in a text Learners
Have Ss ask and answer questions in consolidate 8
pairs about H.G. Wells following the information
example. in a text
Monitor the activity around the class.
Suggested Answer Key Emoticon
B: He worked as a shop assistant, a
chemist's assistant, a teaching Formative
assistant and a teacher. What did he assessment
study at college?
A: He studied biology. Who did he Oral
marry?
8
B: He married Amy Catherine
Robbins. What was his first novel? Emoticon
A: 'The Time Machine'. What other
novels did he write?
B: 'The Invisible Man' and 'The War
of the Worlds'.
When did he die?
A: In 1946.
Mutual
evaluation
End REFLECTION Self-

5 min At the end of the lesson, learners assessment
reflect on their learning:
- What has been learned
- What remained unclear
- What is necessary to work on
Hometask: to learn the new
vocabulary
Saying goodbye
LESSON 50 School:
Date: Teacher name:
Theme of the lesson: Reading
The war of the worlds
Learning objectives 10.1.4 - evaluate and respond constructively to feedback from others;
10.2.8 - recognise inconsistencies in argument in extended talk on a
range of general and curricular subjects;
10.3.1 - use formal and informal language registers in talk on a wide
range of general and curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of
familiar general and curricular topics
identify some specific information and key ideas in texts and use some
target language to express views and comment on some views of
others with support
identify most specific information and key ideas in texts and use a
range of target language to express views and comment on some views
of others with support
identify all specific information and most key ideas in texts and use a
range of target language to express views and comment on views of
others with little support
Previous lesson Learners read a non-fiction text
Plan
timings activities
Begining GREETINGS Students respond Emoticon
The teacher sets the lesson to greeting
2 min
objectives, letting students know
Ss answer the Formative Slide (useful
what to anticipate from the lesson. questions assessment phrases)
Oral
Pictures
PPT
Whiteboard
Writing
Worksheet
Middle To read for specific information Students Verbal

Explain the task and ask Ss to read read the evaluation Whiteboard
35 min
the statements and then read the text statements and
and mark them according to what mark them Emoticon Writing
they read. according to Worksheet
To identify and discuss text types what they read
Formative
Ask Ss to read the theory box. assessment Student
Explain/Elicit the meanings of any Students
Book
unknown words. discuss text Oral
Then ask Ss to identify the text types types
in Exs 3 & 5 and justify their 8
answers by giving reasons using the
information in the theory box.
Student
To identify character development Students Emoticon Book
through emotions in a literary identify
extract character
Give Ss time to read the extract and development Formative CD 2.13
assessment
elicit how the characters express through
their fears. emotions in a Oral Writing
Suggested Answer Key literary extract Worksheet
The narrator expresses his fears 8
physically by walking around and
shouting (lines 4-5). Then he expresses his Emoticon
fear by doing something careless and
dangerous (lines 42-43). He also Formative
expresses his fears by letting his assessment is
imagination run wild (lines 3-4). He also held through
expresses his fears in his description of observation/m
others (lines 31-32). onitoring
The curate expresses his fears physically
in the way he acts like a helpless child
(lines 23-24) and the way he followed the
narrator (lines 25-26). He also expresses
his fears verbally by trying to reassure
himself (line 20).
They both express their fears in their
actions when they are hiding in fear, when
they are too scared to move, and when
they are running away (lines 36-37, 51-
52).
Mutual
То read for specific information Students evaluation
Ask Ss to read the questions and read the
answer choices and give them time questions and
to read the extract again and choose answer
their answers according to what they choices
read.
To describe a fictional object from Students

an extract use the words
to describe a Emoticon
Give Ss time to read the extract
again and list all the words used to tripod to their
describe tripods. partner
Formative
Then ask Ss to use the words to assessment
describe a tripod to their partner.
Monitor the activity around the class Oral
and then ask some Ss to tell the
8
class.
Answer Key
taller than the trees and metallic,
towering, long legs, Heat-Ray, metal Emoticon
container hanging like a workman's basket
behind him
Formative
assessment
Oral
Emoticon
3 min What was the most interesting thing assessment
that you have learnt today?
Hometask: to write the description
of tripods
Saying goodbye
LESSON 51 School:
Date: Teacher name:
Theme of the lesson: Reading
The ruined house
Learning objectives 10.1.6 - organise and present information clearly to others;
10.3.4 - evaluate and comment on the views of others in a growing
variety of talk contexts on a growing range of general and curricular
topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
identify some specific information in the listening text and use some
functional language correctly in speaking and email writing task with
support
identify most specific information in the listening text and use a range
of functional language correctly in speaking and email writing task
with support
identify all specific information in the listening text and use a range of
little support
Plan
timings activities
Begining GREETINGS Emoticon
15 min The teacher sets the lesson objectives, Students
letting students know what to respond to
greeting Formative Slide (useful
anticipate from the lesson. assessment phrases)
To complete a graphic organizer Ss answer the
Explain the task and give Ss time to questions Oral
complete the graphic organiser Pictures
referring to the extract in Ex. 7. PPT
Then ask Ss to use their notes and
suitable conjunctions to write a Whiteboard
summary of the extract. Students
Suggested Answer Key complete the Writing
Characters: the narrator, the curate (the Worksheet
graphic
narrator's brother and cousin)
organizer
Setting: an empty house in Halliford,
England referring to
Main events: black smoke around house, the extract in
men prisoners, Monday morning, tripod Ex. 7.
washed it away, narrator decided to leave,
curate came with him, roads full of scared
people, saw Martians at Kew, hid in shed,
narrator sets off before dark, curate
follows, saw a tripod chasing men, Martian
picked them up and threw them into a metal
container, froze in fear, ran for lives.
The narrator and the curate are in an
empty house in Halliford, England.
There is black smoke around the
house which makes the men
prisoners. On Monday morning, a
tripod washed it away and the Students
narrator decided to leave. The curate use their
came with him. The roads were full notes and
of scared people. They saw some suitable
Martians at Kew and they hid in a conjunctions
shed. Then the narrator set off again to write a
before dark. The curate followed him. summary of
They saw a tripod chasing some men. the extract
A Martian picked them up and threw
them into a metal container. The
narrator and the curate froze in fear
and then they ran for their lives.
Middle To compare fiction and non-fiction Students do Verbal
Elicit comparisons from Ss around the task evaluation Whiteboard
20 min
the class. Tell them to refer to the
table in Ex. 6 if necessary. Emoticon Writing
Suggested Answer Key Worksheet
The extract is about an imaginary series of
events featuring fictional characters, but Formative
the biography and the review are factual assessment Student
about a real person and a real book. The Book
purpose of the extract is to entertain, but Oral
the purpose of the biography and the review
is to inform. The extract is in the first- 8
person point of view, but the biography is in
the third-person and the review has no
person. The extract has a plot that is being Student
advanced, but the biography and the review Emoticon Book
both contain an introduction, a main body
and a conclusion. The language in the
extract is very stylistic and descriptive, but Formative CD 2.13
the language in the biography and the assessment
review is less descriptive and plainer.
Oral Writing
Worksheet
8
Emoticon
Formative
assessment is
held through
observation/m
onitoring
End REFLECTION Students Self-

5 min Students reflect on the lesson reflect on the assessment
completing the sentences: lesson
Today at the lesson I …
The most useful and interesting thing
was …
I was good / bad / active at …
Hometask: to complete the Venn
diagram in their notebooks
Saying goodbye
LESSON 52 School:
Date: Teacher name:
Theme of the lesson: Character analyses
Learning objectives 10.4.9 - recognise inconsistencies in argument in extended texts on a

wide range of general and curricular topics;
10.5.4 - use style and register to achieve appropriate degree of
formality in a growing variety of written genres on a range of general
and curricular topics;
10.6.5 - use a wide variety of question types on a wide range of
familiar general and curricular topics;
use some target structures accurately in more controlled and freer
production tasks with some support
use most target structures accurately in more controlled and freer
production tasks with little support
Plan
timings activities
5 min The teacher sets the lesson Students
objectives, letting students know respond to
what to anticipate from the lesson. assessment phrases)
To compare a novel with a film Ss answer the
Ask Ss to watch the film adaptation questions Oral
of The War of the Worlds or rent the Pictures
DVD and play it in class. If this is PPT
not feasible, ask Ss to read a plot
summary for the film at and Students read Whiteboard
compare it to the plot of the book. a plot
Elicit answers from Ss around the summary for Writing
class. the film at Worksheet
Suggested Answer Key and compare
The film is completely different to the book it to the plot
in a number of ways. The characters are
of the book
different. In the film, the main characters
are Ray Ferrier 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 are very different, but the
main idea is the same that Martians come
to Earth, cause lots of death and
destruction and are then killed by simple
bacteria.
Middle To present and practise Students read Verbal
conjunctions the sentences evaluation Whiteboard
30 min
Ask Ss to read the theory box and 1-7 and
then give them time to read the choose the Emoticon Writing
sentences 1-7 and choose the correct correct Worksheet
conjunction. conjunction.
Formative
Check Ss' answers around the class. assessment Student
To present, identify and practice Students do
Book
find examples in the extract in Ex. 7. the task Oral
• Elicit answers from around
the class and then elicit each type of 8
figurative language used in the
sentences 1-6.
Answer Key Student
Emoticon Book
Simile: like frightened animals, like a
workman's basket
Metaphor: he was a child, frozen with fear Formative
Personification: the Black Smoke had CD 2.13
assessment
crept around the house
1 simile (fought like lions) Oral Writing
2 metaphor (bomb site) Worksheet
3 personification (flowers danced) 8
4 personification (wind howled)
5 simile (sly as a fox) Emoticon
6 metaphor (heart of stone)
To read and consolidate Students read
Formative
information the book and assessment is
Ask Ss to read the novel The War of correct their held through
the Worlds at home. In a future guesses at a observation/m
future time. onitoring
lesson after Ss have read the book,
ask Ss to answer the questions to test
their knowledge.
5 min Students reflect on the lesson assessment
answering the questions:
What have you remembered on the
lesson today?
What was new for you?
What information was interesting
for you?
Home task: to read the novel The
War of the Worlds
Saying goodbye
LESSON 53 School:
Date: Teacher name:
Theme of the lesson: Elements in fictions
Learning objectives 10.2.8 - recognise inconsistencies in argument in extended talk on a

range of general and curricular subjects;
10.4.4 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS Emoticon
g The teacher sets the lesson objectives. Students respond
to greeting
5 min Formative Slide (useful
To practise pronunciation of
Ss answer the assessment phrases)
situational language questions
Pla the recording. Ss listen and repeat Oral
chorally and/or individual Pay Pictures
attention to Ss’ pronunciation and PPT
Students listen
intonation and correct as necessary. and repeat
chorally and/or Whiteboard
individual
Writing
Worksheet
Middle To read for gist/specific Students read Verbal
information the newspaper evaluation Whiteboard
30 min
Ask Ss to read the newspaper headlines and
headlines and the extracts and say the extracts and Emoticon Writing
how they are related to The War of say how they Worksheet
the Worlds. are related to
Formative
The War of the assessment Student
Suggested Answer Key Worlds
Book
The first extract is about how people Oral
believed Earth was being attacked by
Martians when The War of the 8
Worlds was first broadcast over the
radio in 1938. They didn't understand
Student
it was a fictional drama. The second Emoticon Book
extract explains that the first story
over exaggerates what really
happened and although some people Formative CD
assessment
were frightened, there was no mass Students
hysteria. compare and Oral Writing
contrast two Worksheet
To compare and contrast two news news articles 8
articles
Ask Ss to read the news articles again Emoticon
and compare and contrast the
Formative
presentation of the reaction to Orson assessment
Welles' version of The War of the is held
Worlds. through
Elicit comparison from Ss around the observation/
class and which one Ss believe and monitoring
why.
Suggested Answer Key

The first article presents the public
reaction as hysteria with many
injuries and calls to the police. The Emoticon
second article presents the public
reaction as mild and claims that the
initial reports were exaggerated. It Formative
says that some people were assessment
frightened, but not in a complete
Oral
panic. It claims that the newspapers
at the time misrepresented the story 8
to make it more news worthy.
I believe the report from 2011
because I think it is very possible that
it made the story more exciting. I Emoticon
don't think people were so easily
fooled by a radio programme. Formative
assessment
Oral
Emoticon
5 min Reflection: “3-3-1” assessment
3 sentences to reflect on the lesson
3 adjectives to describe the lesson
1 word about the lesson
Hometask: To create a poster about

how activate intelligence.
Saying goodbye
LESSON 54 School:
Date: Teacher name:
Theme of the lesson: Reading the novels
Learning objectives 10.2.7 - understand speaker viewpoints and extent of explicit

agreement between speakers on a range of general and curricular
topics;
10.4.9 - recognise inconsistencies in argument in extended texts on a
wide range of general and curricular topics;
Plan
Warm up: Riddle Ss answer the
Ss are shown the crossword, they have questions Oral
to complete the crossword with a Pictures
word, and make a sentence out of the PPT
highlighted words. Ask sts to guess the
topic of the lesson. Students are Whiteboard
shown the
crossword, Writing
Worksheet
they have to
complete
the
crossword
with a word,
and make a
sentence out
The secret message is “Care for our of the
planet” highlighted
words
Middle To compare the personalities of two Students Verbal
characters from a literary extract compare the evaluation Whiteboard
35 min
Explain the task and give Ss time to personalities
formulate their answers referring to the of two Emoticon Writing
extract in Ex. 7 and the ideas in Ex. 11 characters Worksheet
to help them. from a
Formative
Suggested Answer Key literary assessment Student
The narrator is worried because he doesn't extract
know where his wife is (lines 2-3 and line Book
Oral
11). He is also courageous (lines 42-43)
because he wants to try and find her even
8
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 Student
Emoticon Book
change it. He is also childish (lines 23-24)
and unable to keep calm as well as foolish
because he is saying that the house is safe,
Formative CD
when it clearly isn't (line 20). Both the
assessment
narrator and the curate are scared (lines 36-
37).
Oral Writing
Express an opinion Students do Worksheet
Ask various Ss around the class to tell the task 8
the rest of the class how they would
represent the story if they were to film Emoticon
the story today in their country.
Suggested Answer Key Formative
I would keep it very closely to the original assessment
story. The main characters would be the is held
narrator, another man like the curate, but through
perhaps he would be a farmer or a villager observation/
instead of a type of priest. The place would monitoring
be a country village and a large city as in the
book and I would include a lot of special
effects for the aliens. The plot would be the
same as the book with only a few changes to
make it more relevant to the present day. The
Martians would be aliens from another
planet because we know a lot more about
Mars these days and we know there are no
Martians. They would still have weapons like
the Heat-Ray and the Black Smoke because
these are still very scary. However, the
ending would be the same as it is logical that
bacteria could kill aliens.
3 min Describe a mistake you made and what assessment
learned from it?
Explain how you challenged yourself
today?
Tell about something you noticed
today?
Hometask: to finish your story
Saying goodbye
LESSON 55 School:
Unit 6: Capabilities of Human
Date:
Brain Teacher name:
Theme of the lesson: The human brain
Learning objectives 10.S2 ask and respond to complex questions to get information about
a wide range of general and curricular topics
10.R4 read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics
10.C6 organise and present information clearly to others
Lesson objectives use subject-specific vocabulary in the context of discussion
interact with peers and get information about particular topic using
active vocabulary
read for gist an detail
Criteria practice usage of active vocabulary in discussions
practice reading skills
develop critical thinking through reading and discussions
Plan
timings activities
Begining .GREETINGS Students Emoticon
Module Objectives respond to
5 min
greeting
Read the title of the module The
human brain and ask Ss to suggest Ss answer the assessment phrases)
what they think the module will be questions
about (the module is about Oral
capabilities of the human brain and Students Pictures
stress and advice). Go through the PPT
answer
objectives list to-stimulate Ss' interest
in the module. Ss write dictation on Whiteboard
the following sentence: It’s the most
complex object in the known Writing
Worksheet
universe.
Middle Ss are asked to tell the t everything Students Verbal
they know about the brain. All ideas decide if the evaluation Whiteboard
30 min
and thoughts are written up on the information
board. These prompts are used to get on the board Emoticon Writing
the ideas flowing: size, weight, is definitely Worksheet
colour, human brain versus animal true,
Formative
brains probably true assessment Student
Ss are given “Use your brain or possibly
Book
worksheet”. Ss do the quiz true Oral
individually first. Then, they compare
answers in small groups. The groups 8
should try and agree on one answer
for each question.
Student
Ss check the answers with the class. Emoticon Book
Which group got the most correct
answers? Do the answers to the quiz
help to determine whether the Formative CD
assessment
information on the board is correct or
not? Which information in the quiz Oral Writing
did ss find the most surprising? Worksheet
Ss are told that the brain has a left 8
side and a right side, and that
experiments suggest they control Emoticon
different thigs.
Formative
Ss look at the board and explain what assessment is
those words mean and guess which held through
things are controlled by which side of observation/m
the brain onitoring
Ss are told that, in most people, one
side of the brain is dominant. Ss read
the 12 statements and guess if the
statements are true or false
Ss are pointed towards the
Phrasebook. Ss have discussion on
their results in small groups, using the
language. Students
follow the
Pre-reading instructions Mutual
Students look at the title “The evaluation
creative path” and say what the text is
going to be about. Introduce
unknown vocabulary from the text by
explaining the definitions.
Reading
Divide the class into 3 groups. Each
group gets its own piece of passage of
the text. Organize jigsaw reading.
All Students read the text.
Post-reading
Students answer multiple choice and
open-ended questions.
Students work individually then
compare their answers in pairs. Open
class feedback and discussion.
At the end of the lesson, learners assessment
5 min
Home task: to answer the questions
by the text
Saying goodbye
LESSON 56 School:
Date:
Brain Teacher name:
Theme of the lesson: The physical structure of the human brain
10.W5 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 read the text for gist and specific details
watch the video for specific details
discuss the different ideas
Criteria Identify the main idea and specific details of the text correctly
Identify specific details of the video correctly
Provide your argument on the topic and give reasons
Previous lesson Capabilities of Human Brain
Plan
timings activities
Begining GREETINGS Students respond Emoticon
Lead-in: to greeting
5 min
T asks students the following
Ss answer the Formative Slide (useful
questions: questions assessment phrases)
what is CREATIVITY?
Students discuss what is Oral
CREATIVITY, give their own Pictures
Students
definition, examples and non- PPT
watch a short
examples, and characteristics in pairs film titled and
or small groups, followed by open discussion Whiteboard
class discussion.
What is being creative? Writing
Worksheet
Get feedback from your students, ask
them if they agree with what the film
says about creativity.
Middle Speaking Students Verbal
Whiteboard
30 min Show learners a poster of a famous discuss the evaluation
cartoon Wallace and Gromit and elicit question in
what they know about them. small groups. Emoticon Writing
Tell learners that they are going to watch Worksheet
an episode of this cartoon. Tell that in
the episode they will see an invention Formative
called “SNOOZATRON”, assessment Student
Students should watch the video and Book
discuss in groups what is that invention Oral
(description, functions, advantages and
8
disadvantages)
Students brainstorm a list of possible
new inventions with their group. List all
Student
ideas and make notes about what they Emoticon Book
do.
As a group, students choose one of the
inventions from their list then draw a Formative CD
picture of the invention. assessment
Learners have to fill out the first column
(what I know) of KWL chart. They write Oral Writing
what they already know about the brain. Worksheet
Cut the text into 4 parts. Label the first 8
paragraph A, the second paragraph B,
Emoticon
the third paragraph C, the fourth
paragraph D. Put the students into Formative
groups and distribute the reading strips. Students assessment is
Group learners with the same letter text held through
follow the
together so they can preview and read observation/
instructions monitoring
the text together.
After reading learners in each group fill
in the 3-rd column of (what I learnt)
chart.
Regroup the class into three new groups
so that each new group has a student
who has read each paragraph. So,
group1 should have an A, B, and a C,
and D.
Learners elicit information from each
other and share ideas from each of the Mutual
paragraphs. While discussing each
evaluation
learner fills out the 3-d column (what I
learnt) of KWL chart. Students
Check answers with the class design a new
Pre-project work “Create Your invention and
Own Invention” complete the
Students individually think of simple handout 3.
products, machines, or devices in
their life and make a list of everyday
inventions that make life more
convenient or better than it was in the
past.
assessment
5 min At the end of the lesson, learners
Hometask: Students present the idea
of their project to the class
Open class feedback
Saying goodbye
LESSON 57 School:
Date:
Brain Teacher name:
Theme of the lesson: Grammar
Question types
Learning objectives 10.C10 use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world topics
10.R2 understand specific information and detail in extended texts on
a range of familiar general and curricular topics, and some unfamiliar
topics
Use adjectives to describe films
Define types of films to the pictures
Add more adjectives to pictures
Write film reviews inventing details
write film reviews of imaginary films with few grammar mistakes
Criteria Learners:
use specific vocabulary on the theme
speak and write coherently on the theme
Previous lesson Investigate and report on the functions of the brain
Plan
timings activities
5 min The teacher sets the lesson Students respond
objectives, letting students know to greeting
what to anticipate from the lesson.
Ss answer the assessment phrases)
Warm-up: questions
Draw a noughts and crosses grid on Oral
the board. Divide the class into two Pictures
teams. One team is X and the other PPT
O. The first team decides which
square they want to nominate. Students do Whiteboard
Teacher asks a question. If the team the task
get it right their symbol is written in Writing
Worksheet
that square. The first team to get a
line of three symbols in any
direction across the grid is the
winner.
Middle Brainstorming Students Verbal
Whiteboard
30 min Divide learners in pairs. create a poster. evaluation
Ask them to revise information on
multiple intelligences from the Emoticon Writing
previous lessons. Worksheet
Have a whole class discussion.
Formative
Teacher puts all ideas on the assessment Student
whiteboard.
Book
Show learners a task. Give them Oral
time to brainstorm
8
Learners read the text “Your body: Students read
the brain” and decide if the the text and
statements are True or False. choose True or Emoticon Student
Book
Learners are given worksheets False
where they color lobes of the brain statements. Formative
and write their functions. assessment CD
Learners are divided into groups of Students Oral

four. Each group is given a copy of should align Writing
8 Worksheet
the Why Do Zombies Love Brains their
worksheet. information Emoticon
Learners read the interesting facts with
about the brain and ponder upon the paragraphs of Formative
areas responsible for different things the essay. assessment is
by looking and reflecting at the held through
observation/m
picture with their group.
onitoring
Learners write the ideas that they
found most interesting about the
brain from the worksheet and
explain why.
Go around the class and ask them to
share what they wrote.
Planning
Ask them to plan Introduction. Give
them 7 minutes to write the Mutual
Introduction part of the essay. evaluation

5 min Students reflect on the lesson assessment
answering the questions:
 What have you remembered
on the lesson today?
 What was new for you?
 What information was
interesting for you?
 What pros and cons of a
mobile phone can you name?
Hometask: to complete writing a
short essay according the plan
Saying goodbye
LESSON 58 School:
Date:
Brain Teacher name:
Theme of the lesson: Intelligences
Learning objectives 1. read a wide range of extended fiction and non-fiction texts on
2. recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of general and curricular topics
Summarize information of each paragraph
Make up questions for a text
Criteria Learners:
Identify the main idea
Underline key words
Write 2-3 sentence summary of each paragraph
Construct questions
Plan
timings activities
The teacher sets the lesson respond to
5 min
greeting
what to anticipate from the lesson. Ss answer the assessment phrases)
questions
Ss try to guess the theme of the Oral
lesson. They read the sentences on Pictures
the board and guess that they will PPT
work with the Physical structure of
the human brain Whiteboard
Writing
Worksheet
Middle 1 a) To present vocabulary Students Verbal

related to the physical structure of present evaluation Whiteboard
30 min
the human brain vocabulary
Ask Ss to talk in pairs about the related to Emoticon Writing
meanings of the words /phrases in the Worksheet
the list.Tell Ss to check the physical
Formative
meanings of any they are unsure structure of assessment Student Book
of in their dictionaries. the human
brain Oral
1 b) To predict the content of the 8

text; to listen and read for gist Students
Explain that our brain is divided guesses in Student Book
into two hemispheres (left, right) answer to
Emoticon
each one controlling different the
CD
tasks/skills. questions
in the Formative
2 To read for specific rubric. assessment Writing
information Worksheet
• Ask Ss to read the Students Oral
statements 1-8 and then give Ss read the
8
time to read the text and mark the text and
statements according to what they mark the Emoticon
read. statements
• Ss compare their answers according Formative
with their partner. to what assessment is
held through
• Refer Ss to the Check these they read.
observation/mo
words box and ask Ss to look them nitoring
up in the Word List.
• Play the video for Ss and
elicit their comments.
3. To consolidate information in a
text Students
Give Ss time to answer the questions answer the
referring to the text as necessary questions
and then elicit Ss’ answers. referring to
the text Mutual
4. To consolidate new vocabulary evaluation
Go through the list of words in the Students
rubric and give Ss time to match match them
them to the highlighted words in the to the
text. highlighted
Tell Ss they may use their words in the
dictionaries if necessary. text.
Check Ss' answers.
Answer Key regulates = controls
complex = complicated
senses = the five physical abilities
(touch, taste,
sight, smell & hearing)
dominant = more powerful
function = purpose
handle = deal with/manage
assessment
5 min The teacher throws a ball and asks
learners to share what was useful,
what was difficult, what is worth
remembering.
Hometask: to learn new vocabulary
Saying goodbye
LESSON 59 School:
Date:
Brain Teacher name:
Theme of the lesson: The theory of multiple intelligences
10.W5 develop with support coherent arguments supported when
in familiar general and curricular topics
identify some specific information in the listening text and use some
support
identify most specific information in the listening text and use a range
of functional language correctly in speaking and email writing task
with support
identify all specific information in the listening text and use a range of
little support
Criteria Identify the main idea and specific details of the text correctly
Identify specific details of the video correctly
Provide your argument on the topic and give reasons
Plan
.
Warm-up respond to
5 min
greeting
Show learners the word “Intelligence”
on the board. Ask them to write their Ss answer the assessment phrases)
understanding or definition of this questions
concept. Open class discussion Oral
Pictures
PPT
Whiteboard
Writing
Worksheet
Middle Grammar Students Verbal

To revise/present question types study evaluation Whiteboard
30 min
Ask Ss to read the examples in the box grammar
and then elicit more examples from the Emoticon Writing
text from Ss around the class. Worksheet
Refer Ss to the Grammar Reference
Formative
section for more details. assessment Student
To classify questions and ask and Students
Book
answer questions classify Oral
Explain the task and give Ss time to questions
complete it. Check Ss' answers. Elicit and ask and 8
sentences from various Ss around the answer
class. questions
Student
Emoticon Book
To practise question types Students ask
Ask Ss to ask and answer their own and answer
questions in pairs. their own Formative CD
assessment
Monitor the activity around the class. questions
Oral Writing
Listening To listen for specific Worksheet
information Students 8
Explain the task and ask Ss to read complete the
the questions and answer task Emoticon
choices. Formative
Play the recording and give Ss time to assessment
complete the task. is held
Check Ss' answers. through
observation/
Speaking & Writing Students ask monitoring
To consolidate information in a text and answer
Ask Ss to read the text again. questions in
Then explain the situation and ask Ss pairs
to ask and answer questions in pairs following the
following the example. example.
Monitor the activity around the class
and then ask some pairs to ask and
answer in front of the class.
Mutual
evaluation
End REFLECTION
5 min Plenary Self-
Ask learners to summarize the assessment
information in five bullet points, then
three, then one and then finally in one
word.
Hometask: to make 10 sentences using
grammar theme
Saying goodbye
LESSON 60 School:
Date:
Brain Teacher name:
Theme of the lesson: Multiple intelligences (self-study project)
Learning objectives 10.1.10 - use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
10.4.7 - recognise patterns of development in lengthy texts [inter-
paragraph level] on a range of general and curricular topics;
10.3.2 - ask and respond to complex questions to get information about
a wide range of general and curricular topics;
Criteria use specific vocabulary on the theme
speak coherently on the theme
Previous lesson Multiple intelligences (self-study project)
Plan
timings activities
5 min
greeting
To present vocabulary for types of
intelligences questions
Direct Ss’ attention to the Oral
Pictures
intelligences (1-8) in the list.
PPT
Ask them to read them and the
explanations (a-h) and then match
them. Students do Whiteboard
Have Ss tell their partners. the task
Writing
Check Ss’ answers. Worksheet
Middle 1. To introduce the topic of a text Students read Verbal

and read for specific information the text and evaluation Whiteboard
30 min
Read the questions in the rubric find out if
aloud and then elicit Ss' guesses. their guesses Emoticon Writing
Give Ss time to read the text and were correct Worksheet
find out if their guesses were correct.
Formative
assessment Student
They relate to Howard Gardner's theory of
multiple intelligences which we all have to Book
Oral
a greater or lesser extent.
8
2. To listen and read for cohesion
and coherence Students read
Explain the task and ask Ss to read the sentences
Student
the sentences A-F and then read the A-F and then Emoticon Book
text and choose the correct ones to read the text
fill each gap. and choose
the correct Formative CD
Give Ss time to complete the task assessment
and remind them to look at the key ones to fill
words before and after the gaps that each gap. Oral Writing
will help them find the missing Worksheet
8
sentences.
Play the recording. Ss listen and read Emoticon
and check
Refer Ss to the Check these words Formative
box and ask Ss to look them up in assessment is
the Word List. held through
observation/m
Play the video for Ss and elicit their
onitoring
comments.
Students
3. To consolidate information in a answer the
text questions
Give Ss time to answer the questions
referring to the text as necessary.
Check Ss' answers.
4. To consolidate new Students

vocabulary consolidate
new Mutual
• Explain the task and give Ss evaluatio
time to complete it. vocabulary
Check Ss' answers.
End REFLECTION Students Self-
Ask Ss to write a reflection of the write a assessment
5 min
lesson. reflection of
3 – new words the lesson.
2 – adjectives to describe the lesson
1 – one activity you like
Hometask: To create a poster
Explain the task and tell them to
research online and create a poster
about how activate intelligence.
Ask various Ss around the class to
present their poster to the class.
Saying goodbye
LESSON 61 School:
Date:
Brain Teacher name:
Theme of the lesson: Relative clauses
Learning objectives 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics;
10.6.17 - use if / if only in third conditional structures use a variety of
relative clauses including with which [whole previous clause
reference] on a wide range of familiar general and curricular topics
10.5.3 - write with grammatical accuracy on a range of familiar
general and curricular topics;
Plan
.
5 min
greeting
To practise pronunciation of questions
situational language Oral
Play the recording. Ss listen and repeat Pictures
chorally and/or individual Pay PPT
attention to Ss’ pronunciation and
intonation and correct as necessary. Whiteboard
Writing
Worksheet
Middle Grammar Students Verbal

To present relative clauses read the evaluation Whiteboard
30 min
Explain that a defining relative clause theory box
gives necessary information and is and then Emoticon Writing
essential to the meaning of the main elicit Worksheet
sentence. We do not put the clause in examples
Formative
commas, e.g. The man who fixed my from the assessment Student
car was very tall. text.
Book
Which man is tall? The one who fixed Oral
my car.)
Explain that a non-defining relative 8
clause gives extra information and is
not essential to the meaning of the
Student
main sentence. The clause is put in Emoticon Book
commas. We cannot use that instead of
who. E.g. Ben, who is my ractice, is
noisy. (Ben is noisy – the meaning of Formative CD
assessment
the sentence is clear; who is my
ractice – gives extra information.) Oral Writing
Ask Ss to Worksheet
Refer Ss to the Grammar Reference 8
section for more details.
Emoticon
To practice defining/non-defining Students
Formative
relative clauses complete assessment
Explain the task and give Ss time to the task is held
complete it. through
observation/
Speaking & Writing monitoring
To conduct a survey, interview Students
classmates and prepare a poster conduct a
• Explain the task and give Ss survey by
time to conduct a survey by interviewing
interviewing their classmates about their
their type of intelligence with reasons. classmates
• Give Ss time to compile their about their
information and create a poster. Tell Ss type of
they may include a chart or a diagram intelligence
to display the information. with Mutual
• Then display the posters around reasons. evaluation
the classroom.

Students reflect on the lesson assessment
5 min
completing the sentences:
was …
Hometask: To write a biography
Explain the task and ask Ss to go
online arc research information about
Howard Gardner
For the next lesson will check Ss'
answers
Saying goodbye
LESSON 62 School:
Date:
Brain Teacher name:
Theme of the lesson: Who says stress is for you
Learning objectives 10.2.2 - understand specific information in unsupported extended talk

on a wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics;
10.6.1 - use a variety of abstract compound nouns and complex noun
phrases on a range of familiar general and curricular topics, and some
unfamiliar general and curricular topics;
10.4.2 - understand specific information and detail in extended texts
on a range of familiar general and curricular topics, and some
unfamiliar topics;
identify some specific information and key ideas in texts and use some
target language to express views and comment on some views of
others with support
identify most specific information and key ideas in texts and use a
range of target language to express views and comment on some views
of others with support
identify all specific information and most key ideas in texts and use a
range of target language to express views and comment on views of
others with little support
Plan
timings . activities n
5 min
greeting
To practise subject-specific questions
vocabulary Oral
Give Ss time to complete the Pictures
sentences using the words. PPT
Students
Check Ss' answers around the class. complete the
sentences Whiteboard
using the
words. Writing
Worksheet
Middle To listen and read for specific Students Verbal

information listen and evaluation Whiteboard
30 min
Have Ss read the sentences again. follow the
Play the recording. Ss listen and text in their Emoticon Writing
follow the text in their books and find books and Worksheet
out which of the sentences in Ex.1 find out
Formative
are true. which of the assessment Student
• Check Ss' answers. sentences in
Book
Background information Ex.1 are Oral
Alzheimer's disease is a progressive true
brain damaging illness that slowly 8
destroys memory and thinking skills.
In most people suffering from this
Student
disease, symptoms appear after the Emoticon Book
age of 60.
Students
3. To read for specific information read the text Formative CD
assessment
Ask Ss to read questions 1-3 and the again and
possible answers and give them time choose the Oral Writing
to read the text again and choose the correct Worksheet
correct answers. answers 8
Check Ss' answers around the class.
Ss should justify their answers. Emoticon
Students
Formative
To answer comprehension questions answer the assessment
based on a text questions is held
Give Ss time to answer the questions through
without copying the information observation/
monitoring
straight from the text.
Check Ss’ answers around the class.
Students
To identify abstract and compound identify
nouns abstract and
Explain that an abstract noun is the compound
name of something that is not nouns
concrete or tangible (e.g. emotion,
intelligence) and that a compound
noun is the name of something that is
made up of two words that have been Mutual
put together (e.g. blackboard, evaluation
swimming pool). Students
research and
To research and write a paragraph write a
about stress. paragraph
Explain the task and ask Ss to work in about stress
small groups and collect information
from the Internet. Then ask Ss to use
their notes to write a paragraph about
it. Ask various Ss to read their text to
the class.
What was the most interesting thing assessment
5 min
that you have learnt today?
Hometask: to finish your writing
Saying goodbye
LESSON 63 School:
Date:
Brain Teacher name:
Theme of the lesson: The Passive
Conditionals: type 3
Learning objectives 10.6.9 - use appropriately a wide variety of active and passive simple
present and past forms and past perfect simple forms in narrative and
reported speech on a wide range of familiar general and curricular
topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
10.5.5 - develop with support coherent arguments supported when
in familiar general and curricular topics;
identify some key ideas from listening and plan and write an email
recounting some experiences with support
identify most key ideas from listening and plan and write an email
recounting a range of experiences with support
identify all key ideas from listening and plan and write an email
recounting a range of experiences with little support
Previous lesson Describing the symptoms of stress and giving advice on how to reduce
stress
Plan
Planned Planned activities Learners Evaluation Resources
timings ’
5 min
greeting
anticipate from the lesson. Ss answer assessment phrases)
To identify and revise the passive the
Explain that to form the passive we questions Oral
use the verb to be and the past Pictures
participle of the main verb. Elicit that PPT
the subject of the active sentence
becomes the agent (the person doing Whiteboard
the action) and is introduced with by.
Explain that the passive sentence Students Writing
Worksheet
gives emphasis to the action rather revise the
than the person who does it. Then passive
elicit the passive forms in the text.
Check Ss' answers and refer them to
the Grammar Reference section for
more information.
Middle GRAMMAR Students Verbal
To practise the passive complete evaluation Whiteboard
30 min
Explain the task and give Ss time to the task
complete it. Emoticon Writing
Check Ss' answers. Worksheet
Formative
To present type 3 Conditional Students assessment
Student Book
Ask Ss to read the examples. Study and
Explain/Elicit that we form type 3 make the Oral
conditional with if/when + past sentences
perfect + would have + past participle 8
and that we use it to talk about an
unreal situation in the past. Student Book
Refer Ss to the Grammar Reference Emoticon
section for more information. CD
To practise the type 3 Conditional Students Formative

assessment Writing
Explain the task and give Ss time to do the
complete it. Check Ss' answers. task Worksheet
Oral
Listening
8
To listen for specific information Students
Explain the task and ask Ss to read listen and Emoticon
the statements (A-E) and then play complete
the recording. Play the recording. Ss the task. Formative
listen and complete the task. assessment is
held through
Check Ss' answers.
observation/mo
nitoring
Speaking & Writing Students
To talk about reducing stress talk Mutual
Read the rubric aloud and elicit about evaluation
answers from Ss around the class. reducing
stress

assessment
5 min Students reflect on the lesson
was …
Hometask: To write a paragraph
about reducing stress
Explain the task and give Ss time to
research online for other ways to
reduce stress and write a short
paragraph about it.
Saying goodbye
LESSON 64 School:
Date:
Brain Teacher name:
Theme of the lesson: Mailbox
Learning objectives 10.5.1 - plan, write, edit and proofread work at text level
independently on a range of general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range
of general and curricular topics;
10.1.5 - use feedback to set personal learning objectives;
identify some key ideas from listening and use some target language
correctly in planning and giving a presentation with support
identify most key ideas from listening and use a range of target
language correctly in planning and giving a presentation with support
identify all key ideas from listening and use a range of target language
correctly in planning and giving a presentation with little support
stress
Plan
timings activities
Begining .GREETINGS Emoticon
To identify elements of informal Ss answer the
style questions Oral
Read the Writing Tip aloud and then Pictures
give Ss time to find examples of PPT
informal style in the email.
Elicit answers from Ss around the Whiteboard
class.
To practice using informal style Writing
Worksheet
Give Ss time to rewrite the
paragraphs, and then ask various Ss
to read out the paragraphs to the Students
class. practice
Suggested Answer Key using
A Dear James,
informal
Thanks for your email. I'm very sorry about
your problem. The same thing happened to style
me last year. Let me give you some advice.
В Got to go now. Let me know if my
advice helped. Say hello to your family for
me.
Yours, Elizabeth
Middle To identify ways to make Students Verbal
suggestions find evaluation Whiteboard
35 min
Read the Writing Tip aloud and then examples of
give Ss time to find examples of making Emoticon Writing
making suggestions in the email. suggestions Worksheet
Elicit answers from Ss around the in the email.
Formative
class. assessment Student
Students
Book
To practise making suggestions complete Oral
Explain the task and give Ss time to the task
complete it. 8
Check Ss' answers around the class.
Students
Student
To practise giving results for pieces practice Emoticon
of advice giving Book
Read the Writing Tip aloud and then results for
Formative
time to find and write results for the f pieces of
assessment CD
advice in Ex. 8. advice
Elicit answers from Ss around the Oral
class. Writing
8 Worksheet
Emoticon
1 That way you will feel healthier and
bein. will help relieve your stress. Formative
2 Then you will have support from assessment is
the peop love you. held through
3 If you do this, you'll reduce your observation/m
anxiety. onitoring
4 This will help by allowing you to
take you off your problems and enjoy
yourself.
Students
To write an email giving advice write email
Explain the task and give Ss time to using the
write email using the plan and their plan and
answers to & 9. Then ask various Ss their
to read their e aloud. answers to
Remind Ss to use informal style. & 9. Mutual
Alternatively, assign the task as HW evaluation
and c Ss' answers in the next lesson.

3 min
Learners list 3 things they found
out/learnt on the lesson.
Home task: to finish writing
Saying goodbye
LESSON 65 School:
Date:
Brain Teacher name:
Theme of the lesson: Culture corner
Learning objectives 10.2.7 Understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics
10.3.2 Ask and respond to complex questions to get information about
10.6.16 Use a wide variety of conjunctions on a wide range of familiar
general and curricular topics
Identify speaker’s opinion in an extended talk between speakers on a
range of general and curricular topics
Ask and answer complex questions
Apply a range of conjunctions on a wide range of familiar general and
curricular topics
stress
Plan
Beginin .
GREETINGS Emoticon
g The teacher sets the lesson objectives,
letting students know what to anticipate Students
5 min Formative Slide (useful
from the lesson. respond to
greeting assessment phrases)
Warm up:
Sts are sitting in 3 groups. Each group is Ss answer the Oral
given a set of cards; they have to find questions Pictures
what all these words have in common, PPT
and all together guess the topic of the
lesson Whiteboard
Set 1: symptoms of stress Students
Set 2: causes of stress follow the Writing
Worksheet
Set 3: therapy of stress instructions
Middle Jigsaw Reading: Get stressed, Stay Students do Verbal
young the task evaluation Whiteboard
10 min
Divide sts into 3 groups of 4, each
student is given a paragraph of one text. Emoticon Writing
Sts read their part of the text and then Worksheet
retell it to other members of their team.
Formative
Explain sts that they should retell their assessment Student
part of the text paying attention to the
Book
details, as later they will do a short quiz Oral
on checking the main idea.
Having retold the text sts do a quiz as a 8
team. They have to answer 4 questions
that are presented on the board. They
Student
read the question write the letter of the Emoticon Book
right option on the sticker and show it to
the class. Correct answers are presented
in PPT. Formative CD
assessment
Vocabulary Students Oral Writing
Sts are asked to remember all expressions remember Worksheet
with “take”. The first team tells one all 8
expression with “take” and gives the expressions
definition of it, if it’s correct definition- with “take”. Emoticon
the team receives the points. Then the
second and third teams continue in the Formative
assessment
same way until all the words are revised.
is held
through
Writing Students do observation/
Bizarre and interesting ways of relieving the task monitoring
stress. Sts are supposed to write an
advice column for a magazine. Example
is shown on the board in PPT. Try to
convince your readers that your advice
really works. No more than 2-3 methods.
To read for gist Students

Read the quotation aloud and elicit what listen,
Ss can infer about his personality from it. follow the
Play the recording. text in their Mutual
Suggested Answer Key books and evaluation
I think that he must have been clever and he find out.
must have believed that by working really hard
you can achieve your goals.
To read for comprehension

Ask Ss to read the headings (A-H) and Students
give them time to read the text again and read the text
match them to the paragraphs (1-7). again and
Check Ss' answers and ask them to give match them
reasons for their choices. to the
Refer Ss to the Check these words box paragraphs
and ask Ss to look them up in the l/Word
List.
End Plenary: Self-
5 min Have you succeeded in…? assessment
Hometask: Learners should present
information with visual support on the
following topics:
Brain parts/Brain function/The neural
structure of the brain
Saying goodbye
LESSON 66 School:
Date:
Brain Teacher name:
Theme of the lesson: Unit revision
SAU 5
Learning objectives 10.4.2 - understand specific information and detail in extended texts
unfamiliar topics;
10.5.1 - plan, write, edit and proofread work at text level
10.6.15 - use infinitive forms after an increased number of verbs and
adjectives use gerund forms after a variety of verbs and prepositions
use a variety of prepositional and phrasal verb on a wide range of
use some language from the module to express views and pose some
relevant activity accurately
use a range of language from the module to express views and pose a
range of relevant activity accurately
use a wide range of language from the module to express views and
pose a range of relevant activity accurately
stress
Plan
timings activities
. Emoticon
Begining GREETINGS
5 min The teacher sets the lesson
objectives, letting students know Students
respond to Formative Slide (useful
greeting
To predict the content of the text and Ss answer the Oral
gist questions Pictures
Read the title of the text aloud and PPT
ask Ss to read the introduction and
the headings and elicit their guesses Whiteboard
as to how we can improve our
memory. Writing
Worksheet
Give Ss time to read the whole text Students
and find out. read the
whole text
and find
out.
Middle To read for lexico-grammatical Students Verbal

correctness & coherence read the evaluation Whiteboard
30 min
Explain the task and ask Ss to read text and
the text again and think of a word to think of a Emoticon Writing
complete each gap that makes the word to Worksheet
text coherent so that it is lexically complete
Formative
and grammatically correct. Ss each gap assessment
should pay attention to the words Student Book
Oral
before/after each gap as they will
help them do the task. Check Ss' 8
answers. Ss should justify their
answers.
Student Book
Refer Ss to the Check these words Students Emoticon
box and ask Ss to look them up in write CD
the Word List. Play the video for Ss sentences Formative
and elicit their comments. using the assessment
phrasal Writing
Play the recording. verbs. Oral Worksheet
Ss listen and follow text in their
8
books. Give Ss time to paraphrase Students
the information in the text and then listen and Emoticon
ask various Ss to the class about the follow text
brain trai techniques and which one in their Formative
they think w work best for them. books assessment is
held through
observation/mo
To research and present other Students
nitoring
memory techniques present
Divide the class into small groups. other
Explain the task and direct Ss tc memory
Internet, encyclopedias or other refe techniques Mutual
sources to collect more information evaluation
memory techniques.

assessment
5 min assessment using the method: “Six thinking hats”:
Green: How can you use today's learning in
different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this
lesson? (Now I can, I still need to work on, I've
improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Hometask: revise grammar themes from the units
Saying goodbye
LESSON 67 School:
Unit 7: Breakthrough technologies
Date: Teacher name:
Theme of the lesson: The Nanobots
Learning objectives 10.5.2 - use a growing range of vocabulary, which is appropriate to

10.3.2 - ask and respond to complex questions to get information
about a wide range of general and curricular topics;
10.1.8 - develop intercultural awareness through reading and
discussion;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
Listen and read for gist, read for specific information,
Listen and read for gist, read for specific information, get an overview
of a module
Listen and read for gist, read for specific information, talk about forms
of module
Assessment criteria Learners have met the learning objective if they can: talk about
entertainment
Previous lesson Unit revision
Plan
timings . activities
5 min The teacher sets the lesson
objectives, letting students know Students
greeting
Lead-in: Ss answer the Oral
Students have to define the questions Pictures
meaning of the word: “nano”. PPT
Students elicit the meaning of the
word: “nano”. Whiteboard
What is “nano”?
What are “nano” participles? Students try Writing
Worksheet
What do you know about to answer the
nanotechnology? following
Students are introduced with the questions
lesson objectives and assessment
criteria.
Vocabulary
To introduce new vocabulary
Direct Ss' attention to the pictures
and ask them to read the texts next
to each one.
Go through the words in the list Students
and explain/elicit the meanings of introduce
any unknown words. new
vocabulary
Middle OVER TO YOU! Students do Verbal

To talk about a major breath the task evaluation Whiteboard
30 min
express a personal opinion
Elicit answers to the questions in Emoticon Writing
from various Ss around the class. Worksheet
Give Ss time to complete the texts.
Formative
Check Ss' answers. assessment Student
Book
Background information Oral
Alexander Fleming (1881-1955) was a Sc
biologist and pharmacologist. 8
Nikola Tesla (1856-1943) was a Serbian-Am
inventor, physicist, mechanical engineer electrical
engineer. His work helped form the for the invention of
radio communication. Yuri Gagarin (1934-1968) Student
was a Soviet cosmonaut. He was the first human to Emoticon Book
journey into outer
Discussion: Formative CD
What is nanotechnology? assessment
What is the importance of Students Oral Writing
nanotechnology nowadays? discuss the Worksheet
What industries and worlds do questions and 8
nano-technology applications open answer
up for human? Emoticon
What is the importance of Students
nanoparticles in drug delivery? Formative
create their assessment is
What changes have been done in own held through
the fabrics? questions for observation/moni
other toring
students.
Mutual
evaluation
5 min
- What is necessary to work
on
Hometask: read the text at page 84
and choose the correct answer
Saying goodbye
LESSON 68 School:
Date: Teacher name:
Theme of the lesson: “Pepper the emotional robot”
Learning objectives 10.1.3 - respect differing points of view;

10.2.3 - understand the detail of an argument in unsupported extended
talk on a wide range of general and curricular topics, including talk on
a limited range of unfamiliar topics;
of a module
of module
Assessment criteria Learners have met the learning objective if they can: talk about water
attractions and write a blog entry
Previous lesson Breakthrough technologies
Plan
5 min Warming-up
Divide learner into 3 groups. Have Students
them discuss 3 quotations about the assessment phrases)
greeting
use of nanotechnologies.
Give each group 5 minutes to discuss Ss answer the Oral
and come up with ideas. After small questions Pictures
group discussion, one representative PPT
from each group can share the ideas of
their own groups.
Whiteboard
Students
follow the Writing
instruction Worksheet
Middle Vocabulary & Reading Students Verbal

To introduce key vocabulary and introduce evaluation Whiteboard
30 min
predict the content of the text key
Go through the words/phrases in the vocabulary Emoticon Writing
list and explain/elicit their meanings. and predict Worksheet
Elicit Ss' guesses as to what the text the content
Formative
may be about. Play the recording. Ss of the text assessment Student Book
listen, read and check.
Oral
Listen and read for specific Students
information listen and 8
Ask Ss to read questions 1-6 and read the text
possible answers. Check Ss' answers again and Student Book
and ask them to justify them. choose the Emoticon
Answer Key correct CD
1D (microscopic robot... device) answers.
2A (understand its surrounding environment, Formative
make decisions and move automatically) assessment Writing
3В (a possible walking distance of around Worksheet
100 nanometres) Oral
4A (One day, people could live ... with
miniature robot surgeons ... protecting the 8
insides of their bodies.)
5C (most of these concerns are over safety Emoticon
regulations ... would like further tests to be
carried out on products before they are Formative
allowed to enter the market) assessment is
6C (these microscopic robots ... will allow held through
treatments to be given that are currently observation/
impossible) monitoring
Refer Ss to the Check these words box
and ask Ss to look them up in the
Word List. Play the video for Ss and
Students
To express an opinion discuss the
Ask Ss to discuss the question in question in
pairs and justify their opinions with pairs and
reasons. Then ask various Ss around justify their
the class to tell the rest of the class. opinions Mutual
with evaluation
To consolidate new vocabulary reasons
Explain the task. Give Ss time to fill
in the gaps to complete the phrases. Students
Then, ask Ss to write sentences using
the phrases. Check Ss' answers write
around the class. sentences
using the
phrases.
5 min
Hometask: to write about unusual
ways to travel to see the capital city
and present your work to the class to
the next lesson.
Saying goodbye
LESSON 69 School:
Date: Teacher name:
Theme of the lesson: The road to success
Learning objectives 10.6.11 - use a variety of reported statements and question forms on a
wide range of familiar general and curricular topics;
10.1.3 - respect differing points of view;
10.5.9 - punctuate written work at text level on a wide range of
general and curricular topics with a good degree of accuracy;
of a module
of module
Assessment criteria Learners have met the learning objective if they can: talk about types
of media, past events
Previous lesson Nanotechnology
Plan
timings activities
5 min
greeting
questions
Oral
Pictures
PPT
Whiteboard
Writing
Worksheet
Middle Grammar Verbal

To revise/practise reported speech Students evaluation Whiteboard
30 min
Explain the task and read out the complete the
example. Explain how tenses and task and Emoticon Writing
pronouns change from direct to then check Worksheet
reported speech. Refer Ss to the answers
Formative
Grammar Reference section for around the assessment Student Book
more details. class.
Answer Key Oral
2 Ulan told me that he had just found a
job working in a science lab. 8
3 He said that they would soon have
enough money to buy a more powerful Student Book
computer.
4 He asked her if/whether she was going Emoticon
to visit the Science Museum the following CD
weekend.
5 Damir asked me how long Dana had Formative
been working for a company that designed assessment Writing
robots. Worksheet
6 She told me that she had read an article Oral
al artificial intelligence the day before.
Students do 8
To express an opinion the task
Emoticon
Read the rubric aloud and ask
various Ss aro the class to share their Formative
opinions with the res the class. assessment is
Suggested Answer Key held through
I think that a positive impact will come observation/m
from robots who help people with onitoring
household chores, especially the elderly
and the disabled. I think that industrial
robots and robots that do tasks that hum
currently earn their living from will have a
negative impact because these people will
lose their jobs and their income.
Speaking & Writing

To identify the main idea; Students
To summarise a text summarise a
Give Ss time to look through the text text Mutual
ag; and find the main idea in each evaluation
paragraph. / Ss to make notes and
then give Ss time to i their notes to
summarise the text. Remind that
they should use their own words wh
writing the summary as much as
possible.
Ask various Ss around the class to
read the summary to the rest of the
class.
End REFLECTION
5 min Students reflect on the lesson Self-
answering the questions: assessment
 What have you remembered
on the lesson today?
 What was new for you?
 What information was
interesting for you?
 What pros and cons of a
mobile phone can you name?
Hometask: Workbook: 7b & Use of
English 7
Saying goodbye
LESSON 70 School:
Date: Teacher name:
Theme of the lesson: Robots: the pros and cons
Learning objectives 10.2.3 - understand the detail of an argument in unsupported extended

talk on a wide range of general and curricular topics, including talk on
a limited range of unfamiliar topics;
10.1.8 - develop intercultural awareness through reading and
discussion;
10.5.7 - use independently appropriate layout at text level on a range
of general and curricular topics;
of a module
of module
Assessment criteria Learners have met the learning objective if they can: talk about types
of media, past events
Plan
5 min
greeting
questions
Oral
Pictures
PPT
Whiteboard
Writing
Worksheet
Middle To introduce the topic Students Verbal

Direct Ss' attention to the definition. introduce evaluation Whiteboard
30 min
Ask them to read it and then ask some the topic
Ss to tell the class. Emoticon Writing
Listening Worksheet
To listen and read for specific Students
Formative
information discuss in assessment Student Book
Read the actions aloud and ask Ss to pairs which
discuss in pairs which ones they think ones they Oral
the robot in the picture can do. think the
Ss listen, read and check. robot in the 8
To read for specific information picture can
Explain the task and ask Ss to read do Student Book
the questions and answer choices and Emoticon
then read the text again and choose CD
their answers.
Refer Ss to the Check these words Formative
assessment Writing
box and ask Ss to look them up in the
Worksheet
Word List. Play the video for Ss and Oral
То consolidate information in a text Students 8
Give Ss time to answer the questions, answer the
referring to the text as necessary. questions Emoticon
Check Ss' answers.
Formative
Answer Key
assessment
1 A humanoid robot is a robot that looks a
is held
bit like a person.
through
2 It's got two wheels to move around on.
observation/
3 Pepper robots work there as monitoring
receptionists. Some upgraded models can
also do hospital jobs like greeting new
patients and showing them where to go, and
can work with sick children to cheer them
up and help them do exercise. Students
To express an opinion share their
Give Ss time to consider their answers
answers and then ask various Ss with the rest
around the class to share their of the class.
answers with the rest of the class.
To complete a summary of the text Students Mutual
Explain the task and give Ss time to do the task evaluation
complete it. Check Ss' answers.
Listening
To listen for specific information Students
Ask Ss to read the gapped text and complete
think about what the missing words the task
might be. Play the recording. Ss listen
and complete the gaps.
Check Ss' answers.
Students Emoticon
Speaking & Writing
To express an opinion listen and
Give Ss time to consider their complete Formative
answers and then various Ss around the gaps. assessment
the class to share their ansv with the
rest of the class. Oral
End REFLECTION
5 min At the end of the lesson, learners Self-
assessment
Hometask: To design and present a
robot
Saying goodbye
LESSON 71 School:
Date: Teacher name:
Theme of the lesson: The science museum, London
SAU 6
Learning objectives 10.1.3 - respect differing points of view;

10.4.6 - recognise the attitude or opinion of the writer in extended
texts on a wide range of familiar general and curricular topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-
paragraph level] on a range of general and curricular topics
of a module
of module
Assessment criteria Learners have met the learning objective if they can: create and
present a TV guide
Plan
timings activities
5 min
greeting
anticipate from the lesson. Ss answer assessment phrases)
the questions
Oral
Pictures
PPT
Whiteboard
Writing
Worksheet
Middle To introduce the topic of the text Students Verbal

Elicit what, if anything, Ss know about introduce evaluation Whiteboard
10 min
Thomas Edison. the topic
Suggested Answer Key of the text Emoticon Writing
Thomas Edison was an American Worksheet
inventor who was born in the 19th
Formative
century. He is best known for assessment Student
inventing a long-lasting light bulb.
Book
Oral
Emoticon
Student
Book
CD
Writing
Worksheet
SA LISTENING Students Individual

20 min Task 1. Listen and circle True or listen and avaluation
False for the statements. circle True
1.Embryonic stem cells in the adult or False
brain produce new neurons. for the
2.Striatum is not an area where new statements.
neurons are generated.
3. healthy human stem cells can
stimulate the neurognic process.
4.Astrocytes can be coaxed into
generating neurons.
5.Hippocampus doesn’t play a role in
learning the memory.
SPEAKING
Task 2. Work in pairs or group of Students
three. Create a poster about a create a
celebrity with at least 3-4 important poster
facts. Present your findings to class. about a
The rest of the class complete peer- celebrity
assessment sheets while the with at
pairs/groups are presenting. least 3-4
After presentation ask complex important
questions about the presentation. facts.
Possible questions to ask:
1. What facts about your celebrity
impressed you? Why? Give reasons.
2. How can you apply the
knowledge/idea you gained from the
biography in real life situations?
Learners may be arranged either in Students

pairs or in small groups. Learners choose a
get familiar with assessment criteria. person to
While the speaking process is on, the write
teacher makes notes on learners’ about.
answers identifying good points and
areas for improvement. When all
learners finish their presentations the
teacher summarises learners’ answers
and gives feedback in accordance with
the criteria.
End REFLECTION
completing the sentences: Self-
Today at the lesson I … assessment
was …
Hometask: To identify the author's
purpose
Read the rubric aloud and elicit
answers with reasons from Ss around
the class.
Saying goodbye
LESSON 72 School:
Date: Teacher name:
Theme of the lesson: Robotics
Learning objectives 10.C8 develop intercultural awareness through reading and discussion
10.S2 ask and respond to complex questions to get information about
10.S5 interact with peers to make hypotheses about a wide range of
10.S6 navigate talk and modify language through paraphrase and
correction in talk on a range of familiar general and curricular topics
brainstorm about robots answering questions
discuss questions after reading with some success
brainstorm about robots answering questions without support
discuss questions after reading without support
brainstorm about robots answering questions effectively
discuss questions after reading effectively
Assessment criteria Students create own robots using the information from the text
Plan
timings activities
5 min The teacher sets the lesson Students
objectives, letting students know respond to
Ss answer the
Warming up: students should questions Oral
Pictures
answer questions themselves, the
PPT
discuss with their partners. Teacher
monitors their talk
What films have you seen with robots Students Whiteboard
in? answer
Do you like films with robots? Why / questions Writing
Worksheet
not? themselves,
What were the abilities of the film the discuss
robots? with their
Do you think that robots with these partners.
abilities will ever exist?
DO you think that in the future robots
will become a normal part of our
lives?
Middle Pre-reading: Students should Students Verbal

decide if the statements are true or choose true evaluation Whiteboard
30 min
false for them before they read the or false
article. statements Emoticon Writing
Worksheet
Formative
Pre-reading: Students should match Students assessment Student
the words with their definitions. match the
Book
They can use dictionaries. Teacher words with Oral
monitors. Having finished, students their
should compare their answers with definitions 8
partners, only then check their
answers.
Student
Additional task for early finishers: Emoticon Book
make them find the word from text.
Reading Students read Formative CD

assessment
Students read the text and teacher the text and
asks following questions after answer the Oral Writing
reading. questions Worksheet
What is the main idea of the text? 8
What details have you remembered?
Emoticon
EXTRA TIME Students
Formative
Students should be divided into create own assessment is
groups or pairs and create own types types of held through
of robots using the information from robots using observation/mo
the text and other data they will find. the nitoring
Then they should present their information
results to the class. from the text
Criteria for robot creation:

What will your robot be able to do?
What will your robot look like?
How much will your robot cost to
buy?
What type of people will want to buy
your robot? Mutual
What brand name will you give your evaluation
robot?
End Plenary
5 min What information was useful in the Self-
lesson? assessment
When and where can you use that
information?
How can you use that information?
Hometask: to finish your work by
Criteria for robot creation
Saying goodbye
LESSON 73 School:
Date: Teacher name:
Learning objectives 10.4.2 Understand specific information and detail in extended texts
unfamiliar topics
10.5.5 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
10.6.8 Use a variety of future active and passive and future
continuous forms on a wide range of familiar general and curricular
topics
Lesson objectives Identify specific information and details in a text
Connect ideas into a coherent paragraph using linking words
justifying responses with examples and reasons
Apply future active and passive and future continuous forms
Previous lesson Robotics
Plan
timings activities
5 min
greeting
letting students know what to anticipate
from the lesson. Ss answer assessment phrases)
Warming up: the questions
Divide students in pairs and give them Oral
out following words for each (pair)- one Pictures
PPT
word, they should find out the meaning
of that word
Laboratories, exhibition, mimic, Whiteboard
creepy, cutting-edge, science fiction,
robotics, domestic chores, artificial Writing
Worksheet
intelligence, replica
Middle Listening Students Verbal
Give out handouts of listening to do the task evaluation Whiteboard
10 min
students.
You may give them read(3 min) the text Emoticon Writing
and check their understanding of main Worksheet
idea of the text.
Formative
Then they should listen to the audio 2 assessment Student
times and check their answers.
Book
After first time listening they should Oral
compare their answers with their Students
partners. should 8
Post-listening: Speaking create a
Suggested topics for role play: short role
Student
Visiting the exhibition of robots; play using Emoticon Book
Robots are our future friends; learned
Robots will never be as realistic as vocabulary
human is; Robots should (not) be from Formative CD
assessment
controlled by people listening
Speaking criteria: and present Oral Writing
Make a hook: grab audience’s attention it to the Worksheet
Use at least 3 words from the listening class. 8
vocabyulary
Speak not less than 2 min Emoticon
Formative
assessment is
held through
observation/m
onitoring
READING
Read the text and complete the Students Individual
sentences using information from the read the avaluation
text text and
1. If Alexander Fleming hadn`t been so complete
messy, he wouldn`t have____ the
2. Arthur Fry wouldn`t have invented sentences
sticky notes if he ____ using
3. If Edouard Benedictus hadn`t informatio
knocked over glass bar_____ n from the
4. Percy Le Baron Spencer wouldn`t text
have_______________ if a chocolate
bar_____
5. If Jacques E Brandenburger_______
WRITING Students Individual

Follow the steps for writing: write an avaluation
use topic-related vocabulary; essay
write advantages or disadvantages of discussing
robots (includes reasons and/or the
examples); advantages
support opinion with arguments; and
use connectors to link paragraphs disadvanta
logically; ges of
pay attention to grammar. robots
End Plenary Self-
What information was useful in the assessment
5 min
lesson?
When and where can you use that
information?
How can you use that information?
Hometask: to learn new vcabulary
Saying goodbye
LESSON 74 School:
Date: Teacher name:
Learning objectives 10.3.2 - ask and respond to complex questions to get information
10.1.10 - use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
10.5.1 - plan, write, edit and proofread work at text level
of a module
of module
SA 2
Plan
Ss answer the
To revise quantifiers and countable/ questions Oral
uncountable nouns Pictures
• Give Ss time to complete the task. PPT
Refer Ss to
the Grammar Reference section for Whiteboard
details. 1 elicit examples in the text. Students
• Elicit which of the words in bold we complete Writing
Worksheet
use v countable/uncountable nouns or the task
both.
Examples in the text: Most people,
many me things, many of his
inventions, we all, a few ti; Many of
life's failures, All our mistakes, under
little pressure, you'll be amazed by
how much, wi several small metal
balls, many new ideas
countable nouns: every, a few, few,
many, several
uncountable nouns: a little, much,
little, a grei deal of
both: none, a small amount of, hardly
any, a lot о all, either, both, or, any
Middle To distinguish between commonly Students do Verbal
confused words the task evaluation Whiteboard
25 min
Give Ss time to complete the task
using thei dictionaries if necessary. Emoticon Writing
Worksheet
To consolidate new vocabulary Students
Formative
Explain the task and go through the list match them assessment
Student Book
of words in the rubric. Give Ss time to to the words
match them to the words in bold in the in bold in Oral
text. the text.
Tell Ss they may use their dictionaries 8
if necessary.
Check Ss' answers. Student Book
Emoticon
To analyse quotations Students CD
Ask Ss to read Edison's quotations in read
the text again and explain them. Edison's Formative
assessment Writing
Then ask various Ss around the class to quotations Worksheet
say which ones are the most and explain Oral
inspirational and why. them.
8
To develop critical thinking skills Students Emoticon

Read the rubric aloud and give Ss time write a few
to think of their answers. Then write a sentences. Formative
few sentences. assessment
is held
Ask various Ss to read out their
through
sentences to the rest of the class. observation/
monitoring
To develop research skills; To a Students
presentation on Thomas Edison information
Explain the task and give Ss time to about
rest online for more information about Edison
Edison. Mutual
Ask various Ss to report back to the evaluation
class.
End REFLECTION
5 min At the end of the lesson, learners
reflect on their learning: Self-
Learners list 3 things they found assessment
out/learnt on the lesson.
Hometask: to finish your writing
Saying goodbye
LESSON 75 School:
Date: Teacher name:
Learning objectives 10.5.4 - use style and register to achieve appropriate degree of
formality in a growing variety of written genres on a range of general
and curricular topics;
10.5.5 - develop with support coherent arguments supported when
of a module
of module
Plan
5 min
greeting
questions
To analyse a rubric Oral
Ask Ss to read through the rubric, Pictures
identify the key words and answer the PPT
questions.
Check Ss' answers around the class Whiteboard
Writing
Worksheet
Middle To analyze a model for content and Students the Verbal

Structure model and evaluation Whiteboard
30 min
Give Ss time to read the model and match the
match the paragraphs to their content. paragraphs to Emoticon Writing
Check Ss' answers. their content , Worksheet
then elicit
Formative
To understand the writer's the writer's assessment Student
viewpoint opinion on
Book
Ask Ss to read the model again and the topic Oral
elicit the writer's opinion on the
topic. 8
Answer Key
The writer is in favour of robots because they
can work efficiently and can produce goods Student
quickly. Also, using robots in factories helps Emoticon Book
make it a safe environment so people won't
have to do dangerous tasks. Students
substitute Formative CD
assessment
To substitute topic sentences topic
Elicit the topic sentences and then ask sentences Oral Writing
Ss around the class to suggest suitable Worksheet
alternatives. 8
There are a number of benefits to using Emoticon
robots. = There are many advantages to
using robots. Formative
On the other hand, the use of robots has its assessment
drawbacks. = Nevertheless, using robots also Students do is held
has some disadvantages. the task through
observation/
To substitute linkers monitoring
Elicit substitutions for the linkers in
bold in the model for suitable
alternatives from the list from Ss
around the class.
To begin with = First
This means that = Therefore
Moreover = Additionally
As a result = Consequently
On the other hand = Flowever
In addition to this = Also Students Mutual
All things considered = To conclude complete the evaluation
task
To practise linkers
complete it and then check Ss'
answers.
Answer Key
1 however 4 In spite of
2 besides 5 Despite
3 although 6 however

assessment
was …
Hometask: To create a character of the
Future’s robot
Saying goodbye
LESSON 76 School:
Date: Teacher name:
Learning objectives 10.5.5 - develop with support coherent arguments supported when
10.5.3 - write with grammatical accuracy on a range of familiar
general and curricular topics;
of a module
of module
Plan
Begining .GREETINGS Emoticon
Ss answer the
To practise linkers questions Oral
Explain the task and give Ss time to Pictures
complete it. PPT
Check Ss' answers by asking Ss
around the class to read out their Whiteboard
sentences.
Answer Key Students Writing
1 Despite the fact that robots make a Worksheet
complete the
teacher's job easier, they cannot teach
students social skills. task
2 In spite of the fact that robots can be
used in distance learning, they are not able
to replace a human teacher.
3 Although robots are very useful in the
classroom, they are expensive.
4 Even though robots can be exciting for
students, they can't display any human
emotions.
Middle To practise writing paragraphs and Students Verbal
topic sentences practise evaluation Whiteboard
30 min
Explain the task and give Ss time to writing
complete it. Check Ss' answers by paragraphs Emoticon Writing
asking Ss around the class to read out and topic Worksheet
their completed paragraphs. sentences
Formative
assessment Student
To analyse a rubric
Book
Ask Ss to read through the rubric and Students Oral
underline the key words. analyse a
Explain to Ss that it is very important rubric 8
to read the rubric carefully so that
they include all the points mentioned.
Student
Check Ss' answers around the class. Emoticon Book
To match arguments to Students
justifications match Formative CD
Give Ss time to match the arguments arguments assessment
and the justifications and then check to
Writing
Ss' answers. justifications Oral Worksheet
8
To categorise arguments as for or Students do
against a topic the task Emoticon
Elicit which arguments from Ex. 7b
are in favour of robots in education Formative
assessment
and which are against from Ss around
is held
the class. through
observation/
To write a for – and – against Students monitoring
essay follow the
Explain the task and give Ss time to instruction to
wtite an essay using the plan and write an
their answer: Then ask various Ss to assay
read their essay. Remind Ss to use
full verb for appropriate linkers.
Alternatively, assign the task as HW
a Ss' answers in the next lesson.
Mutual
evaluation
End REFLECTION
Self-
5 min Teacher and the whole class come assessment
back to lesson objectives
Revision of vocabulary, grammar and
writing.
Hometask: to prepare for the
Summative Assesment
Saying goodbye
LESSON 77 School:
Date: Teacher name:
Theme of the lesson: Summative control work for the 3d term
Learning objectives 10.2.3 Understand the detail of an argument in unsupported

extended talk on a wide range of general and curricular topics,
including talk on a limited range of unfamiliar topics
10.4.2Understand specific information and detail in extended texts
on a range of familiar general and curricular topics, and
some unfamiliar topics
10.5.3Write with grammatical accuracy on a range of familiar
10.6.16 Use a wide variety of conjunctions on a wide range
of familiar general and curricular topics
10.3.2 Ask and respond to complex questions to get information
about a wide range of general and curricular topics 10.3.7 Use
appropriate subject-specific vocabulary and syntax to talk about a
range of general and curricular topics
Lesson objectives Listen to the recording twice and choose the correct letter, A, B or C.
Complete the notes below write ONE WORD ONLY for each answer.
Read the text carefully and answer the questions.
Mark these sentences Yes / No / Not Given.
Write an article about the capabilities of the human brain presenting
your own ideas if it is a good or bad idea to change something in
human brains.
Plan
2 min
greeting
letting students know what to anticipate
from the lesson. Ss answer the assessment phrases)
questions
Oral
Pictures
PPT
Whiteboard
Writing
Worksheet
SA LISTENING Students Verbal

Task 1. Listen to the recording twice listen to the evaluation Whiteboard
35 min
and choose the correct letter, A, B or recording
C. twice and Emoticon Writing
1. The speaker says that one problem choose the Worksheet
with nanotechnology is that. correct
Formative
2. According to the speaker, some letter, A, B assessment Student
scientists believe that nano-particles or C.
Book
3. In the speaker's opinion, research Oral
into nanotechnology
Students 8
Complete the notes below write ONE сomplete
WORD ONLY for each answer. the notes
Technology Student
below Emoticon Book
Computers will be even smaller, faster, and write ONE
will have a greater (4)_______ WORD
Solar energy will become more affordable. ONLY for Formative
The Environment
each answer assessment CD
Nano-robots could rebuild the ozone layer.
There will be no (5)_______ from Oral
manufacturing. Writing
Health and Medicine 8 Worksheet
New methods of food production could
eradicate famine. Emoticon
Analysis of medical (6)_____ will be speeded
up. Formative
Life expectancy could be increased. assessment
is held
READING through
Students observation/
Task 2. Read the text carefully and
read the text monitoring
answer the questions.
1. What happened with some people when carefully
faced with simple math problems? and answer
2. What measure a brain-scanning device? the
questions.
Mark these sentences Yes / No / Not
Given. Students
3. When the math is more challenging the mark these
brains of those with math anxiety might get
sentences
maxed out.
4. People with math anxiety struggle less with Yes / No /
Not Given. Mutual
complex problems.
5. The brain scans turned up some differences. evaluation
6. People with mathematical abilities are very
beautiful
WRITING Students
Task 3. Write an article about the write an
capabilities of the human brain article about
presenting your own ideas if it is a the
good or bad idea to change capabilities
something in human brains. Emoticon
of the
human brain
SPEAKING
Formative
Task 4. Take a card with a topic and assessment
questions to speak about for 2-3
minutes. Before you speak you have one Oral
minute to think about what you are
going to say. 8
Emoticon
End Self-reflection.
Most ……. thing Self-
3 min assessment
Hometask: revise the words from the
units
Saying goodbye
LESSON 78 School:
Date: Teacher name:
Theme of the lesson: Unit revision
Learning objectives 10.5.2 - use a growing range of vocabulary, which is appropriate to

10.6.15 - use infinitive forms after an increased number of verbs and
adjectives use gerund forms after a variety of verbs and prepositions
use a variety of prepositional and phrasal verb on a wide range of
of a module
of module
Previous lesson Summative control work for the 3d term
Plan
timings activities
Ss answer the
To present and practise phrasal questions Oral
verbs with the particle down Pictures
Ask Ss to study the diagram and then PPT
give them time to complete the task
using their dictionaries to help them if Whiteboard
necessary. Check Ss' answers. Students
study the Writing
Worksheet
diagram and
complete
the task
Middle To practise prepositional phrases Students Verbal

Explain the task and give Ss time to complete evaluation Whiteboard
30 min
complete it. Check Ss' answers. the task
Ask Ss to add the words to the Emoticon Writing
Worksheet
Prepositions section in their
notebooks.
Formative
Ask Ss to revise this section regularly assessment Student Book
as this will help them use the English
language in a natural way. Oral
Students do
To practise collocations the task 8
Explain the task and give Ss time to Student Book
complete it. Check Ss' answers.
Emoticon
To practise word formation CD
complete it. Check Ss' answers. Formative
Writing
assessment Worksheet
Further Practice - Quiz Students Oral
To consolidate information in the complete
module the quiz, 8
Make photocopies of the quiz. looking
Give Ss time to complete the quiz, through the Emoticon
looking through the module if module if
Formative
necessary. necessary. assessment is
Quiz held through
Mark the sentences T (true) or F (false). observation/m
Correct the false sentences. onitoring
1 Nikola Tesla discovered antibiotics.
2 The Rosetta Stone was found in
Egypt.
3 The nano-spider has eight legs.
4 Pepper first went on sale in France.
5 Pepper can understand 20 languages.
6 Edison held 193 patents.
7 Thomas Edison wrote poems.
8 The Science Museum is open six
days a week.
9 The ISS is 400 km from Earth.
10 Machines are programmed using Mutual
algorithms. evaluation
EXTRA ACTIVITY Students
To create a quiz follow the
Ask Ss to read through Module 7 and insrtruction
write a qui; of their own.
Ss can prepare their quizzes alone or
in groups (in class or at home). Ask
Ss to go through the module and
compile their quizzes.
Ask Ss to exchange their quizzes, do
them, and then check their answers.
End Peer-assessment. Self-
5 min Two stars and a wish. assessment
You did a really good job on ...
I really like how you ...
Maybe you could ...
Hometask: revise grammar themes
from the units
Saying goodbye

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LESSON 49 School:

Unit 5: Reading for pleasure

Middle To present vocabulary for types of Students

To talk about types of books; to Students talk 8

End REFLECTION Self-

Middle To read for specific information Students Verbal

To describe a fictional object from Students

End REFLECTION Students Self-

Learning objectives 10.4.9 - recognise inconsistencies in argument in extended texts on a

Learning objectives 10.2.8 - recognise inconsistencies in argument in extended talk on a

Suggested Answer Key

Hometask: To create a poster about

Learning objectives 10.2.7 - understand speaker viewpoints and extent of explicit

Learners are divided into groups of Students Oral

End REFLECTION Self-

Middle 1 a) To present vocabulary Students Verbal

1 b) To predict the content of the 8

Middle Grammar Students Verbal

Middle 1. To introduce the topic of a text Students read Verbal

4. To consolidate new Students

Middle Grammar Students Verbal

End REFLECTION Self-

Learning objectives 10.2.2 - understand specific information in unsupported extended talk

Middle To listen and read for specific Students Verbal

To practise the type 3 Conditional Students Formative

End REFLECTION Self-

End REFLECTION Self-

To read for gist Students

To read for comprehension

Middle To read for lexico-grammatical Students Verbal

End REFLECTION Self-

Learning objectives 10.5.2 - use a growing range of vocabulary, which is appropriate to

Middle OVER TO YOU! Students do Verbal

Learning objectives 10.1.3 - respect differing points of view;

Middle Vocabulary & Reading Students Verbal

Middle Grammar Verbal

Speaking & Writing

Learning objectives 10.2.3 - understand the detail of an argument in unsupported extended

Middle To introduce the topic Students Verbal

Learning objectives 10.1.3 - respect differing points of view;

Middle To introduce the topic of the text Students Verbal

SA LISTENING Students Individual

Learners may be arranged either in Students

Middle Pre-reading: Students should Students Verbal

Reading Students read Formative CD

Criteria for robot creation:

WRITING Students Individual

To develop critical thinking skills Students Emoticon

Middle To analyze a model for content and Students the Verbal

End REFLECTION Self-

Learning objectives 10.2.3 Understand the detail of an argument in unsupported

SA LISTENING Students Verbal

Learning objectives 10.5.2 - use a growing range of vocabulary, which is appropriate to

Middle To practise prepositional phrases Students Verbal

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