LP Gateway 10 Salikha Term 2

Short term plan: term 2
Unit: 3 Virtual reality Lesson 25

Teacher name:
Date:
Grade: 10 Number present: absent:
Lesson title Virtual Reality.
Words connected with transport and travel
Learning objectives 10.2.4.1 - implied meaning in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
10.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-
ended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics
10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics
Lesson objectives Learners will be able to:
- pronounce and learn new words related to app development
- talk about transport and trave
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 Efficiency: By wishing Well done!”
what to anticipate from the
each other they feel Formative
lesson.
better and feel the Assessment
Warming up
support of others
3 min. Where are you from?
Students of the class are
How old are you?
listed.
What color is it?
Students' attention is
How many students are
drawn to the lesson. Good job!
there in class?
Students say different Descriptor:
Pre- What day of the week
words from the picture - remembers the
learning today?
•Learners remember lesson passed worksheet
«Brainsto Lead – In
rming» previous lesson Assessment
method vocabulary criteria
7 min. •Learners answer the make basic
questions statements related
to personal Picture
information, people
Middle of Ex:1 P:32
the lesson • Learners work with a Descriptor:
• In pairs, students look at and partner. Talk about the
Presentati - work with a
on part. discuss the photos using as many photos using these
partner. Card
of the words in the box as they words
30 min - work with a Worksheet
can, e.g. rocket: spacecraft, take ANSWERS
partner.
off; high-speed train: get on/off, Students own answer
Total: 3 point
passenger, platform; traffi c jam:
motorway. Elicit some ideas from • Learners match the
words in 1 with these Students
students around the class
definition book
.
ANSWERS
Ex: 2 P: 32 1 crew
• Ask students to match words in 2 traffi c jam
3 theUnderground
exercise 1 with the defi nitions. subway/ tube
Check their answers 4 spacecraft
5 take off
Ex:3 P: 32 Self assessment
6 land
Play the track for students to 7 gate
listen to six short travel Differentiation:
• Learners listen to six
announcements. Ask students to «Verbal support»
choose the correct alternative. short travel method is used to
Elicit answers from students announcements. choose help Ss use new
around the class. See p173 for the the correct alternative. words in the
audioscript for this exercise ANSWERS sentences.
1 stand away from the
Ex: 4 P: 32 edge of the platform Descriptor:
Ask students to choose the 2 shouldn’t
correct alternative in each - listen to six short
3 shouldn’t
sentence, using the dictionary travel
4 a, West
entries to help them 5 need announcements
6 bags Total: 3 point
Ex:5 P: 32 • Learners read the
In pairs, students take it in turns Descriptor:
to ask and answer the questions. dictionary entries. Then
choose the correct - read the
In a less confi dent class, students
can make notes on their answers alternative. dictionary entries.
before doing this as a speaking ANSWERS Then choose the
activity. Elicit answers from 1 trip correct alternative.
students around the class 2 voyage Total: 3 point
3 Travel
4 journey -Make CCQ
Conclusion during the lesson
some tasks differentiated by 5 trips questions Yes / No
outcomes of the students and by 6 voyages
their abilities. 7 travel
8 trip
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Reading: GEN - Z
Learning objectives 10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
10.4.8.1 - select and evaluate paper and digital reference resources to check
meaning and extend understanding
10.6.7.1 - use a wide variety of simple perfect active and passive forms and
a variety of perfect continuous forms on a wide range of general and
curricular topics
- talk about the future using different tenses including the future continuous,
future perfect simple and future perfect continuous
- talk about transport and trave
Plan

Time criteria

up objectives, letting students know Efficiency: By wishing Well done!”
lesson.
Warming up
support of others
3 min. Where are you from?
How old are you?
listed.
What color is it?
How many students are
drawn to the lesson. Good job!
there in class?
Students say different Descriptor:
Pre- What day of the week
words from the picture - remembers the
learning today?
•Learners remember lesson passed worksheet
«Brainsto Lead – In
rming» previous lesson Point 1
method vocabulary Assessment
7 min. •Learners answer the criteria
questions make basic
statements related Picture
to personal
information, people
and objects
Middle of Ex:1 P:33
the lesson • Learners work with a Descriptor:
• In pairs, students discuss what partner. Answer the
Presentati - work with a
on part. they think the photo in the article question
partner. Card
30 min shows. Elicit ideas from students ANSWERS
- answer the Worksheet
in open class Students own answer question
• Learners read the Total: 3 point
article quickly and
answer the question
Students
ANSWERS
1 Hyperloop
book
2 electric car, sports car, high-
speed train, planes,
supersonic air travel, self-
driving car, flying cars, drones,
Ex: 2 P: 33 elevator
• Ask students to read the article • Learners read the text
quickly and answer the questions. again. Complete the
Set a time limit of three minutes sentences with gaps. Self assessment
and remind students that it is not ANSWERS
necessary for them to understand 1 c (Our world is on the Differentiation:
everything at this stage, they just move.)
2 b (With his Tesla Motors «Verbal support»
need to answer the questions. company he has managed ...) method is used to
3 f (per capsule ... With no help Ss use new
friction ...) words in the
4 a (In the last 50 years, there
has been a sharp increase in sentences.
the number ...)
Ex:3 P: 33 5 e (flying cars in our skies ... Descriptor:
• Ask students to read the text Soon, when you look up, you’ll
more carefully and complete the see hundreds ...) - read the text
gaps with sentences a–f. Elicit 6 d (Maybe that’s one of the again.
reasons why Japanese
from students the key sentences, engineers … using a massive - complete the
before or after the gap, which elevator …) sentences with
helped them decide on their • Learners think and
answers. gaps
compare ideas with your Total: 3 point
class.
ANSWERS Descriptor:
Ex: 4 P: 33 I think the Hyperloop is very - think and
• Individually, students note useful as it is much faster than
ordinary transport and more compare ideas
down ideas on how useful they ecological. with your class.
think the future transport projects I think the self-driving car is
mentioned in the text are before useful because while you are
comparing their ideas with the on the move you can do Total: 3 point
rest of the class anything you want.
I think drones are very useful -Make CCQ
because they can do
Conclusion during the lesson dangerous work more cheaply questions Yes / No
some tasks differentiated by and safely than humans can.
outcomes of the students and by I think the lunar space
their abilities. elevator is a fascinating idea,
but it’s not very useful
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Grammar in context: Future simple
Learning objectives 10.3.6.1 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics
10.6.3.1 - use a variety of adjectives complemented by that, infinitive and wh
clauses on a wide range of general and curricular topics
- identify and present comparing and contrasting ideas and cause/effect
patterns
- make complex comparisons between verb/noun phrases
Plan

Time criteria

up objectives, letting students know
3 min. Efficiency: By wishing Well done!”
lesson.
support of others
listed.
Pre- Students' attention is
learning drawn to the lesson. Good job!
«Brainsto Students say different Descriptor:
rming» words from the picture - remembers the
method •Learners remember lesson passed worksheet
7 min. Lead – In previous lesson Point 1
vocabulary Assessment
•Learners answer the criteria
to future simple
Middle of a) Learners look at the
the lesson Ex:1 P:34 sentences. Identify the Descriptor:
Presentati a) Ask students to decide what verbs in blue
- identify the verbs
on part. tense the verb in blue is in each ANSWERS in blue Card
30 min sentence. a be going to Worksheet
- complete the
b present continuous
c be going to rules.
b)Ask students to complete the d will Total: 3 point
rules with will, be going to, the e present simple
present simple or the present b) Learners complete Students
continuous. the rules. book
ANSWERS
c)Ask students to look at 1 be going to
sentences a–c and complete the 2 be going to
rules 1–3 with will or the present 3 will
simple. 4 the present continuous
5 the present simple
c) Learners look at the
sentences below and Self assessment
complete the rules
Ex: 2 P: 34 Differentiation:
ANSWERS
• In pairs, students look at the 1 will 2 will 3 the present «Verbal support»
sentences and explain why will is simple method is used to
used in each sentence. Elicit • Learners look at these help Ss use new
answers from different students words in the
sentences. Work with a sentences.
around the class partner
ANSWERS Descriptor:
1 future fact
- rewrite the
2 sudden decision
3 prediction based on sentences
opinion Total: 3 point
Ex:3 P: 34
4 prediction based on
• Ask students to decide if the
expectations
underlined part of the sentence is 5 future fact Total: 3 point
correct. If it is not correct, they 6 sudden decision
rewrite it. Check their answers • Learners rewrite the -Make CCQ
sentences questions Yes / No
ANSWERS
1 starts 2 ’ll 3 ’s going to
Conclusion during the lesson rain 4 correct 5 ‘s taking
some tasks differentiated by 6 are going 7 are, doing
8 ’m going to eat 9
outcomes of the students and by
correct 10 ’s going to
their abilities. drop
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Developing vocabulary: Prefixes
Learning objectives 10.2.1.1 - understand the main points in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics
ended higher -order thinking questions on a range of general and curricular
patterns
- make complex comparisons between verb/noun phrases
Plan

Time criteria

lesson.
support of others
listed.
method •Learners remember lesson passed worksheet
7 min. Lead – In previous lesson Point 1
to future simple
Middle of a) Learners find the
the lesson Ex:1 P:35 prefixes and match them Descriptor:
Presentati In pairs, students fi nd the prefi x with the meanings
below - find the prefixes
on part. in each word and think about what Card
meaning the prefi x gives to the ANSWERS - match them with
30 min the meaning Worksheet
word. Ask them to match the prefi 1 mis
xes with the meanings 1–10. 2 post Total: 3 point
3 under
4 over
Ex: 2 P: 35 5 inter Students
6 dis book
• Ask students to complete each
7 re
sentence by adding one of the
8 co
given prefi xes to one of the words
9 sub
in the box. Check their answers in
10 super
open class and make sure they
have spelt the words correctly
Learners complete the
sentences by adding the Self assessment
correct prefixes to the
Ex:3 P: 35
word. Differentiation:
a) Ask students to make the
negative form of the words using
ANSWERS «Verbal support»
the prefi xes dis-, il-, im-, in-, ir- or 1 disappeared method is used to
un-. Provide dictionaries if 2 underpaid help Ss use new
necessary 3 misunderstood words in the
b) Students listen and check their
4 sub-zero sentences.
5 rewrite
answers. See p173 for the
6 overbooked Descriptor:
audioscript for this exercise.
7 superhuman
- complete the
Ex:4 P: 35 Learners make the sentences
Ask students to write three Total: 3 point
sentences using a negative word
negative form of these
from exercise 3a in each words. Use the prefixes: Descriptor:
sentence. Draw students’ ANSWERS - make the
attention to the example. disadvantage, disagree,
unbelievable, incapable,
negative form of
Encourage them to use three
different prefi xes. incomplete, unexpected, these words
unlikely, illogical, Total: 3 point
unnecessary, disobey,
impatient, impossible, -Make CCQ
irregular, irresponsible, questions Yes / No
Conclusion during the lesson unsuccessful, invisible
some tasks differentiated by
outcomes of the students and by • Learners make three
their abilities. sentences using negative
words from ex 3
ANSWERS
Students own answer
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Gateway to Life skills: Food miles. Exploding the Myth
patterns
- use digital and paper resources to enrich vocabulary
Plan

Time criteria

lesson.
support of others
listed.
method Lead – In •Learners remember lesson passed worksheet
7 min. previous lesson Point 1
to future simple
Middle of a) Learners work with a
the lesson Ex:1 P:36 partner. Answer the Descriptor:
Presentati a) In pairs, students look at the question.
- work with a
on part. food label of a product sold in the ANSWERS partner Card
30 min US. Ask them to estimate how far It travelled from Turkey
it travelled before getting to the - answer the Worksheet
to Thailand, and then
US. Point out the spelling of fi ber eventually to the US – question.
in American English as the label is approximately 22,000 Total: 3 point
from the US. In British English the km/14,000 miles.
correct spelling is fi bre Students
b) Ask students to look at the title b) Learners look at the book
of the article Food miles: The title. Debate and discuss
great debate and discuss what what they think ‘food
they think ‘food miles’ are. Elicit miles’
some ideas in open class ANSWERS
The distance food
Ex: 2 P: 36 travels from where it is
• Ask students to read the produced to our table
introduction to the article to check Self assessment
if their ideas in exercise 1 were Learners read the
correct. Discuss in open class introductions. Answer Differentiation:
how serious a problem students the question. «Verbal support»
think food miles are and ask them method is used to
to give reasons for their answers
ANSWERS
Students own answer. help Ss use new
words in the
Ex:3 P: 37 • Learners work with a sentences.
Divide the class into A and B
pairs. Ask Student A to read Text
partner
ANSWERS Descriptor:
A and Student B to read Text B
1 They weren’t in - Debate and
and answer the corresponding
season then. discuss
questions. Tell students to make a
2 They produce 25% of Total: 3 point
note of their answers. Go round
and monitor or assist students as all CO2 emissions.
they work. Weaker students could 3 They are responsible Descriptor:
compare their answers with for 11% of all carbon - work with a
another student who read the emissions. partner
same text before moving on to 4 They are an example - answer the
exercise 4 of unnecessary food
question
travel.
5 We need to produce Total: 3 point
more food locally and
buy locally produced -Make CCQ
Conclusion during the lesson food questions Yes / No
some tasks differentiated by
outcomes of the students and by
their abilities.
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Listening
Learning objectives 10.3.3.1 - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
10.2.4.1 - implied meaning in unsupported extended talk on a wide range of
topics
10.4.1.1 - understand complex and abstract main points in extended texts on
a wide range of familiar and unfamiliar general and curricular topics
- -give detailed response showing opinion, agreement or disagreement
- -reach a logical conclusion about the author’s intended meaning
Plan

Time criteria

lesson.
support of others
listed.
method Lead – In •Learners remember lesson passed worksheet
7 min. previous lesson Point 1
to future simple
Middle of Learners work with a
the lesson Ex:1 P:38 partner. Loot at the of a Descriptor:
Presentati In pairs, ask students to look at drone. Answer the
question. - work with a
on part. the photo of a drone and make a Card
partner
30 min list of ways a drone could be ANSWERS
used. Draw students’ attention to - answer the Worksheet
Students own answer
the example. Elicit ideas from question.
students around the class. Total: 3 point
Students
Ex: 2 P: 38 book
• Tell students they are going to Learners listen to a
listen to a radio programme about radio programme about
drones. Play the track for students drones. Tick any of the
to tick any of the ideas in their list ideas in your list that
they mention. See p173 for the they mention.
audio script for this exercise ANSWERS
Students own answer
Self assessment
Ex:3 P: 38
Play the track again for students Learners listen again Differentiation:
to listen and choose the correct and choose the correct «Verbal support»
alternative. method is used to
alternative. help Ss use new
ANSWERS words in the
1 Aerial sentences.
2 negative
3 stop
4 aerial images
Descriptor:
Ex:4 P: 38
5 offers us new - listen to a radio
Ask students to note down
positive points of UAVs according reporting possibilities programme
to Scott and Kim. Elicit answers 6 quite possible - tick any of the
from students and ask them if 7 thinks ideas
they mention any possible Total: 3 point
negative points and if so, what.
• Learners answer the Descriptor:
Conclusion during the lesson question - Tick any of the
some tasks differentiated by ANSWERS ideas
outcomes of the students and by Students own answer - choose the
their abilities. correct alternative.
Total: 3 point
-Make CCQ
questions Yes / No
lesson.
Ex: P:
Home task:
Write the days
Unit 3 Virtual reality Lesson 31
Teacher name:
Date:

Lesson title Grammar in context
Talking about the future using the future continuous, future perfect simple
and future perfect continuous
Learning objectives 10.3.3.1 - explain and justify own and others’ point of view on a wide range
of general and curricular topics;
10.4.2.1 - understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics
10.5.7.1 - use independently appropriate layout at text level on a range of
general and curricular topics;
-give a comparison/ contrast-style presentation
- 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
3 min listed.
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 look at the these Descriptor:
the Ex:1a P: 38
sentences. Explain the - look at the these
lesson • Students look at the sentences
and decide what tense the verbs in tenses. sentences
Presenta
ANSWERS - explain the Card
tion part. blue are. Elicit how we form the Worksheet
tenses 1 future continuous tenses.
30 min 2 future continuous Total: 1 point
3 future perfect simple
5 future perfect continuous
Future continuous: Descriptor:
will/won’t + be + verb-ing - complete the
Ex:1b P: 38 Future perfect simple:
• Students complete the rules with will/won’t + have + past rules
future continuous, future perfect participle - use future
simple or future perfect continuous. Future perfect continuous: continuous
Check the answers in open class will/won’t + have + been + Total: 1 point
verb-ing
•Pupils complete the

Descriptor:
rules with the future
Ex:2 P: 38 - explain between
continuous
• Ask students to explain the difference the
ANSWERS
difference between the sentences sentences.
in each pair. Elicit answers from 2 future continuous Total: 1 point
different students around the class. 3 future perfect continuous
4 future perfect simple,
future perfect continuous
•Pupils explain between

difference the
sentences.
Ex: 3a P: 38
ANSWERS
• Ask students to read Sarah’s 1a At 7 o’clock, the activity Descriptor:
schedule for tomorrow and is in progress. -
complete the sentences with the 1b At 7 o’clock, the activity - answer the
future continuous, future perfect has fi nished.
question
simple or future perfect continuous 2a In half an hour the
form of the verbs given activity will start. Total: 1 point
2b In half an hour, the
activity will be fi nished. 3a -Make CCQ
This action will happen questions Yes / No
sometime before 2050.
3b This action will happen
in 2050. \ pupils are
4a I have a plan to have evaluated by
lunch at 1 pm tomorrow. 4b
At 1 pm tomorrow, lunch
collecting pencils
Conclusion during the lesson some will be in progress
tasks differentiated by outcomes of
•Pupils read Sara’s
the students and by their abilities.
schedule for tomorrow.
ANSWERS
Students own answer
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
Teacher name:
Date:

Lesson title Developing speaking
Comparing and contrasting photos
Learning objectives 10.2.2.1 - understand specific information in unsupported extended talk on a
10.3.1.1 - use formal and informal language registers in talk on a range of
- analyse a model for content and structure
- write supporting sentences for given topic sentences
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous Point 1
method Lead – In purpose of the lesson
7 min. Assessment
criteria
- Learners have
met the learning
comparing and
contrasting photos
Middle of •Pupils work with a Descriptor:
the Ex: 1 P: 40
partner. Look at the - work with a
lesson • In pairs, students look at the
photos and write down the photos. Think similarities partner.
- identify the photo Card
Presenta
similarities and differences between and differences between
tion part. Worksheet
the two photos in a simple two- them. Total: 1 point
30 min
column table. Elicit ideas ANSWERS
Students own answer.
Ex:2 P: 40 Descriptor:
• Tell students they are going to •Pupils read the task - read the task
listen to a student doing a speaking below. Listen to a - Listen to a
task. Ask them to read the task and student doing this task student doing this
then play the track for them to listen and answer the task and answer
and answer the questions. Check
questions the questions
their answers. See pp173–174 for
the audioscript for this exercise ANSWERS Total: 1 point
1 Students’ own
answers
Ex:3 P: 40 2 yes Descriptor:
• Ask students to complete what 3 yes - complete phrases
the student said with phrases from
from the speaking
the Speaking bank. Play the track •Pupils complete
again if necessary. Elicit answers bank
phrases from the Total: 1 point
from different students.
speaking bank
ANSWERS
Ex: 4 P: 40
a Both photos show
• In pairs, students use the b In the fi rst photo
phrases in the Speaking bank to c whereas
talk about the similarities and d One big difference
differences between the photos in between the photos is
exercise 1. that
e while
f Compared with Descriptor:
Conclusion during the lesson some g Another important -. work with a
tasks differentiated by outcomes of difference
partner. Use the
h One similarity
the students and by their abilities. phrases in the
•Pupils work with a speaking bank
partner. Use the phrases Total: 1 point
in the speaking bank
ANSWERS -Make CCQ
Students own answer questions Yes / No
5 min Ex:
Home task:
Teacher name:
Date:

Lesson title Developing writing
Writing a story using a variety of tenses, structures and linkers
Learning objectives 10.3.5.1 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics
10.4.7.1 - recognize patterns of development in lengthy texts [inter-
paragraph level] on a range of more complex and abstract general and
curricular topics
- present findings based on mini-scale research
- recognize typical features and in appropriacies in word choice, sentence
structure, paragraphs and complete texts
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
revise the vocabulary from the Point 1
previous
method purpose of the lesson
Lead – In Assessment
7 min.
criteria
- Learners have
met the learning
developing writing
How to improve writing
skills in English?
the Ex: 1 P: 41
partner. Read the task - work with a
lesson • In pairs, students read the writing
task and note down some ideas for think of some ideas for a partner.
Presenta
story. - read the task Card
tion part. a story. In a less confident class, Worksheet
elicit ideas from different students ANSWERS think of some ideas
30 min
around the class and write key Students own answer. Total: 1 point
vocabulary on the board
•Pupils read this story,
Ex:2 P: 41 answer the question. Descriptor:
• Students read the story and ANSWERS - read the story
decide if there are any similarities Students own answer. - answer the
with their ideas question
Total: 1 point
Ex:3 P: 41 •Pupils answer the
• Ask students if this type of trip question
would interest them and elicit ANSWERS Descriptor:
reasons why or why not Students own answer. - answer the
question
Ex: 4 P: 41 •Pupils put the events of Total: 1 point
• Ask students to put the events of the story in order.
the story in order. Check their ANSWERS
answers 1f2d3a4g5c6e7b
•Pupils find examples in

Ex: 5 P: 41 the story
Ask students to look at the advice ANSWERS
in the Writing bank and fi nd Variety of past tenses:
examples in the story in exercise 2 past continuous: … We
for each one. Draw students’ were soon preparing for Descriptor:
attention to the example and ask landing; past simple … I - find examples in
them to fi nd examples of other learnt that …, past the story
tenses that the writer uses perfect simple: … I had fl Total: 1 point
own …, past perfect
continuous: … I had -Make CCQ
been waiting …, past
with ‘would’: … we
questions Yes / No
would observe …, future
with ‘will’: I’ll never forget
Participle clauses:
Having collected my
luggage, I immediately
saw ...
Linkers of time and
sequence: Four months
ago, Luckily
Conclusion during the lesson some Adjectives and
tasks differentiated by outcomes of adverbs: excited and
the students and by their abilities. nervous, brilliant,
immediately, amazing
5 min Ex:
Home task:
Unit 4: Organic and non-organic world
Lesson 34
Teacher name:
Date:

Lesson title Parts of the body
Learning objectives 10.2.8.1 - recognize inconsistencies in argument in extended talk on a range
of general and curricular subjects, including some unfamiliar topics
10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
10.4.5.1 - deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
- recognize contradicting ideas through keywords
-explain the meaning of words and phrases by using context clues
- identify the meaning of words using contextual clues
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
7 min.
criteria
- Learners have
met the learning
someone’s
personality
the Ex: 1 P: 70 partner to identify where - work with a
lesson • SPEAKING In pairs, students the following parts of partner.
Presenta check that they understand the your body are. - identify parts of Card
tion part. words. Provide dictionaries if ANSWERS your body are Worksheet
30 min necessary. If possible, use a ankle /ˈæŋk(ə)l/ – the part at Total: 1 point
diagram to check answers the bottom of your leg where
your foot joins your leg
bone /bəʊn/ – one of the hard
Ex:2 P: 70 parts that form a frame inside Descriptor:
• SPEAKING In pairs, students the body of a human or animal
brain /breɪn/ – the organ - work with a
take it in turns to talk about the
inside your head that allows partner.
photos. Elicit descriptions from you to think and feel, and - talk about the
different students around the class controls your body photos
chest /tʃest/ – the upper front
part of your body between Total: 1 point
Ex:3 P: 70 your neck and your stomach
• Ask students to read the texts, chin /tʃɪn/ – the centre of the
ignoring the gaps for the moment, bottom part of your face, Descriptor:
and match each one to the correct below your mouth and above
your neck - read the texts
photo - match each text
•Pupils work with a
partner. Take it in turns to the correct
Ex: 4a P: 70 to talk about the photos. photo.
• Ask students to complete the ANSWERS Total: 1 point
texts in exercise 3 with the words in 1 Someone with a
the box. Provide dictionaries if bandaged hand and wrist
necessary. Do not check the in a sling
answers yet 2 A healthy meal/salad
3 An unhealthy meal/junk
food
Ex: 4b P: 70 4 A woman with a
LISTENING Play the track for headache/temperature
students to listen and check their
answers in exercise 4a (see •Pupils read the texts,
Answers in exercise 4a above). ignoring the gaps. Match Descriptor:
Students then look at the words in each text to the correct - complete the
red in the texts and check they photo. texts with these
understand what they mean. Tell ANSWERS words
students to use a dictionary if 1D2A3B4C Total: 1 point
necessary. See p176 for the
audioscript for this exercise.y •Pupils complete the
texts with these words. Descriptor:
ANSWERS - listen and check
a balanced
b allergic your answers
c putting on Total: 1 point
d addicted
Conclusion during the lesson some e infection -Make CCQ
tasks differentiated by outcomes of f prescription
g dislocated questions Yes / No
the students and by their abilities. h painful
•Pupils listen and check
your answers
ANSWERS
Students own answer
5 min Ex:
Home task:
Lesson 35
Teacher name:
Date:

Lesson title Reading health news
Learning objectives 10.2.1.1 - understand the main points in unsupported extended talk on a
range of unfamiliar topic
ended higher-order thinking questions on a range of general and curricular
- deduce and summarize main points according to the contextual clues
-explain the meaning of words and phrases by using context clues
- identify the meaning of words using contextual clues
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
7 min.
criteria
- Learners have
met the learning
someone’s
personality
the Ex: 1 P: 71
partner. Answer the - work with a
lesson • SPEAKING In pairs, students
discuss if they think the things are question. partner.
Presenta
ANSWERS - answer the Card
tion part. good or bad for us and say why? Worksheet
Students own answer question.
30 min
Ex:2 P: 71 Total: 1 point
•Pupils read the four
• Students read the four articles articles from a health
from a health website to check their
website and check your Descriptor:
answers in exercise 1. Elicit from
students what the basic message of answer. - read the four
each text is. ANSWERS articles from a
A says that ‘drinking
health
Ex:3 P: 71 eight glasses of water is
good’ is a myth. Our Total: 1 point
• Ask students to read the articles
again and decide if the sentences bodies adjust, and drinks
are True (T) or False (F). Ask don’t have to be water.
B says action fi lms Descriptor:
students to point out the part of the - read the articles
text where they found their answer. make you eat more (junk
food). again.
Ex: 4 P: 71
C says feeling pain is - mark the
better than not feeling statements
• Critical thinking Encourage pain.
students to think about the
Total: 1 point
D says brain freeze is
information they read and to say painful but disappears
how much they believe this kind of fast.
article. Encourage them to explain
their answers. Ask students to •Pupils read the articles
discuss how they can check any again. Are the sentences
information they read.
true or false?
ANSWERS
1F2F 3T 4T 5T6T
Descriptor:
•Pupils think. Compare - compare your
your ideas in class ideas in class
ANSWERS Total: 1 point
Conclusion during the lesson some Students own answer.
tasks differentiated by outcomes of -Make CCQ
the students and by their abilities. questions Yes / No

5 min Ex:
Home task:
Lesson 36
Teacher name:
Date:

Lesson title Grammar context: Using the zero, fi rst and second conditionals and unless,
as long as, provided/providing (that) and in case
10.4.3.1 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
10.6.12.1 - use a wide variety of past modal forms to express appropriate
functions; use a variety of near modal structures including supposed to,
bound to, due, willing to on a wide range of general and curricular topics
patterns
- identify and evaluate parts of the argument and type of evidence in given
texts
- use adverbs of focus in a sentence appropriately while speaking and
writing
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
7 min.
criteria
- Learners have
met the learning
conditionals
Middle of •Pupils look at the Descriptor:
the Ex: 1a P: 72
sentences. Identify the - look at the
lesson • Students decide which type of
conditional each sentence uses conditionals sentences
Presenta
ANSWERS - . Identify the Card
1 zero conditional conditionals
30 min 2 second conditional
3 first conditional Total: 1 point
Ex:1b P: 72 •Pupils read the rules.
• Ask students to read the rules Identify the conditionals
and decide which type of ANSWERS
conditional each rule applies to. zero conditional: 3, 5
first conditional: 2, 4 Descriptor:
second conditional: 1, 6
•Pupils complete each - read the rules
Ex:2 P: 72 - Identify the
sentence to make a
• Ask students to complete each conditionals
general statement using
sentence to make a general Total: 1 point
statement using the zero the zero conditional.
conditional. ANSWERS
1 If you drink too much coffee,
your heart beats fast.
Descriptor:
2 If you never do any - complete each
exercise, you are unfi t. 3 If sentence to make a
you only sleep a few hours a
night, you get sick. general statement
4 If you eat a lot of junk food, Total: 1 point
you risk your health.
5 If you sit in front of a
computer all day, you get bad
eyesight.
•Pupils decide if the
sentences are correct.
Rewrite the incorrect
Ex: 3 P: 72 sentences.
• Ask students to decide if the ANSWERS
sentences are correct and rewrite 1 If I were/was the Prime
the incorrect sentences. Minister, I would ban junk
food.
2 We’ll go to the concert if the Descriptor:
tickets aren’t too
Ex: 4 P: 72 expensive./We’d go to the - decide if the
Ask students to complete the concert if the tickets weren’t sentences are
questions with the correct form of too expensive.
3 correct correct
the verbs given. 4 What will you do if it rains all - rewrite the
day tomorrow? 5 If I had a incorrect
million pounds, I’d travel
around the world. sentences
6 If you mix blue and yellow, Total: 1 point
you get green.
7 correct
Conclusion during the lesson some 8 What will you do if you lose -Make CCQ
tasks differentiated by outcomes of the match?/What would you questions Yes / No
the students and by their abilities. do if you lost the match?
Pupils complete the questions
with the correct form.
ANSWERS
1 would, live 2 had 3 go
4 would, meet
5 min Ex:
Home task:

Lesson 37
Teacher name:
Date:

Lesson title Developing vocabulary
Using idioms connected with health and illness
10.3.1.1 - use formal and informal language registers in talk on a range of
-demonstrate understanding of details
- make informed decisions and develop/ change position through reasoned
argument (like in debates or role playing) in formal/ informal patterns
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
7 min.
criteria
- Learners have
met the learning
objectives if they Picture
Students say different can talk about
words from the picture health and illness
Middle of •Pupils match the Descriptor:

the Ex: 1a P: 73
pictures to two of the - match the
lesson • Ask students to match the
pictures to two of the idioms in red idioms in red. pictures to two of
Presenta
ANSWERS the idioms in red. Card
Ex:1b P: 73 a2b4 Total: 1 point
30 min
• Ask students to match the idioms •Pupils match the idioms Descriptor:
in exercise 1a with the explanations in 1a with the
a–g.. - match the idioms
explanations in 1a with the
Ex:2 P: 73 ANSWERS explanations
1c2g3b4e5a6f Total: 1 point
• Ask students to correct the
7d
mistakes in the sentences. Give
them time to compare their answers •Pupils correct the
in pairs before you check them in Descriptor:
open class. mistakes in these - correct the
sentences mistakes in these
ANSWERS sentences
Ex: 3 P: 73 1 back on your feet Total: 1 point
• SPEAKING Ask students to 2 keeps in shape
complete the questions with the 3 pull through
correct word and then interview 4 black out
their partner. Encourage students 5 under the weather
to share their answers in open
class
questions with the Descriptor:
correct word - complete the
ANSWERS questions with the
1 keep correct word
2 out Total: 1 point
Conclusion during the lesson some
3 down
tasks differentiated by outcomes of 4 under -Make CCQ
questions Yes / No
5 min Ex:
Home task:
Lesson 38
Teacher name:
Date:

Lesson title Gateway to life skills: Understanding nutrition
Learning objectives 10.2.4.1 - implied meaning in unsupported extended talk on a wide range of
topics
10.3.6.1 - navigate talk and modify language through paraphrase and
10.6.12.1 - use a wide variety of past modal forms to express appropriate
functions ; use a variety of near modal structures including supposed to,
bound to, due, willing to on a wide range of general and curricular topics
-reach a logical conclusion about the author’s intended meaning\
patterns
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
7 min. Lead – In Assessment
criteria
- Learners have
met the learning
health and illness

the Ex: 1 P: 74
partner. Discuss these - work with a
lesson • SPEAKING In pairs, students
discuss the questions. Elicit some questions partner.
Presenta
ANSWERS - discuss these Card
tion part. answers from different students Worksheet
around the class Students own answer. questions
30 min
Total: 1 point
•Pupils read this
Ex:2 P: 74 summary of the results
• READING Ask students to read of a survey about British Descriptor:
the summary of the results of a teenagers and nutrition. - read this
survey about British teenagers and ANSWERS summary
nutrition and complete the table Short-term benefits of Total: 1 point
with information they fi nd in the healthy eating: appearance
text. Remind students that they can (hair, skin), energy
refer to Key concepts for defi Long-term benefits of
nitions of words they are not sure healthy eating: prevent
chronic diseases
about. Elicit answers from students
British teenagers eat too
around the class. much/many …: saturated
fat, added sugars
British teenagers eat too
little/few …: dietary fibre,
iron, vitamin A, riboflavin,
calcium, magnesium, etc
Ex: 3 P: 74 Descriptor:
• Ask students to read the text •Pupils read the text - read the text
again and answer the questions. again and answer these - answer these
Check and ask students to identify questions questions
the sentences that helped them ANSWERS Total: 1 point
decide on their answers 1 slightly better
2 teenage girls
3 children from families
with higher incomes
4 none
5 No, it is highest in
socially deprived children.
6 Schools need to
highlight the importance of
good nutrition and provide
Ex: 4 P: 75 healthy food and drink in Descriptor:
SPEAKING In pairs, ask students schools.
7 Quite positive – there
- work with a
to discuss the questions and make partner
have been improvements,
a list of the things that schools can
do to help. Encourage students to
but there is still room for - discuss these
improvement questions
share some of their ideas with the
•Pupils work with a Total: 1 point
class
partner. Discuss these
Conclusion during the lesson some questions. -Make CCQ
tasks differentiated by outcomes of ANSWERS questions Yes / No
the students and by their abilities. Students own answer.

5 min Ex:
Home task:

Lesson 39
Teacher name:
Date:

Lesson title Listening
Listening for general and specific information
Learning objectives 10.2.6.1 - deduce meaning from context in unsupported extended talk on a
10.3.6.1 - navigate talk and modify language through paraphrase and
-reach a logical conclusion about the author’s intended meaning\
patterns
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
rming» previous Determines the topic and
method Lead – In purpose of the lesson Assessment
7 min.
criteria
- Learners have
met the learning
objectives if they
Students say different can talk about Picture
words from the picture health and illness

the Ex: 1 P: 76
partner. Look at these - work with a
lesson • SPEAKING In pairs, students look
at pictures a–c and discuss what sports. Answer the partner.
Presenta
question. - answer the Card
tion part. sports they show, and if they have Worksheet
tried them or if they would like to. ANSWERS question.
30 min
Remind them to say why or why a scuba diving , Total: 1 point
not. Elicit any interesting b surfing
experiences c pilates /gym
Descriptor:
Ex:2 P: 76 - listen to five
• LISTENING Play the track for •Pupils listen to five
people talking
students to listen to fi ve people people talking about
about sport.
talking about sport. Ask students to sport.
note down which sport each person Total: 1 point
ANSWERS
does. See p176 for the audioscript Speaker 1: swimming
for this exercise. Speaker 2: basketball
Speaker 3: water sports
Speaker 4: pilates
Ex: 3 P: 76 Speaker 5: diving
• Ask students to read the
statements and then play the track •Pupils listen again.
again for them to match the Match the statements Descriptor:
statements A–F with each speaker. with each speaker. - listen again
Remind students that there is one ANSWERS - match the
extra statement.
Speaker 1: D statements
Speaker 2: F Total: 1 point
Speaker 3: C
Ex: 4 P: 76 Speaker 4: E Descriptor:
SPEAKING What about you? In Speaker 5: A
- answer the
pairs, students discuss the
questions. Ask them to ask as •Pupils answer the question.
many follow-up questions as they question. Total: 1 point
can and develop a conversation. ANSWERS
Conclusion during the lesson some Students own answer. -Make CCQ
tasks differentiated by outcomes of questions Yes / No
5 min Ex:
Home task:
Lesson 40
Teacher name:
Date:

Lesson title Grammar context: third conditional
Learning objectives 10.4.7.1 - recognize patterns of development in lengthy texts [inter-

curricular topics
10.5.1.1 - plan, write, edit and proofread work at text level independently on
a wide range of general and curricular topics
-recognize typical features and inappropriacies in word choice, sentence
- check their own and others’ writing to ensure that it communicates what
they intended and improve the writing if needed
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
7 min.
criteria
- Learners have
met the learning
Middle of •Pupils look at these Descriptor:

the Ex: 1 P: 76
sentences and answer - look at these
lesson • Students look at sentences a–b
and answer questions the question. sentences
Presenta
ANSWERS - answer the Card
Differentiation: 1 past perfect question.
30 min
«Verbal support» method is used 2 would (not) have + Total: 1 point
past participle
to help Students use new words in 3 the past
the text.
Descriptor:
-complete the
sentences with the
sentences with the
correct form of the verb.
correct form of the
Ex:2 P: 76 ANSWERS
1 ’d practised ve
• Ask students to complete the Total: 1 point
2 would have become
sentences with the correct form of
3 ’d been
the verb given.
4 would have got
5 hadn’t explained
6 wouldn’t have learnt
7 ’d injured
•Pupils make sentences

about these past Descriptor:
situations. - make sentences
ANSWERS about these past
1 She wouldn’t have
situations.
caught a cold if she hadn’t
gone running in the rain. Total: 1 point
Ex: 3 P: 76
2 If I had known how to
• Ask students to write sentences play tennis properly, I
about the past situations using the wouldn’t have injured -Make CCQ
third conditional. myself last week.
3 The stadium would have questions Yes / No
been full if the match had
been important.
Differentiation:Support; learners 4 She would have won the
are arranged to interact in mixed race if she hadn’t twisted
groups. Topic vocabulary is used her ankle.
5 If we had drunk water
while responding to the given before the race, we
questions wouldn’t have been so
thirsty.
6 If the sun had shone, we
would have swum in the
Conclusion during the lesson some sea.
tasks differentiated by outcomes of 7 If he had needed extra
the students and by their abilities. vitamins, he would have
taken them
5 min Ex:
Home task:

Lesson 41
Teacher name:
Date:

Lesson title Developing speaking
Negotiating and collaborating with a partner using different expressions to
agree, disagree and make choices
Learning objectives 10.3.7.1 - use appropriate subject -specific vocabulary and syntax to talk
wide range of familiar and unfamiliar general and curricular topics
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
7 min.
criteria
- Learners have
met the learning

the Ex: 1 P: 78
partner. Look at both - work with a
lesson • SPEAAKING In pairs, students
look at both parts of the task and parts of the task. partner
Presenta
ANSWERS - look at both parts Card
tion part. make a list of advice on how to do Worksheet
this type of task. Remind students Students own answer of the task
30 min
that they can look at Exam success Total: 1 point
for Unit 2 (Speaking: Negotiating
and collaborating) on page 144 if
necessary. Elicit ideas from Descriptor:
students around the class.
- do both parts of
Differentiation:
the task.
«Verbal support» method is used
Total: 1 point
to help Students use new words in
the text.
Ex:2 P: 78
• SPEAKING Ask students to do •Pupils do both parts of
both parts of the task with their the task.
partner. Walk round, monitoring to ANSWERS
get an idea of how well students Students own answer
are performing the task at this
stage
Ex: 3 P: 78 •Pupils listen to two

• Play the track for students to students doing the task.
listen to two students doing the Answer the question
task. Elicit from students if they ANSWERS
think the speakers do the task well Students own answer Descriptor:
and ask them to give reasons why - listen to two
or why not. Ask pairs to discuss students doing the
how well they think they did in task.
comparison and elicit opinions from -answer the
students round the class. See
pp176–177 for the audioscript for
question
this exercise. Total: 1 point
Ex: 4 P: 78 expressions in section
• Ask students to complete the -Make CCQ
ANSWERS
expressions in section 4 of the a choice questions Yes / No
Speaking bank with the words in b choose
the box. c best
d better
Conclusion during the lesson some e Let’s
5 min Ex:
Home task:

Lesson 42
Teacher name:
Date:

Lesson title Developing writing
Writing a for-and-against essay
10.3.5.1 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
method Lead – In purpose of the lesson Assessment
7 min. criteria
- Learners have
met the learning
objectives if they
Students say different can talk about Picture
words from the picture

the Ex: 1 P: 79
partner. Describe what - work with a
lesson • In pairs, students describe what
they can see in the photo and you can see on the partner
Presenta
photo. - describe what Card
tion part. discuss what it says about modern Worksheet
life. ANSWERS you can see on the
30 min
The photo shows a photo.
stressed-out woman Total: 1 point
eating fast food,
speaking on the phone,
and driving, all at the
same time. It shows the Descriptor:
stress of modern life and - read this essay
how people need to do - make notes
too many things. Total: 1 point
Ex:2 P: 79
• In pairs, students read the essay
title ‘Life today is unhealthier than •Pupils read this essay
50 years ago.’ and make notes with title. With your partner,
ideas for and against the statement. make notes.
ANSWERS
Students own answer
Ex: 3 P: 79
• Ask students to read the essay to •Pupils read this essay.
see if any of their ideas from Answer the question.
exercise 2 appear in it. Ask ANSWERS
students to decide if they agree Students own answer
with the writer and their conclusion,
and say why or why not. Elicit
Descriptor:
answers from different students - look again at the
around the class.. •Pupils look again at the essay
essay and answer the -answer the
Ex: 4 P: 79 question. question
• Ask students to look at the essay ANSWERS Total: 1 point
again and answer the questions. 1 Paragraph
1: Introduce the topic
Conclusion during the lesson some Paragraph -Make CCQ
tasks differentiated by outcomes of 2: Arguments for questions Yes / No
Paragraph
3: Arguments against
Paragraph
4: Conclusion
In for-and-against
essays, the arguments
are objective and equally
balanced. An opinion
essay is subjective as
you only give your side
of the argument.
5 min Ex:
Home task:

Lesson 43
Teacher name:
Date:

Lesson title Grammar revision
Learning objectives 10.2.6.1 - deduce meaning from context in unsupported extended talk on a
range of unfamiliar topics.
wide range of familiar and unfamiliar general and curricular topics.
10.5.7.1 - use independently appropriate layout at text level on a wide range
of general and curricular topics.
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
7 min.
criteria
- Learners have
met the learning
Middle of •Pupils put the verbs in Descriptor:

the Ex: 1 P: 81
the correct form. - put the verbs in
lesson • Students complete the sentences
with the correct form of the verb ANSWERS the correct form
Presenta 1 wouldn’t eat (second Total: 1 point Card
tion part. given. Ask them to say which type conditional) Worksheet
30 min of conditional each sentence is. 2 had known (third
conditional)
3 would have called (third
conditional)
4 is (zero conditional)
5 Will, give (fi rst conditional)
6 had gone (third conditional)
7 will, tell (fi rst conditional) Descriptor:
8 would get (second - rewrite the
conditional)
sentences using
the words given
•Pupils rewrite the
Ex:2 P: 81 Total: 1 point
sentences using the
• Students rewrite the sentences
using the words given.
words given
ANSWERS
1 They’ll let you in providing
that you have your ID card.
2 Take your mobile phone in
case you need to call me.
3 We will win the match
provided we do our best. 4
They won’t need Danny in the
team unless someone is ill.
5 We’ll be able to make
sandwiches as long as Kate
remembers to bring the bread.
6 You won’t finish in time
unless you hurry.
Ex: 3 P: 81 Descriptor:
• Students write sentences with I •Pupils make sentences - make sentences
wish or If only for the situations wish I wish or if only wish I wish or if
these situation. Total: 1 point
ANSWERS
1 I wish I was/were fit.
2 I wish my sister would take
less time in the bathroom.
-Make CCQ
3 If only I’d bought the concert questions Yes / No
tickets yesterday.
4 If only my parents would let
me have parties at home.
Conclusion during the lesson some 5 I wish I hadn’t eaten such a
big lunch.
tasks differentiated by outcomes of 6 I wish I wasn’t/weren’t
the students and by their abilities. allergic to cats.
5 min Ex:
Home task:
Lesson 44
Teacher name:
Date:

Lesson title Vocabulary revision
Learning objectives 10.1.8.1 - develop intercultural awareness through reading and discussion
10.2.4.1 - implied meaning in unsupported extended talk on a wide range of
topics
10.3.2.1 - ask and respond with appropriate syntax and vocabulary to open -
ended higher -order thinking questions on a range of general and curricular
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
7 min.
criteria
- Learners have
met the learning
Middle of •Pupils reorder the Descriptor:

the Ex: 1 P: 81
letters to make parts of - put the verbs in
lesson • Students reorder the letters to
make parts of the body. the body. the correct form
Presenta
ANSWERS Total: 1 point Card
1 hip
30 min 2 lungs
3 thigh
4 kidney
5 brain
6 forehead
7 tongue Descriptor:
Ex:2 P: 81
- rewrite the
• Students complete the sentences
with words connected with health.
sentences using
•Pupils complete the the words given
sentences with words Total: 1 point
connected with health.
ANSWERS
1 dizzy
2 allergic
3 prescription
4 pressure
5 fractured
Ex: 3 P: 81 6 over
• Students complete the idioms 7 relieve
with the correct word.
idioms with the correct Descriptor:
word. - make sentences
ANSWERS wish I wish or if
1 pulled Total: 1 point
2 weather
Conclusion during the lesson some 3 shape
tasks differentiated by outcomes of 4 top
the students and by their abilities. 5 down -Make CCQ
6 feet questions Yes / No
5 min Ex:
Home task:
Unit 4: Organic and non-organic worlds Lesson 45
Teacher name:
Date:

Lesson title Summative control work for the 2nd term
Learning objectives 10.2.4.1 - understand implied meaning in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range
of unfamiliar topics
10.3.3.1 - explain and justify own and others’ point of view on a wide range
of general and curricular topics;
10.4.5.1 - deduce meaning from context in extended texts on a wide range
of familiar general and curricular topics, and some unfamiliar topics;
10.5.9.1 - punctuate written work at text level on a wide range of general
and curricular topics with a good degree of accuracy;
- differentiate the style of speech (informal, semiformal, very formal)
- discuss/ debate on given topics demonstrating unprepared speaking
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
Point 1
7 min. Assessment
previous criteria
Lead – In Students say different - Learners have
words from the picture met the learning
objectives if they Picture
What is the difference can talk about for
between information and –and –against
data?
Middle of LISTENING •Pupils listen to Mia and Descriptor:

the Task. Listen to Mia and Ryan Ryan talking about - listen to Mia
lesson talking about computer games. computer games Total: 2 point
Presenta Answer the questions 1-3 while you ANSWERS Card
tion part. listen to the recording. Listen and 1Ryan Worksheet
Descriptor:
30 min decide who these ideas belong to. 2 Mia
Write Mia or Ryan in the spaces - write Paragraph 1
3 Ryan
provided. CD3 Tapescript 1. or 2 next to the
4 Ryan
sentences
5 Ryan
Task. Complete the sentence 6Need for Speed
Total: 3 point
according to what you hear.
•Pupils write Paragraph
1 or 2 next to the
READING sentences below.
Task. Which paragraph contains ANSWERS
the following information? Write Paragraph 1
Paragraph 1 or 2 next to the Paragraph 1
sentences below. Paragraph 1
Paragraph 2
Task. Mark the sentences True or True
False False Descriptor:
- choose ONE topic
WRITING to write
Total: 3 point
Task. Choose ONE topic to write.
Topic 1. Virtual Reality

Descriptor:
Topic 2. Organic and Non-organic • Pupils choose ONE - choose one card
Worlds topic to write. and discuss
questions
ANSWERS
SPEAKING Total: 3 point
Students own answer
Task. You have to work in pairs.
Choose one card and discuss -Make CCQ
questions with your partner. You • Pupils choose one card questions Yes / N
should collaborate, agree or and discuss questions
disagree, showing your point of with your partner
view. You have one minute to
ANSWERS Total: 10 point
prepare, 2-3 minutes to talk on the
Students own answer
topic.

5 min Ex:
Home task:
Lesson 46
Teacher name:
Date:

Lesson title Reading
Learning objectives 10.4.7.1 - recognize patterns of development in lengthy texts [inter-

curricular topics
10.5.1.1 - plan, write, edit and proofread work at text level independently on
a wide range of general and curricular topics
Plan

Time

3 min listed.
Good job!
previous lesson
learning
worksheet
- can tell the time
«Brainsto
previous
7 min.
criteria
- Learners have
met the learning
Middle of •Pupils work with Descriptor:
the Ex: 1 P: 82
partner. Look at these - work with
lesson • SPEAKING In pairs, students look
at the words and expressions in the words and expressions. partner.
Presenta
ANSWERS - look at these Card
tion part. box and decide when they would Worksheet
use each one. Elicit from students To describe: at the top, words and
30 min in the background
what other words and expressions expressions
they know for the same uses To compare and Total: 1 point
contrast: in both photos,
whereas
To speculate: can’t be,
might have
Ex:2 P: 82 To give personal
opinion: personally
• Ask Student A to look at photos
1a and 1b and Student B to look at Descriptor:
photos 2a and 2b. Encourage them •Pupils look at photos. - look at photos.
to make notes about the similarities Answer the question. - answer the
and differences between their two ANSWERS question
photos and what they could say Students own answer Total: 1 point
about them.
•Pupils read this task and

Ex: 3 P: 82 talk about your photos.
• SPEaking Ask Student A to read ANSWERS
the task and talk about their photos. Students own answer
Ex: 4 P: 82
SPEAKING Ask Student B to read
the task and talk about their photos. •Pupils read this task and Descriptor:
For students who are less confi talk about your photos. - read this task
dent, photocopy the model texts ANSWERS
below, and either read them aloud - talk about your
Students own answer
yourself or ask a strong student to photos
do so. Total: 1 point

tasks differentiated by outcomes of -Make CCQ
the students and by their abilities. questions Yes / No
5 min Ex:
Home task:

LP Gateway 10 Salikha Term 2

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Short term plan: term 2

Unit: 3 Virtual reality Lesson 25

Stages / Teachers actions Students actions Assessment Resources

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

Unit: 3 Virtual reality Lesson 26

Stages / Teachers actions Students actions Assessment Resources

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

Unit: 3 Virtual reality Lesson 27

Stages / Teachers actions Students actions Assessment Resources

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

Unit: 3 Virtual reality Lesson 28

Stages / Teachers actions Students actions Assessment Resources

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

Unit: 3 Virtual reality Lesson 29

Stages / Teachers actions Students actions Assessment Resources

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

Unit: 3 Virtual reality Lesson 30

Stages / Teachers actions Students actions Assessment Resources

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

Grade: 10 Number present: absent:

Stages / Teachers actions Students actions Assessment criteria Resources

Beginnin Organization moment : . The teacher to

•Pupils complete the

•Pupils explain between

Grade: 10 Number present: absent:

Stages / Teachers actions Students actions Assessment criteria Resources

Beginnin Organization moment : . The teacher to

Grade: 10 Number present: absent:

Stages / Teachers actions Students actions Assessment criteria Resources

Beginnin Organization moment : . The teacher to

•Pupils find examples in

Grade: 10 Number present: absent:

Stages / Teachers actions Students actions Assessment criteria Resources

Beginnin Organization moment : . The teacher to

Grade: 10 Number present: absent:

Stages / Teachers actions Students actions Assessment criteria Resources

Beginnin Organization moment : . The teacher to

End of FEEDBACK Poster

Grade: 10 Number present: absent:

Stages / Teachers actions Students actions Assessment criteria Resources

Beginnin Organization moment : . The teacher to

Short term plan: term 2

Grade: 10 Number present: absent:

Stages / Teachers actions Students actions Assessment criteria Resources

Beginnin Organization moment : . The teacher to

Middle of •Pupils match the Descriptor:

Grade: 10 Number present: absent:

Stages / Teachers actions Students actions Assessment criteria Resources

Beginnin Organization moment : . The teacher to

Middle of •Pupils work with a Descriptor:

End of FEEDBACK Poster

Short term plan: term 2

Grade: 10 Number present: absent:

Stages / Teachers actions Students actions Assessment criteria Resources

Beginnin Organization moment : . The teacher to

Middle of •Pupils work with a Descriptor:

Grade: 10 Number present: absent:

Learning objectives 10.4.7.1 - recognize patterns of development in lengthy texts [inter-

Stages / Teachers actions Students actions Assessment criteria Resources