Short term plan: term 3

Unit: 5 Reading for pleasure Lesson 49

Teacher name:

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

Learning objectives
Lesson objectives
10.3.4.1 - evaluate and comment on the views of others in a growing
variety of talk contexts on a growing range of general and curricular topics;
10.3.2.1 - ask and respond to complex questions to get information about a
wide range of general and curricular topics;
10.4.8.1 - use a wide range of familiar and unfamiliar paper and digital
reference resources to check meaning and extend understanding;
Learners will be able to:
-present vocabulary for types of literature;
- to introduce the topic
- read for specific information
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

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

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know
3 min. Well done!”
what to anticipate from the
Students of the class are Formative
lesson.
listed. Assessment

Students' attention is
Pre- drawn to the lesson.
learning
«Brainsto Students say different Good job!
rming» words from the picture Descriptor:
method - remembers the
7 min. •Learners remember lesson passed worksheet
previous lesson Point 1
Lead – In vocabulary Assessment
criteria
•Learners answer the make basic
questions statements related Picture
to personal
information, people
and objects
Middle of Ex:1 P:63
the lesson • Learners look at the Descriptor:
• Direct Ss to the pictures. Explain pictures. Answer the
Presentati - look at the
on part. that they show book covers for question.
pictures. Card
30 min different types of literature. ANSWERS
-answer the Worksheet
Elicit which ones are fiction and Fiction: A, C, D, H question
which ones are non-fiction from Non-fiction: B, E, F, G Total: 2 point
Ss around the class.
Differentiation: «Verbal support» • Learners use ideas
method is used to help Ss use new Students
from the list. Answer the
words in the sentences. book
question.
ANSWERS
Ex: 2 P: 63 I enjoy science-fiction
• Read out the adjectives in the books as I find them
list and explain/ elicit their thrilling and imaginative. Self assessment
meanings. I don't like travel books. Descriptor:
Then ask Ss to read the example I find them a waste of - use ideas from
and elicit similar sentences from time the
Ss around the class about which • Pupils read about H.G. - answer the
books they like to read and why. Wells. Answer the question
question Total: 2 point
ANSWERS
H.G. Wells wrote science- Descriptor:
Ex:3 P64
fiction novels. - read about H.G.
• Give Ss time to read the text and
• Pupils ask and answer Wells.
answer the question. Elicit an answer
the question as the - answer the
from the class.
example. question
ANSWERS Total: 2 point
B: He worked as a shop
Ex: 4 P: 64 assistant, a chemist's
• Have Ss ask and answer questions assistant, a teaching assistant
Descriptor:
in pairs about H.G. Wells following and a teacher. What did he - ask and answer the
the example. study at college? question
A: He studied biology. Who -use the example
Monitor the activity around the class. did he marry?
B: He married Amy Catherine Total: 1 point
Ex: 5 P: 64 Robbins. What was his first
novel? Descriptor:
• Explain the task and ask Ss to read
A: 'The Time Machine'. What
the statements and then read the other novels did he write?
- read the text
text and mark them according to B: 'The Invisible Man' and - mark the
what they read. 'The War of the Worlds'. When statements
did he die? Total: 2 point
Check Ss' answers. A: In 1946

• Pupils read the text and -Make CCQ

Conclusion during the lesson questions Yes / No
some tasks differentiated by mark the statements
ANSWERS Total: 1 point
outcomes of the students and by
their abilities. 1T 2 F 3 T 4 DS 5 F
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 3

Unit 5 Reading for pleasure Lesson 50

Teacher name:

Date:
Grade: 10 Number present: absent:
Lesson title The ruined house
Learning objectives 10.3.4.1 - evaluate and comment on the views of others in a growing variety
of talk contexts on a growing range of general and curricular topics;
10.4.4.1 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
Lesson objectives Learners will be able to:
- identify and discuss text types
- identify character development through emotions in a literary extract
- read for specific information
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

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

g of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing Well done!”
3 min what to anticipate from the lesson.
each other they feel Formative
Warm- Up
better and feel the Assessment
support of others
Students of the class are
Pre-
listed.
learning Students' attention is
«Brainsto drawn to the lesson. Good job!
rming» Determines the topic Descriptor:
method Ask a few pupils to stand up and and purpose of the - know daily
7 min. stand in a row. Ask the rest of the lesson routines worksheet
class questions to revise the •Learners remember vocabulary
ordinals. previous lesson - know prepositions
Lead – In vocabulary of place
Point 1
Assessment
criteria
Students say different - Learners have
words from the picture met the learning Student’s
objectives if they
Answer the question. can talk about book
Middle of Descriptor:
Ex:6 P65 • Pupils read the theory.
the
• Ask Ss to read the theory box. - read the theory
lesson Answer the question. Give - answer the
Explain/Elicit the meanings of any reasons.
Presenta question Card
unknown words. ANSWERS
tion part. Total: 2 point Worksheet
Then ask Ss to identify the text types in The text in Ex. 3 is a
30 min Exs 3 & 5 and justify their answers by biography. It is non-fiction
because it is fact-based; it
giving reasons using the information in informs the reader about a
the theory box. real person and events in their
life; it is not a narrative; and it Students
Ex: 7 P: 65 has an introduction, a main Descriptor: book
body and a conclusion.
• Give Ss time to read the extract and The text in Ex. 5 is a review. It
- read the extract
elicit how the characters express their is non-fiction because it is - find examples
fears. fact-based; it informs the Total: 1 point
reader about a real book; it is
written without a point of view
Differentiation: «Verbal support» (1st-2nd- 3rd-person); and it
method is used to help Ss use new has an introduction, a main
words in the sentences. body and a conclusion.

• Pupils find examples in

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

Short term plan: term 3

 Unit 5 Reading for pleasure Lesson 51
Teacher name:

Date:

Grade: 10 Number present: absent:

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

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming The teacher sets the lesson friendly atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the lesson. Students of the class are Formative
Warm- Up listed. Assessment

3 min Students' attention is

drawn to the lesson.

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

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

Unit 5 Reading for pleasure Lesson 52

Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title
Learning objectives
Lesson objectives
Elements of fiction
10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
10.4.4.1 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
Learners will be able to:
- complete a graphic organise
- present, identify and practise figurative language
- read and consolidate information
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming The teacher sets the lesson friendly atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the lesson. Students of the class are Formative
listed. Assessment

3 min Students' attention is

drawn to the lesson.

• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning
worksheet
revise the vocabulary from the
- can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min. Assessment
criteria
- Learners have
met the learning
Students say different objectives if they Picture
words from the picture can talk about
mobile apps
Middle of •Pupils fill in the graphic Descriptor:
the Ex: 14 P: 67
organizer based on the - fill in the graphic
lesson • Explain the task and give Ss time to
complete the graphic organiser
extract. - complete the
Presenta
ANSWERS sentences Card
tion part. referring to the extract in Ex. 7. Worksheet
Then ask Ss to use their notes and Setting: an empty house in Total: 3 point
30 min
suitable conjunctions to write a Halliford, England Main
summary of the extract. events: black smoke Descriptor:
around house, men - read the theory
Ex:15 P: 67 prisoners, Monday - find two
morning, tripod washed it examples of simile,
• Ask Ss to read the theory and
away, narrator decided to Total: 2 point
then give Ss time to find examples
in the extract in Ex. 7. leave, curate came with
Elicit answers from around the him, roads full of scared
class and then elicit each type of people, saw Martians at Descriptor:
figurative language used in the Kew, hid in shed, narrator - read the novel.
sentences 1-6. sets off before dark, curate
- Test your
follows, saw a tripod
knowledge
chasing men, Martian
Total: 2 point
Ex:16 P: 67 picked them up and threw
them into a metal
• Ask Ss to read the novel The War
container, froze in fear, ran
of the Worlds at home. Direct them for lives
to www.projectgutenberg.com for .
an online version. In a future lesson •Pupils read the theory.
after Ss have read the book, ask Ss Find two examples of
to answer the questions to test simile, two of metaphor,
their knowledge. and one of
Alternatively, have Ss guess the personification in the
answers to the questions and then extract. -Make CCQ
read the book and correct their ANSWERS questions Yes / No
guesses at a future time. Simile: like frightened Total: 1 point
If it is not feasible to read the book animals, like a workman's
have Ss read a plot summary of the basket pupils are
Metaphor: he was a child,
book on Wikipedia or a similar frozen with fear
evaluated by
website and then complete the Personification: the Black collecting pencils
quiz Smoke had crept around
the house
1 simile (fought like lions)
2 metaphor (bomb site)
3 personification (flowers
danced)
4 personification (wind
howled)
5 simile (sly as a fox)
6 metaphor (heart of stone)
Conclusion during the lesson some
tasks differentiated by outcomes of •Pupils read the novel.
the students and by their abilities. Test your knowledge.
ANSWERS
1C2B 3A 4A5C6C7A
8 C 9 C 10 B
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 3

Unit 5 Reading for pleasure

Lesson 53
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title
Learning objectives
Lesson objectives
Listeners Panic During. The Myth of the War of the Worlds
10.6.5.1 - use a wide variety of question types on a wide range of familiar general
and curricular topics;
10.4.4.1 - read a wide range of extended fiction and non-fiction texts on familiar
and unfamiliar general and curricular topics;
Learners will be able to:
- read authentic texts for pleasure and academic purposes
- use open questions in writing and speaking
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming The teacher sets the lesson friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning
worksheet
revise the vocabulary from the
- can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min.
Assessment
criteria
- Learners have
Students say different met the learning Picture
words from the picture objectives if they
can talk about
Myth of the War of
the Worlds
Middle of
the Ex: 17 P: 68
lesson • Ask Ss to watch the film
Presenta adaptation of The War of the
Worlds or rent the DVD and play it
tion part.
in class. If this is not feasible, ask
30 min
Ss to read a plot summary for the
film at www.wikipedia.org or
www.imdb.com and compare it to
the plot of the book.
Elicit answers from Ss around the
class.
Ex:18a P: 68
• Ask Ss to read the newspaper
headlines and the extracts and say
how they are related to The War of
the Worlds.
Ex:18b P: 68
Ask Ss to read the news articles
again and compare and contrast
the presentation of the reaction to
Orson Welles' version of The War
of the Worlds.
Elicit comparison from Ss around
the class and which one Ss believe
and why.
Conclusion during the lesson some
tasks differentiated by outcomes of
the students and by their abilities.
End of FEEDBACK
the Learners provide feedback on what
lesson they have learned at the lesson.
5 min Ex:
Home task:
•Pupils read the novel. Descriptor:
Then watch the film - read the novel
adaptation of The War of - watch the film
Card
the Worlds. Answer the - answer the
Worksheet
question. question.
ANSWERS Total: 3 point
The film is completely different
to the book in a number of
ways. The characters are
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 Descriptor:
are very different, but the main - read the
idea is the same that Martians
come to Earth, cause lots of
newspaper
death and destruction and are headlines
then killed by simple bacteria - answer the
question
•Pupils read the Total: 2 point
newspaper headlines
and the extracts.
ANSWERS Descriptor:
The first extract is about how - compare and
people believed Earth was
being attacked by Martians contrast the
when The War of the Worlds information
was first broadcast over the
radio in 1938. They didn't
- answer the
understand it was a fictional question
drama. Total: 2 point
The second extract explains
that the first story over
exaggerates what really
happened and although some
people were frightened, there
was no mass hysteria
-Make CCQ
questions Yes / No
•Pupils compare and
Total: 1 point
contrast the information
in the articles.
ANSWERS
The first article presents the
public reaction as hysteria
with many injuries and calls to
the police. The second article
presents the public reaction as
mild and claims that the initial
reports were exaggerated. It
says that some people were
frightened, but not in a
complete panic. It claims that
the newspapers at the time
misrepresented the story to
make it more news worthy.
Poster
Success
 Short term plan: term 3

Unit 6 Capabilities of Human Brain

Lesson 54
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title
Learning objectives
Lesson objectives
Capabilities of Human Brain
10.1.8.1 - develop intercultural awareness through reading and discussion;
10.2.2.1 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.4.2.1 - understand specific information and detail in extended texts on a range
of familiar general and curricular topics, and some unfamiliar topics;
Learners will be able to:
- use context clues to identify specific information
- identify and explain use/function of adjectives and adverbs
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming The teacher sets the lesson friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning
worksheet
revise the vocabulary from the
- can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min. Assessment
criteria
- Learners have
met the learning
Students say different objectives if they Picture
words from the picture can talk about
human Brain
Middle of •Pupils fill in the gaps in Descriptor:
the Ex: 1a P: 69
the texts. - to read the texts
lesson • Give Ss time to read the texts A-D
and complete the gaps with the words
ANSWERS - fill in the gaps
Presenta 1 experience Total: 2 point Card
tion part. in the lists. Worksheet
2 react
30 min Check Ss' answers.
3 beat
4 enjoy
Descriptor:
5 identify
6 strong - work in pairs
7 learn - name some more
8 converts capabilities
9 written Total: 2 point
10 imagine
11 tell
12 invent
Ex:1b P: 69 •Pupils in pairs, name
• Give Ss time to discuss in pairs some more capabilities
other things that the brain can do. of the human brain.
Elicit answers from around the
ANSWERS
class. The brain controls body
temperature, blood
pressure, heart rate and
breathing.
It handles all the
information about the world Descriptor:
around us from our senses - answer the
(sight, hearing, taste,
touch, smell and touching). question
It handles our physical Total: 2 point
movement when walking,
talking, standing or sitting. -Make CCQ
It lets us think and dream.
questions Yes / No
•Pupils answer the
Over to you
question
• Ask Ss to consider the questions,
ANSWERS
then elicit answers from various Ss
I think the ability to
around the class. experience emotions is
the most important
because if we couldn't
do this we would be like
robots. There wouldn't
be a lot of point to life if
we couldn't experience
joy and sadness.
I would like to improve
my ability to understand
languages. If I could
understand every
Conclusion during the lesson some language in the world
that would be amazing. I
tasks differentiated by outcomes of
would be able to speak
the students and by their abilities. to anyone, anywhere.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:

Short term plan: term 3

 Unit 6 Capabilities of Human Brain
Lesson 55
Teacher name:

Date:

Grade: 10 Number present: absent:

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

Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming The teacher sets the lesson friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to anticipate from the lesson. other they feel better and Formative
feel the support of others Assessment
Students of the class are
3 min listed.
Students' attention is
drawn to the lesson.
• Learners remember
Good job!
previous lesson
Pre- vocabulary Descriptor:
learning
worksheet
revise the vocabulary from the
- can tell the time
«Brainsto
previous Point 1
rming» Determines the topic and
method Lead – In purpose of the lesson
7 min. Assessment
criteria
- Learners have
met the learning
Students say different objectives if they Picture
words from the picture can talk about
Middle of •Pupils to talk in pairs Descriptor:
the Ex: 1a P: 70
about the meanings of the - to talk in pairs
lesson • Ask Ss to talk in pairs about the
words. Check in your - Check the meaning
Presenta meanings of the words/phrases in the Card
dictionary. of a dictionary
tion part. list. Worksheet
ANSWERS Total: 2 point
30 min Tell Ss to check the meanings of any blood pressure (n): the
they are unsure of in their dictionaries. pressure of the blood in the
Check Ss' answers around the class. circulatory system
body temperature (n): Descriptor:
how hot or cold the body is
skull (n): the bone that
- listen and read to
protects/covers the brain find out
hemisphere (n): half of a - answer the
sphere
nerve fibre (n): a long thin question.
thread that carries information Total: 2 point
Ex:1b P: 70 between the brain and other
parts of
• Explain that our brain is divided •Pupils listen and read
into two hemispheres (left, right) Descriptor:
each one controlling different
to find out. Answer the - red the sentences
tasks/skills question. - mark the
ANSWERS statements.
Left hemisphere: logic,
details, lists, language
Total: 1 point
Ex:2 P: 70 Right hemisphere:
• Ask Ss to read the statements 1-8 creativity, general ideas,
and then give Ss time to read the music skills, emotions,
text and mark the statements imagination
according to what they read.
Ss compare their answers with their •Pupils red the
partner. sentences. Mark the
Check Ss' answers. statements.
ANSWERS
Descriptor:
Ex: 3 P: 71 1 T 2 DS 3 F 4 T 5 F 6 T
7 DS 8 T - answer the
• Give Ss time to answer the
questions referring to the text as question
necessary and then elicit Ss' •Pupils answer the Total: 1 point
answers. questions.
ANSWERS -Make CCQ
Conclusion during the lesson some 1 Each hemisphere is questions Yes / No
responsible for the
tasks differentiated by outcomes of opposite side of the body.
the students and by their abilities. 2 They think the brain
creates synapses between

End of FEEDBACK Poster

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