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тәрбиелеу.
Short term plan

Unit 1: Science and scientific phenomenon lesson 4

School: 136
Teacher name: Spabekova Z
Date: 15.09.25
Grade: 10Г Number present: absent:
Lesson title Interesting facts about genetics. DNA: Grammar Past modals of
speculations
Learning objectives [Link] - 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;
[Link] - use a growing variety of past modal forms including
must have, can’t have, might have to express speculation and
deduction about the past on a wide range of familiar general and
curricular topics
Lesson objectives Learners will be able to:
(assessment criteria) - Understand and use past modal verbs of speculation to express
certainty, possibility, and impossibility.
- Apply grammar structures in the context of genetics and DNA
discoveries.
- Practice speaking and writing using past modal verbs.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. Short
5 min T tells the class to make groups of 2. reading
Warm up: text about
Write on the board: “The scientist Learners read the DNA/cloni
didn’t come to the lab yesterday.” given sentences on ng
Ask: What are the possible reasons? the board and guess Teacher evaluate Pictures or
Elicit answers: He might have been the topic and share pupils with video clip
sick. He must have been busy. He
with their ideas. phrases like: about
can’t have forgotten.
Remember and “Good job! extinct
Introduce the idea of past modals of
recognize the main Well done!” species /
speculation.
vocabulary. cloning
Presentation
Present forms and meanings with Worksheet
examples: Formative for writing
must have + past participle → Assessment task
strong certainty (He must have Board/
discovered something new.) markers or
might have / could have + past projector
participle → possibility (They might
have made a mistake in the
experiment.)
 can’t have + past participle →
impossibility (DNA can’t have been
unknown before the 20th century.)
Link examples to genetics/DNA
context.
Middle Ex:5 P:11 Students read the Excellent (2) Student’s
7 min Task Introduction dictionary definition - Can clearly book
Say: “We are going to learn a new and the news explain the
grammar point. First, read the theory headline. Could grammar rule and
in your book carefully.” DNA help bring its form
Explain: “Focus on understanding extinct animals back Good (1)
the rule and how it is used.” to life? Read to find - Can explain
2. Reading the Theory out. partially or with
Give students time to read the theory Answers: minor mistakes
box silently (about 1–2 minutes). I think DNA can
Ask comprehension-check questions: help extinct animals
“What is this rule about?” back to life
“How do we form it?”
3. Grammar Reference Support
Direct students to the Grammar
Reference section at the back of the Descriptor:
book for more details. - explains the
Give them a minute to skim and grammar rule and its
confirm their understanding. form
4. Finding Examples in the Text - finds example(s)
Ask students: “Can you find an and explains
example of this grammar point in the meaning
text?” - creates correct and
Write one or two examples on the meaningful example
board.
Discuss: “What does this example
express? Why is it used here?”
Value Link: Celebrate honesty and
encouragement—acknowledging
effort teaches students that trying their
best and supporting classmates is
important.
10 min Ex: 6 P:11 Students use the Excellent (3) Worksheet
Task Introduction prompts and the - Fully s
Get students’ attention and clearly verbs in brackets to understands the
explain the task step by step. complete the task and follows
Use simple, clear language and sentences with the all steps correctly
provide an example if needed. past modals. Good (2)
Check understanding by asking: Answers: - Partially
understands;
“Can someone explain what we need 1 may/might / could
minor mistakes in
to do?” have had following
“What is the first step?” 2 must have stolen instructions
2. Independent Work 3 can’t have had
Tell students: “Now, try to complete 4 must have gone
the task on your own.”
Give a clear time limit depending on
the task (e.g., 5–10 minutes). Descriptor:
- understands the
 Monitor the class, walking around to task and follows
offer support and clarify doubts. - completes items
3. Pair/Group Check (Optional) correctly
After completion, students can - uses provided
compare answers with a partner or words, references, or
group. materials
Encourage discussion: “Explain why
you chose your answer.”
4. Whole-Class Feedback
Review answers together as a class.
Invite volunteers to share responses
and reasoning.
Provide corrections and praise effort.
Value Link: When explaining words
like law, theory, discover, highlight
how these concepts relate to
responsibility, honesty, and
curiosity—key values in Birtutas
Tarbiye.
8 min Ex: 7 P:11 Students listen to Excellent (2)
Task Introduction Jack and Amy - Reads and Student’s
Tell students: “You are going to listen talking about a understands all book
to a recording. Before listening, read lecture on DNA and questions and
the questions and answer choices choose the correct choices correctly
carefully.” answer. Good (1)
Explain that they should choose the Answers: - Understands
most questions;
answer that best matches what they 1A
minor confusion
hear. 2B on some
Check understanding: “Do you 3C
understand that you can only choose 4B
one answer for each question?”
2. Pre-Listening Preparation Descriptor:
Give students 1–2 minutes to read all - reads and
the questions and options. understands
Encourage them to predict possible questions and
answers based on keywords in the choices
questions. - Chooses correct
3. First Listening answers for
Play the recording. questions
Ask students to listen for general - listens and
understanding first and underline identifies key details
keywords that help them choose and main ideas
answers.
4. Second Listening
Play the recording again.
Students complete the task by
choosing the correct answers for
each question.
5. Pair Check (Optional)
Ask students to compare answers with
a partner and discuss why they chose
each option.
 Value Link: Highlight attentiveness
and honesty—listening carefully and
choosing answers truthfully reflects
integrity and focus.
10 min Ex: 8 P:11 Students answer the Excellent (3)
Task Introduction question. What - Speaks
Tell students: “Work in pairs and talk information in the confidently using
about the information you found most text did you find the complete
interesting in the text.” most interesting sentences and
Give an example to model the Answers: appropriate
activity: “For example, I found it What I found most vocabulary
Good (2)
interesting that DNA is present in interesting is that
- Speaks with
every cell of our body.” they have found some hesitation;
2. Pair Work dinosaur DNA. I am sentences
Ask students to discuss in pairs. also fascinated by sometimes
Encourage them to: the fact that birds are incomplete
Use full sentences (“I found it the distant relatives
interesting that…”). of dinosaurs and that
Explain why they found it interesting. they can be used to
Set a time limit (3–5 minutes, possibly bring
depending on class level). dinosaurs back to
3. Monitoring life in one way or
Walk around the class, listening to another.
discussions.
Offer help with vocabulary, sentence Descriptor:
structure, or pronunciation as needed. - shares interesting
4. Reporting Back information
Ask several pairs to share what they - explains why the
discussed with the whole class. information is
Encourage classmates to respond with interesting
questions or comments: “Why did you - sspeaks confidently
find that interesting?” using complete
Value Link: Emphasize responsible sentences and
preparation and critical thinking— appropriate
predicting answers shows curiosity, vocabulary
careful observation, and readiness to
engage.
End Reflection: Ss use their stickers to show their Poster
5 min - What new words or phrases about knowledge according to the lesson
interests did I learn today?
- How well did I understand the text?
- Which part of the reading was
easiest for me?
- Which part was most difficult?
- How can I improve my reading
skills when understanding texts about
interests?
DIFFERENTIATION – how do ASSESSMENT – how are you planning to Health and safety rules
you plan to give more support? check learners’ learning?
How do you plan to challenge the
more able learners?
During the lesson some tasks Reflection at the end of the lesson and teacher Provide some physical
differentiated by outcomes of the summary provides support for progress and exercises for learners
students and by their abilities. achievement, and challenge to thinking and
All learners memorize the opinion setting future objectives.
of the speaker of curricular topics. During the activity teacher after each right
Most learners improve interaction answer gives feedback with the method: “The
between students through Praise”.
discussion. “You are right”
Some learners describe basic “Great!”
information about themselves and “Good”.
others. “Sandwich”
Well done, you can say the topical words
correctly, at home repeat words again and
learn by heart.
Reflection
Were the lesson objectives/learning
objectives realistic?
Did all learners achieve the LO?
If not, why?
Did my planned differentiation work
well?
Did I stick to timings?
What changes did I make from my
plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or achievements/difficulties of individuals that will
inform my next lesson?