10 класс 4 четв ҚМЖ

LESSON 79 School:
Unit 8: Space
Date: Teacher name:
Grade: 10 Number present: Number absent:
Theme of the lesson: Space
Learning objectives 10.3.3 Explain and justify their own point of view on a range of general
and curricular topics
10.5.1 Plan, write, edit and proofread work at a text level with little or
no support on a range of general and curricular topics
10.5.6 write coherently at a text level using a variety of connectors on
a growing range of general and curricular topics
10.5.7 Use independently an appropriate layout on a growing range of
general and curricular topics
Lesson objectives All learners will be able to:
- To create a sci-fi story (100-150 words)
- State 10- 15 sentences using words related to the topic
Previous lesson Unit revision
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS Greeting
5 min The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Read the title of the module Space Students do

and ask Ss to suggest what they think the
the module will be about (the module instructions
is about space, mysterious events,
space colonisation and CGI). Go
through the objectives list to stimulate
Ss' interest in the module
Middle Working with power point Students discuss Verbal
30 min Step 1. with their pairs evaluation SB p. 97
Teacher shows the first slide and asks on the question
students to discuss with their pairs on the
question “What are the elements of the
science fiction genre?” (While they are
discussing Teacher monitors and listens to
their answers. You can help weak students)
Step 2.
Teacher shows slides. According to these Students read
definitions and bullet points students must the definitions
give examples of science fiction films. (Ex: and discuss the
the Matrix, Star Wars, Avengers, The bullet points
Martian, Avatar, etc.) And they should
explain why they think so. Mutual
(While they explain their point of view, avaluation
teacher monitors and listens to their answers,
and makes notes on common mistakes that
students make)
Step 3.
Teacher asks students “What is the Students think
difference between Sci-fi and fantasy on this question,
films?” Students answer and teacher elicits as it is a tricky
answers. Teacher shows the comparison one.
between Sci-fi and Fantasy, which is on
slides 6 and 7. Slide 7 is an illustrated
comparison, ask the students to say the
differences between them. (Ex. On the
second picture a knight is probably facing a
dragon, dragon is unexacting magical Individual
creature, therefore that’s an example of avaluation
fantasy, etc.) To make sure that everyone
understood, close the slide and ask the
question one more time
Step 4.
“Students, what are the major themes of sci-
fi?” (While they explain their point of view, Students
teacher monitors and listens to their answers, remember the
and makes notes on common mistakes that films they
students make) watched and
After they finish, they present their ideas to brainstorm ideas
the class. You can show slide 8 as your own in pairs or
example at the beginning or at the end. groups of 4
students
Step 5.
If the group is weak, they can work in
groups. This activity must be like a contest Students create
on checking creativity of students. When their own short
they have a competition, they finish quicker, sci-fi story in
and they have good products at the end. pairs.
End REFLECTION Self-
5 min The class comes back to lesson assessment
objectives and discusses what they
have achieved and what has left.
Self-assessment. How well do I
understand?
4 - I can do this and explain it to
someone else.
3 - I understand and can do this by
myself.
2 - I need more practice.
1 - I don't understand this yet.
Hometask: Draw some pictures
related to their own sci-fi story
Saying goodbye
LESSON 80 School:
Unit 8: Space
Date: Teacher name:
Theme of the lesson: Things you did not know about space
Learning objectives 10.2.6 - deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics;
10.4.5- deduce meaning from context in extended texts on a wide range
of familiar general and curricular topics, and some unfamiliar topics;
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview
of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms
of module
Previous lesson Space
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS Greeting SB p. 98
letting students know what to anticipate
from the lesson.
Vocabulary & Reading
To introduce the topic
Explain/Elicit what UFO means Students
(unidentified flying object). introduce
Play the recording. Ss listen and read the the topic
headlines. Explain/Elicit the meanings of
any unknown words/phrases (e.g. flying
saucer = name for an alien spacecraft
from science fiction).
Elicit what various Ss think happened in
these incidents.
Suggested Answer Key
A - An alien spacecraft probably crashed on a
ranch in the Roswell region and it was captured
by some people.
В - I think some people reported finding a
strange wreckage and they think alien bodies
were examined at Roswell Army Base.
C - A police officer reported a sighting of an
alien spacecraft in Socorro, New Mexico.
D - Thousands of people witnessed strange lights
over Phoenix, Arizona.
Middle To predict the content of the text Students Verbal SB p. 98
30 min Direct Ss' attention to the title and the read the evaluation
introduction in the text. Elicit Ss' guesses text to see
as to what it can be about. if their
Suggested Answer Key guesses
I think the text is about a journalist investigating were
the case of the UFO crash landing in New
correct.
Mexico in 1947 and whether or not it may
actually have happened.
Background information
Roswell, New Mexico is a city in the
south-eastern quarter of the state of New
Mexico, USA. There are about 50,000
people living there. It is home to the New
Mexico Military Institute.
The Nevada Desert is in the USA. It
occupies parts of California, Nevada, SB p. 99
Utah and Arizona. It rarely rains there.
To read for cohesion and coherence

Ask Ss to read the sentences A-H and Students
read the Individual
give them time to read the text again and
text again avaluation
match them to the gaps 1-7.
Check Ss' answers around the class. and match
Refer Ss to the Check these words box them to the
and ask Ss to look them up in the Word gaps 1-7
List.
Play the video for Ss and elicit their
comments. Students
identify the
To identify the writer's purpose reason why Mutual
Explain that writers write articles in order the writer avaluation
to inform, to persuade or entertain wrote the
readers. article.
Play the recording. Ss listen and follow
the text in their books.
5 min You may ask students any of the assessment
followings:
Tell an English word you learned and
what it means?
Describe a mistake you made and what
learned from it?
Explain how you challenged yourself
today?
Tell about something you noticed today?
Hometask: to write an assay about the
UFO discovery
Saying goodbye
LESSON 81 School:
Unit 8: Space
Date: Teacher name:
Learning objectives 10.L2 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.L1 understand the main points in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
10.S3 explain and justify their own and others’ point of view on a
range of general and curricular topics
take part in a discussion about space;
work collaboratively on a crossword;
explain and justify their point of view in the context of space;
understand the main points in listening task;
use some complex grammar structures in their discussions;
complete more than 8 gaps in listening task;
Use mostly complex grammar structures in speech;
use a variety of topical vocabulary in a discussion.
Previous lesson Things you did not know about space
Plan
timings activities
5 min The teacher sets the lesson objectives, Students do the
letting students know what to anticipate instructions
from the lesson.
Middle Speaking Mingling – Mini discussion (to Students Verbal
30 min activate students’ prior knowledge and discuss evaluation
give them practice at expressing their
points of view)
Put one speaking card on each desk and
ask students not to look at it before the
activity starts. Tell students that these cards
contain one question related to the whole
unit (essential questions) and students are
to discuss the question they have on their
desk in pairs. When students finish
answering the question from their desk, ask
them to stand up and go to another desk so
as to answer the next question.
Before students start ask them to recall the
criteria for speaking (grammar, vocabulary,
pronunciation, fluency, coherence) and
encourage them to keep it in mind while
they speak.
Encourage students to give extended
answers, provide explanation and
justification to each point they make.
Have open class discussion and feedback.
Pre-listening 1. Vocabulary Work

(to introduce the topic of passage
students will listen and to pre-teach
some new words and prepare students
for the listening task)
Individual
Show a picture of an UFO on the board
and ask students if they think the picture is Students write avaluation
real and life on other planets exists. down the Mutual
Students work individually. They are definitions told
avaluation
Self-
shown some words from the listening task. by peers and assessment
Students write them down and tick only the ask for
ones they know. After that ask students to clarification if
work with a partner and discuss the needed.
meaning of words together. Encourage
students to work with other pairs in order
to ask about the words they both did not
know. Concept check students’
understanding of the words.
Pre-listening – Exam strategy.

Tell students that the listening task they are
going to do will be on sentence Students think
completion. Ask them to discuss in pairs of and discuss
what they should do before listening, while an exam
listening and after listening. technique they
Show the exam strategies from Spotlight need to use for
on FCE to students and compare their sentence.
answers with the ones on the board.
Listening – Sentence Completion.

(to give students practice at listening for
details and sentence completion task) Students listen
Tell students that they will listen to a to the recording
police officer telling about an unusual case twice and
she had at work. Distribute the listening discuss their
task and have students read the questions answers in pairs
before listening. Open class discussion completion
follows.
End Reflection: “3-3-1”

5 min 3 sentences to reflect on the lesson
3 adjectives to describe the lesson
1 word about the lesson
Hometask: write down the answers
in the copybook
Saying goodbye
LESSON 82 School:
Unit 8: Space
Date: Teacher name:
Learning objectives 10.2.1 - understand the main points in unsupported extended talk on a
range of unfamiliar topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
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
Plan
timings activities
Begining GREETINGS SB p. 100
from the lesson.
VOCABULARY Students
To consolidate vocabulary listen and Verbal
Elicit the names of the planets in our check if they evaluation
solar system from Ss around the class. named them
To read for cohesion and coherence all as well as
Play the recording.. practice the
Answer Key
Mercury, Venus, Earth, Mars, Jupiter, Saturn,
correct
Uranus, Neptune pronunciation
Note: The solar system consists of the and
Sun and the planets that go around it. intonation
Middle To predict the content of a text Students Individual SB p. 100
30 min Read the title of the text and the read the text avaluation
quotation aloud and ask Ss to think and then
about the questions in the rubric. elicit answers
Give Ss time to read the text and then to the
elicit answers to the questions from Ss questions
around the class.
The problems of space colonisation are the
lack of technology and the lack of money. For
example, it would take 1,000 years to travel to
the nearest star system and it costs £6,000 to
put half a kilo of anything into near-Earth
orbit. The solution may be to give 0.25% of
the world's financial resources to fund space
colonisation.
To read for cohesion and coherence

Students
Explain the task and ask Ss to read the
read the text Mutual
sentences A-H and then give them time avaluation
again and
to read the text again and match them
match them
to the gaps (1-7).
to the gaps
Ask Ss to check their answers with
(1-7).
their partner and then elicit
justifications from Ss around the class.
Answer Key
1 Stephen Hawking ...the future survival of
mankind, die out... we will be wiped out by a
catastrophe
2 ... problem ... food ... sent from Earth ...
self- sufficient to survive...
3 Exploring space ... risk ... no atmosphere ...
boiling hot... freezing cold ...
4 ... perfect planet... might not be able to get
there ... take over 700,000 years ...
5 ... new technologies ... travel just below the
speed of light. That way .... reach ... next star
to Earth ... 6years.
6 ... costs about £6,000 ... believes that we can
afford to give ... colonise space. Just
imagine ... people hadn't given Columbus
money ...
7 matter of time ... years, centuries or
millennia.
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 elicit
their comments.
Students
To consolidate new vocabulary
consolidate
Explain the task and give Ss time to
new
complete it. Ss can use their
vocabulary
dictionaries to look up any unknown
words.
End Reflection: Learners stand in a circle, Self-
5 min they are given a ball to throw it to each assessment
other and share their opinions about
today’s lesson.
Hometask: SB p. 101
Saying goodbye
LESSON 83 School:
Unit 8: Space
Date: Teacher name:
Learning objectives 10.3.3- explain and justify own and others’ point of view on a wide
range of general and curricular topics;
10.11.9 - use imagination to express thoughts, ideas, experiences and
feelings;
10.2.5 - recognise the attitude or opinion of the speaker(s) in
unsupported extended talk on a wide range of general and curricular
topics, including talk on a limited range of unfamiliar topics;
of a module
of module
Plan
timings activities
Beginin GREETINGS Greeting SB p. 101
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
6A Grammar
To revise conditionals: types 2 & 3 Students
Refer Ss to the Grammar Reference revise
section at the back of their books and conditionals
briefly revise conditional types 2 and 3
by giving examples for each type.
Answer Key
We use conditional type 2 to express in
situations which are unlikely to happen in the
or future. They are also used to give advice.
Middle 6B To present mixed conditionals Students Verbal
30 min Direct Ss' attention to the table and out stud table evaluation SB p.
the examples. Give Ss time to stud table and refer 101
and refer them to the Gran Reference them to the
section for more details. Gran
Elicit examples of mixed conditionals ir Reference
text from various Ss around the class. section for
more
Answer Key details.
If we had endless amounts of money for
space exploration, we would have
already overcome these problems and
built the first space colonies. Just
imagine - if people hadn't given
Columbus money for his voyage to
America in 1492, NASA probably
wouldn't exist today!
To practise mixed conditionals Individual

Explain the task and read out the Students avaluation
example. complete the
Give Ss time to complete the task and th task
check Ss' answers.
Answer Key
1 If Mark had handed in his project, he would
pa the astronomy course.
2 If Greg hadn't been studying all night, he
wouldn be tired now.
3 If Janet wasn't interested in astronomy, sh
wouldn't have visited the planetarium yesterday
SPEAKING & WRITING

To consolidate information in a text
Play the recording. Students
listen and Mutual
Then Ss talk in pairs and tell their avaluation
partner three reasons why space follow the
colonisation is difficult. text in their
Monitor the activity around the class and books.
then ask some pairs to report back to the
class.
Colonising space is difficult because it is
expensive to put things into space. It is also a
long way to the nearest solar system which may
have Earth-like planets and we don't have the
technology to travel fast in space.

5 min What have I learnt? assessment
What new words have I learnt?
What are my problems?
Hometask: to write about what you

imagine it is like to travel in a
spacecraft.
Saying goodbye
LESSON 84 School:
Unit 8: Space
Date: Teacher name:
Learning objectives 10.4.2 - understand specific information and detail in extended texts on
a range of familiar general and curricular topics, and some unfamiliar
topics;
10.4.5- deduce meaning from context in extended texts on a wide range
of familiar general and curricular topics, and some unfamiliar topics;
10.2.1 - understand the main points in unsupported extended talk on a
of a module
of module
Plan
timings activities
from the lesson. Students
To prepare for a reading task look up the
Refer Ss to the Word List at the back of meanings of
their books and give them time to look the
up the meanings of the words/phrases words/phras
given. Alternatively, elicit the meaning es given
of any unknown words.
Middle То introduce the topic Students Verbal
30 min Read out the questions in the rubric and introduce evaluation SB p. 103
ask Ss to say what they know about the the topic
film Avatar, and think of questions
about it. Elicit questions from Ss around
the class and write three of them on the
board.
Avatar is a 3D science-fiction film with special
visual effects. The words in Ex. 1 refer to the
new techniques used to make it.
1 Where was the film set?
2 Who directed the film?
3 What was so special about the special effects
in the film?
To listen and read for gist/ specific

information
Play the recording. Ss listen and follow Students
the text in their books and see if they can listen and Mutual
answer the questions. avaluation
follow the
1 It was set in the imaginary world of Pandora.
text in their
2 It was written and directed by James books and
Cameron. see if they
3 The film used CGI and 3D technology to can answer
create digital characters with detailed human the
expressions in realistic landscapes. questions
To read for specific information Individual
Students
Ask Ss to read the questions 1-6 and the avaluation
read the text
possible answers and give them time to again and
read the text again and choose the choose the
correct answers. correct
Check Ss' answers around the class and answers.
ask Ss to justify their answers with
examples from the text.
To answer comprehension questions Students

on a text read the text
Give Ss time to read the text again and again and
answer the questions in their own words answer the
without copying the information straight questions
from the text.
Students
To consolidate new vocabulary consolidate
through synonymous words/phrases new
Read the words/phrases in the list , time vocabulary
to find their synonyms in the text through
synonymous
words/
phrases
5 min Name 3 things: -you learnt; -that were assessment
difficult; -that you want to know.
Hometask: to retell your favourite film
Saying goodbye
LESSON 85 School:
Unit 8: Space
Date: Teacher name:
Theme of the lesson: Analysis of sci-fi film from different perspectives (physics, biology,
economics)
Learning objectives .3.3- explain and justify own and others’ point of view on a wide range
of general and curricular topics; 10.4.8 - use a wide range of familiar
and unfamiliar paper and digital reference resources to check meaning
and extend understanding;
10.5.1- plan, write, edit and proofread work at text level independently
on a range of general and curricular topics;
of a module
of module
Plan
timings activities
Begining GREETINGS Greeting Individual
5 min The teacher sets the lesson objectives, avaluation
from the lesson.
GRAMMAR
To revise reported speech Students
Refer Ss to the Grammar Reference s revise
revise reported speech, give them reported
complete the task and check Ss' speech
answers
Answer Key
1 He said (that) Avatar had spectacular spec/i
2 She asked if/whether we could make the c
look more realistic.
3 They said (that) they had used state-o
technology to create the film.
4 David asked me who the main charactei
film were.
5 She asked him if/whether he thought i
would be a box office hit.
6 The scientist says (that) we need to i
computer technology further.
Middle SPEAKING & WRITING Students Verbal
30 min To summarise a text write down evaluation
Explain the task and ask Ss to read the main
through the text again and write down idea in each
the main idea in each paragraph in note paragraph in
form. note form.
Answer Key
A CGI and 3D computer graphics have
enhanced visual and special effects in virtual
images.
В Cameron didn't have the needed technology
to film Avatar.
C Cameron managed to create lifelike
characters, but he wasn't satisfied.
D Cameron developed the first 3D camera to
combine live action scenes and CG scenes.
E The technology used to make the film will
be used for future projects.
To write about what makes Avatar a

special film
Give Ss three minutes to think about Students Mutual
their answers and write a few write about avaluation
sentences. what makes
Ask various Ss around the class to read Avatar a
out their sentences to the class. special film
I think Avatar is a special film because it
successfully combines live action scenes and
CG scenes. The world of Pandora is very
lifelike and believable.
Students
To give a presentation on CGI to collect
Ask Ss to work in pairs or small groups their
and research online for more information
information about CGI. Give them time and prepare
to collect their information and prepare a
a presentation. presentation
Ask various Ss to present their
information to the class.
End Self--assessment. Self-
5 min At the end of a lesson learners share assessment
with their partner:
Three new things they have
learnt:
 What they found easy
 What they found difficult
 Something they would like to
learn in the future.
Hometask: to finish making your
presentation
Saying goodbye
LESSON 86 School:
Unit 8: Space
Date: Teacher name:
economics)
Learning objectives 10.5.2 - use a growing range of vocabulary, which is appropriate to
10.5.6 - write coherently at text level using a variety of connectors on a
range of familiar general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range
of general and curricular topics;
of a module
of module
Previous lesson Analysis of sci-fi film from different perspectives (physics, biology,
economics)
Plan
timings activities
Beginin GREETINGS Greeting SB p. 104
from the lesson.
“MAGIC BOX” GAME
Divide the class into 3 groups and give Students play
each group a box with the questions a game
inside it. Let the first volunteer choose
a card, read that question, and answer
it. Then the next student picks up a
card and so on. When the students have
finished, there is a class feedback
session.
To analyse a model for structure and
content Students Mutual
analyse a avaluation
Ask Ss to read out the Writing Tip and
learn about the genre and content of the model for
type of writing. Then give Ss time to structure and
read the model review and match the content
paragraphs to the headings.
Middle To present/practise topic-based Students read Verbal SB p. 104
30 min vocabulary the sentences evaluation
Ask Ss to read the sentences and and choose Individual
choose the correct words/phrases in the correct avaluation
Self-
bold. words/phrase assessment
Answer Key s in bold
1 set 2 is based on 3 main 4 dull,
twist 5 box office hit 6 lead 7
stunning
Students
To identify adjectives in a model identify
Elicit the adjectives used to describe adjectives in
the items 1-6 in the model from Ss a model
around the class.
Answer Key
1 exciting 4 impressive
2 fast-moving 5 superb
action-packed6 spectacular
Students
To practise topic-related vocabulary
complete the
Give Ss time to complete the sentences
sentences
using the words in the list.
using the SB p. 105
Check Ss' answers.
words in the
Answer Key
list.
1 predictable
2 gripping
3 well-developed, likeable
surprising
Students
5A То practise vocabulary for practise
recommending vocabulary
Explain the task and give Ss time to for
complete it. Check Ss' answers by recommend-
asking Ss around the class to read out ding
their sentences.
Answer Key
A 1 would definitely recommend
2 well worth seeing
В 3 you are looking for
4 is definitely for you
5 box office hits
C 6 make sure it's this one
won't regret it
8 In my opinion
End REFLECTION
5 min At the end of the lesson, learners reflect
on their learning:
Learners list 3 things they found
out/learnt on the lesson.
Hometask: to learn the new vocabulary
Saying goodbye
LESSON 87 School:
Unit 8: Space
Date: Teacher name:
economics)
Learning objectives 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 ;
10.6.10 - use present continuous and past continuous active and passive
forms on a wide range of general and familiar curricular topics;
of general and curricular topics;
of a module
of module
economics)
Plan
timings activities
5 min The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
To review/practise the passive

Ask Ss to read the film review in Ex. Students read Verbal
1 again and identify the passive the film review evaluation
forms. in Ex. 1 again
Then ask Ss to check their answers and identify the
in the Grammar Reference section. passive forms
Give S time to complete the task.
Answer Key
[was] directed by (past simple), was
released (past
simple), is being built (present continuous),
is played
(present simple)
1 Guardians of the Galaxy was directed by
James Gunn.
2 In the film, the astronauts were being
attacked by aliens.
3 The new sci-fi film is being watched by
thousands of people at the cinema.
4 The lead role is played by Ryan Gosling
in Blade Runner 2049.
5 Simplistic special effects are used in the
film.
6 This film is being highly recommended
by lots of people.
7 In this film, the depths of outer space are
being explored by the spaceship's crew.
8 In the past, 3D technology was not us
directors in their films.
Middle To analyse a rubric Students Mutual

30 min Ask Ss to read the rubric, underlint read the rubric, avaluation
words and then answer the questions underlint words
Explain to Ss that it is very importan and then
the rubric carefully so that they indut answer the
points mentioned. questions
Check Ss' answers around the class.
Answer Key
Key words: website, review of a sci-fi film
seen, describing the plot, making general
coi
giving your recommendation, 120-180
word:
1 a review of a sci-fi film
2 readers of a website
Individual
3 present tenses
avaluation
4 title and type of film, name of
director, v you recommend it, main
points of plot, t comments on
characters/plot/etc Students
write film
To write a film review
review using
the plan
write film review using the plan, the
Useful lant box and their answers to
Ex. 7. Thet various
End Plenary
5 min "Spark of communication" Self-
-Today I was pleased ... assessment
-Today I was upset ...
Hometask: to finish your writing

Saying goodbye
LESSON 88 School:
Unit 8: Space
Date: Teacher name:
economics)
Learning objectives 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of 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;
of a module
of module
economics)
Plan
timings activities
Begining GREETINGS Greeting Mutual SB p. 106
5 min The teacher sets the lesson objectives, avaluation
from the lesson.
To read for gist and introduce the

topic and listen
Elicit what, if NASA and ISS. around Students
the class and write two of them on the listen and
board. read the text
Play the recording. Ss listen and read the and see if
text and see if the questions were the
answered. questions
Suggested Answer Key were
NASA - National Aeronautics and Space answered.
Administration
ISS - International Space Station When was
NASA set up? (1950s)
When did the ISS go into space? (not
answered)
Middle To read for specific information Students Verbal SB p. 106

30 min Explain the task and ask Ss to read the read the evaluation
sentences 1-6 and then read the text sentences 1-
again and mark them as true, false or 6 and then
doesn't say according to the text. read the text
Check Ss' answers. Ask Ss to justify again and
their answers mark them
Refer Ss to the Check these words box as true, false
and ask Ss to look them up in the Word or doesn't
List. Play the video for Ss and elicit their say
comments.
To consolidate new vocabulary Students Individual

Explain the task. complete the avaluation
Give Ss time to complete the task, task
referring back to the text if necessary.
Check Ss' answers.
To talk about NASA

Ask various Ss around the class to use
their answers in Ех.З а to talk about
NASA.
Background
NASA (The National Aeronautics and
Space Administration) was formed in
1958 and is responsible for the USA's
civilian space programme and for
aerospace research. Its motto is 'For the
Benefit of All'. Its headquarters are in
Students
Washington, D.C.
collect
To write about the Baikonur information
Give Ss time to collect information about the
about the Baikonur Cosmodrome and Baikonur
write a paragraph about it. Then, ask and write a
various Ss to read out their paragraph to paragraph
the class. about it.
Alternatively, assign the task as HW and
ask Ss to give read out their paragraphs
in the next lesson.
5 min At the end of the lesson, learners reflect assessment
on their learning answering the
questions:
- What has been learned today?
- What remained unclear?
- What is necessary to work on?
Hometask: To finish your writing
about the Baikonur
Saying goodbye
LESSON 89 School:
Unit 8: Space
Date: Teacher name:
economics)
SA
Learning objectives 10.2.6 Deduce meaning from context in unsupported extended talk
on a wide range of general and curricular topics, including talk on
a limited range of unfamiliar topics
10.3.7 Use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics
Lesson objectives Identify the meaning of words in extended texts using context
information
Talk about given topics using appropriate topic related vocabulary
and sentence structures
economics)
Plan
timings activities
Begining GREETINGS Greeting Verbal SB p. 107
5 min The teacher sets the lesson evaluation
To introduce the topic and listen

for gist
Read the rubric aloud and direct Ss' Students listen
attention to the picture. Elicit that and find out
triffids are strange plants. the answer.
Play the recording.
Middle To read for cohesion and Students read Individual SB p. 107
15 min coherence the text and avaluation
Explain the task and ask Ss to read complete the
the sentences A-H. Then give Ss task
time to read the text and complete
the task. Check Ss' answers around
the class. Ask Ss to justify their
answers.
Students do
To develop critical thinking skills the task Mutual
Explain the situation. Play the avaluation
recording and give Ss the task.
Monitor the activity around the ask
some Ss to report back to the class
SA LISTENING Students listen Individual
15 min Task 1. Listen to the conversation to the avaluation
and complete the gaps with the conversation
most suitable words from the box and complete
below. There are 2 words you DO the gaps with
NOT NEED TO USE. Be careful the most
with word forms. suitable words
devastation progress
person explosion
many send into orbit
Explore
1. Stephen Hawkings has mentioned

on __________occasions that the only
way for humanity to survive is to
explore space.
2. We will have to look for a new
planet if we caused a major disaster that
results in the __________of earth.
3. The first liquid-fuel rocket was send
into__________ in 1926. 4. In 1961, the
first __________ was launched into
space.
5. Future __________ of space depends
on both private and public money.
SPEAKING
Task 2. Learners work in pairs. Students can
First, one learner speaks on the choose a
topic, the second learner assesses couple of
him /her according to the questions to
criteria, and then they swap the discuss.
roles. These questions are not
compulsory and can be adapted.
There is no need to use all the
questions.
5 min At the end of the lesson, learners assessment
reflect on their learning:
What have you remembered on the
lesson today?
What was new for you?
What information was interesting
for you?
What is the difference of defining
and non-defining relative clauses?
Hometask: revise grammar themes
from the units
Saying goodbye
LESSON 90 School:
Unit 8: Space
Date: Teacher name:
Theme of the lesson: Unit revision
Learning objectives 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
familiar general and curricular topics
of a module
of module
economics)
SA 1
Plan
timings activities
Begining GREETINGS Greeting Verbal SB p. 108
5 min The teacher sets the lesson objectives, evaluation
from the lesson.
To present and practise phrasal verbs Students

with keep, let and pick complete
Ask Ss to read the theory box and then the task
give Ss time to complete the task using using their
their dictionaries to help them if dictionaries
necessary.
Middle To practise prepositional phrases Students Individual
30 min Explain the task and give Ss time to practise avaluation
complete it and then check Ss' answers. preposition
Ask Ss to add the words to the al phrases
Prepositions section in their notebooks.
Ask Ss to revise this section regularly
as this will help them use the English
language in a natural way.
To consolidate words which are often

confused Students
Explain the task and give Ss time to complete
complete it and then check Ss' answers. the task
Answer Key
1 attracts 2 sank 3 wandered
4 admitted 5 bring
Students
To practice word formation read the
Give Ss time to read the theory box and theory box
then complete the task and
Check Ss' answers. complete
FURTHER PRACTICE – QUIZ
To consolidate information in the
module
Students
Make photocopies of the quiz.
complete Mutual
Give Ss time to complete the quiz,
the quiz avaluation
looking back through the module if
necessary.
Check Ss' answers.
Quiz
Mark the sentences T (true) or F (false).
Correct the false sentences.
1Planets expand and pull stars towards them
2The Roswell UFO case happened in 1947
3Neil Armstrong set foot on the moon in June,
1969.
4People have been living on the ISS since
2009.
5There are around 1,000 stars within 30 light
years of Earth.
6Avatar was directed by James Cameron
7NASA was created in 1972.
8Yuri Gagarin was the first man in space
5 min What have I learnt? assessment
What new words have I learnt?
What are my problems?
Home task: revise the words from the
units
Saying goodbye
LESSON 91 School:
Unit 9: Independent project
Date: Teacher name:
Theme of the lesson: Independent project
Learning objectives 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
10.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
of a module
of module
Previous lesson Unit revision
Plan
timings activities
Beginin GREETINGS Greeting
5 min letting students know what to
VOCABULARY
To introduce the topic
Direct Ss' attention to the pictures and Students do
elicit what, if anything, they know the
about each topic. instructions
Ask various Ss to tell the class.
Middle To listen for confirmation Students Individual
30 min Ask Ss to read the texts. complete the avaluation
texts
Go through the words in the list and
explain/ elicit the meanings of any
unknown words. Give Ss time to Students
complete the texts. match the texts
Play the recording. Ss listen and to the pictures.
check their answers. Then have Ss
match the texts to the pictures.
Answer Key
1 elements 3 universe 5 helix
2 properties 4 DNA
IB 2С ЗА
comments
OVER TO YOU!
To talk about scientific Students
breakthroughs and expand the Verbal
answer the evaluation
topic questions
Elicit answers to the questions in the
rul various Ss around the class.
Speaking & Writing Students Mutual

To consolidate information in a text consolidate avaluation
Explain the task and ask Ss to read the information in
example. Give Ss time to complete it. a text
Check Ss' answers.
1 How did the universe start accordii Bang
Theory?
2 According to the Cyclical Universe caused
the big bang?
3 How many universes are there аса.
Multiple Universe Theory?
To consolidate information
Ask Ss to swap question paper answer Students
their partner's question swap question
Ss check their answers in pairs. paper answer
their partner's
Suggested Answer Key question
Our universe exploded out of nothing l point
about 14 billion years ago.
It was caused by the collapse and ex/ prior
universe.
There are trillions upon trillions of
universes.

5 min The teacher throws a ball and asks assessment
learners to share what was useful,
what was difficult, what is worth
remembering.
Home task: to learn the new words
Saying goodbye
LESSON 92 School:
Date: Teacher name:
Learning objectives 10.2.1 - understand the main points in unsupported extended talk on a
10.4.2 - understand specific information and detail in extended texts
unfamiliar topics;
10.6.3 - use a variety of compound adjectives, adjectives as participles,
comparative structures indicating degree, and intensifying adjectives on
a wide range of familiar general and curricular topics;
of a module
of module
Previous lesson Independent project
Plan
timings activities
VOCABULARY
To introduce the topic and key
vocabulary
Play the recording. Ss listen and Students
repeat chorally and/or individually. listen and
Then ask Ss to read the dictionary pronounce
entries.
Middle To name the planets Students Verbal

30 min Ask Ss to name the planets in our name the evaluation
solar system. planets in our
Play the recording for Ss to check. solar system.
Answer Key
Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, Neptune
READING
To predict the content of the text
Read out the Study skills box. Students
listen and Mutual
Elicit what, if anything, Ss know
about the origins of the universe and read the text avaluation
what they would like to know and and check if
elicit various questions from Ss the questions
around the class. Write two questions are answered.
on the board.
Play the recording Ss listen and read
the text and check if the questions are
answered.
GRAMMAR
To identify compound nouns, -ing
adjectives, compound adjectives Students do
the task Individual
and superlative adjectives avaluation
Direct Ss' attention to the words in
bold in the text. Elicit what type of
noun/adjective each one is.
Refer Ss to the Grammar Reference
section for more details.
Answer Key
startling - -ing adjective widely accepted -
compound adjective single point -
compound noun the latest - superlative
adjective

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?
Home task: to retell the text
Saying goodbye
LESSON 93 School:
Date: Teacher name:
Learning objectives 10.4.7 - recognise patterns of development in lengthy texts [inter-

paragraph level] on a range of general and curricular topics;
of general and curricular topics ;
10.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a range of familiar general and curricular topics;
10.1.2 - use speaking and listening skills to provide sensitive feedback
to peers;
of a module
of module
Plan
timings activities
Begining GREETINGS Greeting Verbal
VOCABULARY Students
To present new vocabulary listen and
Play the recording with pauses for Ss pronounce
to listen and repeat chorally and/or
individually.
Middle To identify the author's purpose in Students read Individual

30 min a text the title and avaluation
Go through the Study skills box with skim through
Ss and then give Ss time to read the the text and
title and skim through the text and identify the
identify the author's purpose. author's
Elicit answers to the questions in the purpose.
rubric from Ss around the class.
To read for key information Students Mutual

avaluation
Read out the Study skills box. Then read the title
give Ss time to read the title and skim and skim
through the text in order to identify through the
the main idea of each paragraph. Ss text in order
can work in pairs.
Para 1: a recent experiment on mice
Para 2: how the experiment may apply to
human aging
Para 3: theories on aging
Para 4: morality of stopping aging
Para 5: what we can do today to stay young
BACKGROUND INFORMATION
Boston is the capital and largest city in the
American state of Massachusetts. It was
founded in 1630 and is one of America's
oldest cities. It has a population of over
617,000. It is famous in sports as it is home
to the Boston Celtics (basketball) and the
Red Sox (baseball). New York is in the
north-eastern state of New York in the USA.
It is home to the famous tourist attractions
the Statue of Liberty and the Empire State
Building. It is the most populated city in the
USA and is known as the cultural capital of
the world.
To answer comprehension
questions on a text
Ask Ss to read questions 1-7. Give Ss Students Mutual
time to read the text again and answer read the text avaluation
the questions. Refer Ss to the Check again and
these words box and ask Ss to look answer the
them up in the Word List. Play the questions.
video for Ss and elicit their
comments.
Students
To consolidate information in a write down Individual
text four things avaluation
Give Ss three minutes to write down they have
four things they have learnt in the learnt in the
text. text
Ask various Ss to read their sentences
to the class.
End REFLECTION Students Self-
5 min 3 – new words write a assessment
2 – adjectives to describe the lesson reflection of
1 – one activity you like the lesson.
Home task: to make 5 sentences for
the text
Saying goodbye
LESSON 94 School:
Date: Teacher name:
Learning objectives 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. 10.1.1 -
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
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
Plan
from the lesson.
To revise conditionals type 3

Elicit how we form the third cc elicit Students
examples revise the
Refer Ss to the Grammar Reference theme
We form type 3 conditionals with if perfect -»
would have + past participle
If he had studied, he would have passed
the exam.
Middle To present wishes Students read Verbal

30 min Ask Ss to read the examples and elicit the examples evaluation
when we use if only. Then elicit when and elicit
refers to the present and when the past. when we use
Refer Ss to the Grammar Reference if only
Answer Key
We use wish/if only when we want to would
like something to be different and to express
regret. If only is more emphatic than with.
I wish/lf only I were taller. - present
I wish/lf only I hadn't put on weight. – past
To practise making wishes

Students Individual
Give Ss time to make sentences
make avaluation
prompts and then check Ss' answers
class. sentences
Answer Key prompts
I wish/lf only I could drive a car.
I wish/lf only I had taken driving lessons 1
younger.
I wish/lf only my mum would work fewer I
wish/lf only my mum had an easier job.
Speaking & Writing

Explain the task. Students to Mutual
Give Ss three minutes to write a few write a few avaluation
sentences. Ask various Ss to read their sentences
sentences in the class.
I think life would be very different if sciei
found a way to stop people from aging.
Peo[ be able to experience everything life has
because they would have an unlimited at time;
they would never feel too old to try s new.
However, overpopulation would definh strain
on the planet's resources and its sustain life.
5 min Students express their attitude to the assessment
lesson and give self-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?
Yellow: What did you like about today's
lesson?
Home task: to finish your writing
Saying goodbye
LESSON 95 School:
Date: Teacher name:
Theme of the Independent project
lesson:
Learning objectives 10.4.2 - understand specific information and detail in extended texts
unfamiliar topics;
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;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
of a module
of module
Plan
timings activities
Beginin GREETINGS Greeting Mutual
g The teacher sets the lesson objectives, avaluation
from the lesson.
Students
VOCABULARY guess which
To present new vocabulary chemical
Read the elements a-h out loud and ask Ss symbol each
to guess which chemical symbol each one one
matches. Play the recording for Ss to matches.
check their answers. Play the recording
again for Ss to repeat chorally and/or
individually.
Middle To use prior knowledge when reading Students Individual
30 min Ask Ss to read the sentences 1-6 and say read the avaluation
which ones are true. sentences 1-
Play the recording. Ss listen and check 6 and say
their answers. which ones
are true
To read for specific information
Read out the Study skills box. Then ask Students
Ss to read the questions 1-5 and the read the text Verbal
evaluation
possible answers. carefully
Give Ss time to read the text carefully and and
complete the task. Check Ss' answers. complete the
Ask Ss to justify their answers. task.
Refer Ss to the Check these words box
and ask Ss to look them up in the Word
List.
comments.
To consolidate new vocabulary Students Mutual

Give Ss time to complete the task and complete the avaluation
then check Ss' answers. task
To consolidate prepositional phrases in

a text Students
Ask Ss to read the sentences 1-6 and fill read the
in the missing prepositions, then give Ss sentences 1-
time to correct them by referring back to 6 and fill in
the text. the missing
Ask Ss to compare their answers with prepositions
their partners, then check Ss' answers
around the classroom.
1Life on Earth arose in an environment without
oxygen.
2Our bodies process oxygen with 98%
effectiveness.
3Oxygen has not always been present in the
atmosphere.
4The appearance of oxygen in the atmosphere is
known as the Great Oxidation Event.
5Evidence suggests animal life first appeared in
the oceans.
6Land animals depend on sea algae for most of
their oxygen. Students
talk in pairs
Speaking & Writing about learnt
To consolidate information from the
Ask Ss to talk in pairs about learnt from text.
the text. Ask various pairs to share their
the class.
5 min Reflection: “3-3-1” assessment
3 sentences to reflect on the lesson
Home task: to learn the new words
Saying goodbye
LESSON 96 School:
Date: Teacher name:
Learning objectives 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;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar
of a module
of module
Plan
timings activities
Beginin GREETINGS Greeting
from the lesson.
WRITING
To analyse a rubric
Ask Ss to read the rubric and underline Students read Individual
the key words and then answer the the rubric and avaluation
questions. underline the
Explain to Ss that it is very important key words
to read the rubric carefully so that they and then
include all the points mentioned. answer the
Check Ss' answers around the class. questions.
Middle To analyse a model for structure Students read Verbal
30 min and content the model evaluation
Ask Ss to copy the table into their essay and
notebooks. complete the
Then give Ss time to read the model table
essay and complete the table.
To substitute linkers
Ask Ss to read the Useful language box Students
and then give them time to replace the replace the Mutual
linkers in bold in the text with suitable linkers in avaluation
alternatives from the box. bold in the
Check Ss' answers. text
To identify and substitute opinions

Ask Ss to read the Useful language
box again and then give them time to Students
identify and replace the phrases the follow the
writer uses to express their opinion instructions
with suitable alternatives from the box.
Check Ss' answers.
To practise expressing opinion

Explain the task and read out the
example. Students
Then give Ss time to complete it and practise
check Ss' answers by asking Ss around expressing
the class to read out their sentences. opinion
To prepare for a writing task
Ask Ss to read the viewpoints 1-4 and Students
the examples/reasons/results A-D and prepare for a
give them time to match them. writing task
To identify positive/negative points

Elicit which points in Ex. 8a are in Students Individual
space exploration and which points are identify avaluation
against positive/negat
ive points
To write an opinion essay
Students
essay using the plan, the Useful Ian and
write an
their answers to Exs 7 & 8. various Ss
opinion essay
to read their essays aloud
Remind Ss to use language for opinion.
Alternatively, assign the task as HW
Ss' answers in the next lesson.
5 min At the end of the lesson, learners reflect assessment
on their learning:
3 new words they learnt
2 activities helped the most
1 challenge (difficulty) they
experienced
Home task: to finish writing an assay
Saying goodbye
LESSON 97 School:
Date: Teacher name:
Learning objectives 10.5.7 Use independently appropriate layout at text level 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 Write a text keeping the layout and format of a given genre
Skim the extended fiction and non-fiction texts to evaluate it
Plan
timings activities
from the lesson.
To introduce the topic and listen and
read for gist Students
Read out the title and elicit Ss' guesses introduce the
as to what happens during this week. topic and
Play the recording. Ss listen and read listen and
the text and check. read for gist
Middle To read for specific information Students Mutual
30 min Explain the task and ask Ss to read the read the avaluation
sentences 1-6 and then read the text sentences 1-
again and mark them as true, false or 6 and then
doesn't say according to the text. read the text
Check Ss' answers. Ask Ss to correct again and Verbal
evaluation
the false statements. mark them
Play the video for Ss and elicit their as true, false
comments. or doesn't
say
To write about a science event
Give Ss time to research online and Students
collect information about a similar write about a
event in their country and write about science
it. Then ask various Ss to read out their event
information to the class.
SA WRITING Students Individual
20 min Learners are arranged in small groups follow the avaluation
or pairs and write a project on the instructions
topic “Analysis of sci-fi film from
different perspectives (Physics, Students
Biology, Economics).” Each group of write an
learners explores the topic from analysis of
different angles (For example, one a sci-fi film
group explores from the perspective of from one
Physics, others from the perspective perspective.
of Biology or Economics). The You can
choice of topics may be done choose
according to learners` interests or the Physics,
teacher may assign the topic. Biology,
Learners are expected to peer-assess Economics
each other so it is necessary to
familiarise learners with the project
criteria beforehand so that to make the
project requirements crystal clear to
learners.
lREADING
Task 2. Learners swap their analysis Students
for peer-assessment. Remind the swap their
class about the project criteria and analysis for
ensure peer feedback in accordance peer-
with the discussed criteria. assessment
Swap your paper with your partner
and skim it to evaluate the analysis.
Provide feedback in accordance with
the project criteria.

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?
Yellow: What did you like about
today's lesson?
Home task: to retell the text
Saying goodbye
LESSON 98 School:
Date: Teacher name:
Learning objectives 10.4.1 - understand main points in extended texts on a wide range of
unfamiliar general and curricular topics;
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;
10.3.3 - explain and justify own and others’ point of view on a wide
range of general and curricular topics;
of a module
of module
Plan
timings activities
from the lesson.
To introduce the topic and listen and

read for gist
Read the headings in the text aloud and Students do
elicit whether any Ss know what causes the
these reflex actions to happen. instructions
Play the recording. Ss listen and follow
the text in their books to find out.
Middle To read for specific information Students Individual
30 min Ask Ss to read the sentences, and then read the text avaluation
give them time to read the text again again and
and complete the task. complete
Check Ss' answers. Ss should justify the task.
their answers. 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 elicit their comments.
To learn/consolidate new vocabulary Students Mutual

Direct Ss' attention to the highlighted learn/ avaluation
words in the text and the list of words in consolidate
the rubric. Give Ss time to match them, new
and then check Ss' answers around the vocabulary
class.
Answer Key
alert: awake contagious: infectious
self-conscious: uncomfortable around others
become aware: know about
jerky: sudden and fast
irritates: bothers
vibrate: shake
To consolidate information in a text Students

Ss work in pairs, and tell their partners tell
something they remember about each something
reflex action in the text. they
Monitor the activity and then elicit from remember
various Ss.
To give a presentation on reflex Students

actions collect their
Ask Ss to work in small groups am interesting
information from the Internet, school facts and
textbooks encyclopaedias or other present
reference sources about the reflex them to the
actions in the text. class.
Allow time for Ss to collect their
interesting facts and present them to the
class.

5 min Self-assessment. How well do I assessment
understand?
4 - I can do this and explain it to
someone else.
3 - I understand and can do this by
myself.
2 - I need more practice.
1 - I don't understand this yet.
Home task: to finish the presentation
Saying goodbye
LESSON 99 School:
Date: Teacher name:
Learning objectives 10.6.14 - use a variety of prepositional phrases before nouns and
adjectives; use a number of dependent prepositions following; nouns
and adjectives and a variety of prepositions following verbs on a wide
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
familiar general and curricular topics;
of a module
of module
Plan
timings activities
5 min The teacher sets the lesson evaluation
To present and practise phrasal

verbs with hand, hang and join
Ask Ss to read the theory box and Students
then give Ss time to complete the present and
task using their dictionaries to practise
help them if necessary. phrasal verbs
Middle To practise prepositional Students Individual
30 min phrases complete the avaluation
Explain the task and give Ss time task
to complete it and then check Ss'
answers.
Ask Ss to add the words to the
Prepositions section in their
notebooks.
Ask Ss to revise this section
regularly as this will help them
use the English language in a
natural way.
Further Practice – Quiz

To consolidate information in
the module Students Mutual
Make photocopies of the quiz. avaluation
complete the
Give Ss time to complete the quiz, quiz
looking back through the module
if necessary. Check Ss' answers.
Quiz
Mark the sentences T (true) or F (false).
Correct the false sentences.
1 The Big Bang is thought to have
taken place 10 billion years ag
2 Telomerase is a protein.
3 Tomatoes contain lycopene.
4 Our body uses all of the oxygen it
takes in
5 The Great Oxidation Event took place
around 2 billion years ag
6 A sneeze can reach a speed of 100
kmph
7 Around 30% of men snore.
8 The Cyclical Universe Theory
suggests that there is more than one
universe.
Students write
To create a quiz a quiz of their
Ask Ss to read through Module 9 own
and write a quiz 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 Self-assessment.
5 min “Five”. Children draw a picture of their
hand and write the most important
Self-
things about the lesson on each finger.
assessment
The thumb - something interesting, the
index finger - something difficult, the
middle one - something that was not
enough, the ring finger - the mood, the
little finger - the suggestions.
Home task: to finish writing the
quiz
Saying goodbye
LESSON 100 School:

Date: Teacher name:
Learning objectives 10.4.2 - understand specific information and detail in extended texts
unfamiliar topics;
10.2.8 - recognise inconsistencies in argument in extended talk on a
range of general and curricular subjects;
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;
of a module
of module
Plan
timings activities
5 min The teacher sets the lesson
Ss to exchange their quizzes, do
them, and then check their answers.
Middle READING Students read Verbal
30 min To read for specific information for specific evaluation
Give Ss time to read the text and information
the statements 1-5 and mark them
according to what they read.
LISTENING
To listen for specific information
(True/False statements) Students do Individual
Ask Ss to read the statements 1-5. the task avaluation
Play the recording. Ss listen and
mark them accordingly.
To write an opinion essay Students time Mutual
Explain the task and give Ss time to to plan and avaluation
plan and complete their work and complete
then check Ss' answers. their work
Alternatively assign the task as HW
and check Ss' answers in the next
lesson.
Should the government spend money on
anti-aging research ?
Anti-aging is a hot topic these days, but
some people question whether the
government should spend money on
research into it. I think it should not and
it should spend it on more worthy
research.
Firstly, aging is a natural process.
Fighting it is like trying to break the laws
of nature. If we stop people aging, it is an
unnatural way to live.
Secondly, medical research is more
important. If better treatments or even a
cure were found for diseases such as
Alzheimer's disease, then fewer older
people would suffer and they would have
a better quality of life.
On the other hand, some people believe
that the government should spend money
on anti-aging research. They feel that no
one should have to suffer from old age.
All in all, I believe aging is part of living
and try -g to stop it is unnatural. \Ne are
born, we live, we get old and then we die.
I do not think it is something we can or
should change.
Check your Progress

Ask Ss to assess their own
performance in the unit by ticking
the boxes according to how
competent they feel for each of the
listed activities.
End Reflection: “3-3-1”
5 min 3 sentences to reflect on the lesson Self-
assessment
Home task: to revise the words
from the units
Saying goodbye
LESSON 101 School:

Date: Teacher name:
Theme of the lesson: Summative control work for the 4th term
Learning objectives 10.2.1 Understand the main points in unsupported extended talk on a
wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics
10.4.6 Recognise the attitude or opinion of the writer in extended texts
on a wide range of familiar general and curricular topics
10.5.6 Write coherently at text level using a variety of connectors on a
range of familiar 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
10.3.3 Explain and justify own and others’ point of view on a wide
range of general and curricular topics
Lesson objectives Learners listen to the recording twice on topic «Space X», having
chance to look through the questions before the recording starts.
read the text on the topic «Space X» and answer the questions.
write a continuation of the story. They answer the questions in full
sentences.
work in pairs, explaining and justifying their viewpoints on topics
Plan
timings activities
Beginin GREETINGS
from the lesson
SA Listening Students Individual
35 min Task 1. Listen to the recording and listen to avaluation
choose the best option A, B, C or D. the
1. Where was the man coming from when recording
he first saw the Unidentified Flying Object and choose
(UFO) ? the best
2. What time did the man report the option
incident to the police?
3. What jumped out in front of the man's
car?
Task 2. Fill in the gaps with NO MORE
THAN TWO WORDS: Students
4. The beast picked up the front of my fill in the
car and said, "Get out of the car. I'm gaps
taking you to ___________!"
5. When I did not get out of the car, the
beast opened the car door, carried me on
his shoulders to this round-shaped
________, and well, that is when I woke
up alongside the road.
6. We have a great ______ that deals with
THESE kinds of cases.
READING
Task 3. Read the questions and choose
the best option A, B, C or D.
1. Which question is answered in the
section "Search for Supernovas"? Students
2. What information do you get from the read the
section "Ingredients for Planets"? questions
3. Which detail from the article BEST and choose
states its MAIN idea? the best
option
Task 3. Explain what these numbers state
in the text. Students
Example: A few hundred number of explain
supernovas observed every year what these
4. millions years numbers
5. every hundred years state in the
6. 15 seconds text
WRITING
Task 4. Read the beginning of the
story and continue it. Open the Students
brackets in the final sentence correctly. read the
beginning
SPEAKING of the
Students work in pairs. They are suggested story and
two pictures (as the example below) to continue
show own point of view on suggested it.
ideas. They ask and answer to the
questions of each other. Students
discuss

2 min - What are the most useful three things you assessment
have learnt
- What two things do you still want to
know?
- What one question do you still have?
Home task: to revise grammar themes
Saying goodbye
LESSON 102 School:

Date: Teacher name:
Theme of the lesson: Unit revision
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;
10.2.8 - recognise inconsistencies in argument in extended talk on a
range of general and curricular subjects;
10.6.3 - use a variety of compound adjectives, adjectives as participles,
comparative structures indicating degree, and intensifying adjectives on
a wide range of familiar general and curricular topics;
of a module
of module
Previous lesson Summative control work for the 4th term
Plan
Begining GREETINGS Students
5 min The teacher sets the lesson objectives, exchange
letting students know what to anticipate their quizzes,
from the lesson. do them, and
then check
their answers.
Middle Preparing and rehearsal Students Verbal
30 min Tell learners to plan\rehear a plan\rehear a evaluation
presentation about the questions that presentation
they are going to answer and to report/ about the
introduce their final outcome. questions
Presentation
Every group presents their work. Their Students do Individual
classmates should be ready to ask the task avaluation
questions and give recommendations.
Feedback: Manage time and procedure
of presentation. Monitor their talk and
keep notes for the whole group and
individual feedback.
Assessment Students Mutual
Learners fill in the forms about their watch the avaluation
group and individual work. video about
Before they start ask if they have any 10 natural
ideas what those phenomena can be; sciences can’t
Ask ss to make notes as later they would explain.
need to create questions based on the
video;
Students write 1 question about 1 Students

phenomena in the video; then ss ask answer the
each other those questions; e.g. How are questions
mammatus clouds formed? Why do they
have a certain shape?
Have a group discussion about each
phenomenon; let each ss speak;
Let ss give their possible explanations\
hypothesis to share about each
phenomenon;
Video making preparation

Ss are given the rubrics and they should Students Verbal
go though each category discussing follow the evaluation
them with the teacher; instructions
The teacher divides ss into groups of 3-4
for making their final video versions;
The teacher provides students with
topics options
Either from the video (unexplained
phenomena)
Commonly known things: Why do we
sleep; yawn; What is de javu; the
placebo effect;
Any option from pseudoscience: big
foot, werewolf, astrology, palmistry,
mysticism or others;
Spend the rest of the time on the
research on the topic;
Get ss fill in the table handing it in by
the end of the lesson;
Saying goodbye

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LESSON 79 School:

Read the title of the module Space Students do

To read for cohesion and coherence

Learning objectives 10.L2 understand specific information in unsupported extended talk on

Pre-listening 1. Vocabulary Work

Pre-listening – Exam strategy.

Listening – Sentence Completion.

End Reflection: “3-3-1”

To read for cohesion and coherence

Refer Ss to the Check these words box

To practise mixed conditionals Individual

SPEAKING & WRITING

End REFLECTION Self-

Hometask: to write about what you

To listen and read for gist/ specific

To answer comprehension questions Students

To write about what makes Avatar a

To review/practise the passive

Middle To analyse a rubric Students Mutual

Hometask: to finish your writing

To read for gist and introduce the

Middle To read for specific information Students Verbal SB p. 106

To consolidate new vocabulary Students Individual

To talk about NASA

To introduce the topic and listen

1. Stephen Hawkings has mentioned

To present and practise phrasal verbs Students

To consolidate words which are often

Speaking & Writing Students Mutual

End REFLECTION Self-

Middle To name the planets Students Verbal

End REFLECTION Self-

Learning objectives 10.4.7 - recognise patterns of development in lengthy texts [inter-

Middle To identify the author's purpose in Students read Individual

To read for key information Students Mutual

To revise conditionals type 3

Middle To present wishes Students read Verbal

To practise making wishes

Speaking & Writing

To consolidate new vocabulary Students Mutual

To consolidate prepositional phrases in

To identify and substitute opinions

To practise expressing opinion

To identify positive/negative points

End REFLECTION Self-

To introduce the topic and listen and

To learn/consolidate new vocabulary Students Mutual

To consolidate information in a text Students

To give a presentation on reflex Students

End REFLECTION Self-

To present and practise phrasal

Further Practice – Quiz

LESSON 100 School:

Check your Progress

LESSON 101 School:

End REFLECTION Self-

LESSON 102 School:

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

Students write 1 question about 1 Students

Video making preparation