Angliyskiy yazyk

Sample lesson plans
for Kazakhstan Grade 11
ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК
Жалпы бiлiм беретiн мектептiњ 11 -сыныбына
арналѓан оќулыќ Экспресс Паблишин баспасы
2020
Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova
Уважаемые учителя английского языка, работающие по УМК
обновленного содержания образования по английскому языку
международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов
составления данных планов. В зависимости от уровня учащихся,
требований администрации вашей школы и по пожеланию учителя
поурочные планы подлежат корректировке самим учителем,
преподающим в данной параллели.
С уважением, методисты международного образовательного
центра «EDU Strеam».
Organization of the content of the subject of "The English language"
in the 11th grade – Aspect 11 for Kazakhstan-3 hours a week, 102 hours a year
Grade 11
1) Content. Speaking and listening skills to solve problems creatively and
cooperatively in groups; to provide sensitive feedback to peers. Respect differing points of
view. Evaluate and respond constructively to feedback from others; use feedback to set
personal learning objectives. Develop and sustain a consistent argument when speaking or
writing. Develop intercultural awareness through reading and discussion. Use imagination
to express thoughts, ideas, experiences and feelings. Use talk or writing as a means of
reflecting on and exploring a range of perspectives on the world.
2) Listening. Understanding the main points, specific information, the detail of an
argument implied meaning; recognizing 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 growing range of unfamiliar topics. Deducing meaning from context in unsupported
extended talk on a wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics; understanding speaker viewpoints and extent of explicit
agreement between speakers; recognizing inconsistencies in argument in extended talk on
a range of general and curricular subjects, including some unfamiliar topics.
3) Speaking. Using formal and informal language registers in talk. Asking and
responding with appropriate syntax and vocabulary to open-ended higher-order thinking
questions. Explaining and justifying own and others’ point of view; evaluating and giving
comments on the views of others in a growing variety of talk contexts; interacting with
peers to make hypotheses and evaluate alternative proposals on a range of familiar and
some unfamiliar general and curricular topics; navigating talk and modifying language
through paraphrase and correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics. Using appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and curricular topics.
4) Reading. Understanding complex and abstract main points in extended texts;
specific information and detail in extended texts. Skimming a range of lengthy texts with
speed to identify content meriting closer reading on a range of more complex and abstract,
general and curricular topics. Reading a wide range of extended fiction and non-fiction
texts on a variety of more complex and abstract general and curricular topics. Deducing
meaning from context in extended texts; recognising the attitude, opinion or tone of the
writer and patterns of development in lengthy texts [inter-paragraph level] in extended
texts on a range of more complex and abstract general and curricular topics. Selecting and
evaluating paper and digital reference resources to check meaning and extend
understanding. Recognising inconsistencies in argument in extended texts on a range of
more complex and abstract general and curricular topics.
5) Writing. Planning, writing, editing and proofreading at text level
independently on a wide range of general and curricular topics using a wide range of
vocabulary, which is appropriate to topic and genre, and which is spelt accurately; writing
with grammatical accuracy on a wide range of general and curricular topics using style and
register to achieve an appropriate degree of formality in a wide variety of written genres
on general and curricular topics. Developing with minimal support coherent arguments
supported when necessary by examples and reasons for a wide range of written genres in
familiar general and curricular topics. Writing coherently at text level using a variety of
connectors on a wide range of familiar general and curricular topics. Using independently
appropriate layout at text level on a wide range of general and curricular topics.
Communicating and responding to news and feelings in correspondence through a variety
of functions on a wide range of general and curricular topics. Punctuating written works at
text level and a wide range of general and curricular topics with a good degree of accuracy.
6) Use of English. Using a variety of past modal forms to express appropriate
functions; a variety of near modal structures including supposed to, bound to, due, willing
to on a wide range of general and curricular topics; a variety of dependent prepositions
with less common nouns, adjectives and verbs; a growing variety of more complex
prepositional phrases including those relating to concession and respect; a variety of multiword verbs of different syntactic types on a wide range of general and curricular topics; a
growing variety of more complex conjunctions to express condition concession and
contrast on a wide range of general and curricular topics; a variety of pre- and postmodifying noun structures on a wide range of general and curricular topics; a variety of
determiners relating to nouns for generic uses, some appositional uses and textual reference
on a wide range of general and curricular topics; a variety of adjectives complemented by
that, infinitive and wh- clauses, affixes with appropriate meaning and correct spelling on a
wide range of general and curricular topics; a range of transitive and intransitive verb
complementation patterns, a growing variety of impersonal and cleft structures on a wide
range of general and curricular topics; 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; a wide variety of future forms, including future perfect forms on a wide range of
general and curricular topics, a wide variety of present and past forms, including a growing
number of more nuanced contrasts [past and perfective aspect/simple and progressive
aspect] on a wide range of general and curricular topics, a wide variety of reported
statement, command and question forms on a wide range of general and curricular topics,
a wide variety of pre-verbal, post-verbal and end-position adverbs/adverbial phrases on a
wide range of general and curricular topics, use a variety of adjectives complemented by
that, infinitive and wh- clauses on a wide range of general and curricular topics
This is the substantive knowledge of the programme and comprises what we know
in the subject and how we gain that knowledge. Knowledge in the subject is organized into
strands of learning. Strands are further broken down into sub-strands, which will be at the
level of a skill or topic, knowledge or understanding. Sub-strands, when expressed as
grade-related expectations, form the learning objectives for a subject.
6. The learning objectives demonstrate the progression within each sub-strand
allowing teachers to plan and assess, sharing with learners the next steps they should take.
7. Strand 1: Content. Learners develop skills needed for success in a range of
academic subjects such as using speaking and listening skills to solve problems, organizing
information clearly for others and developing intercultural awareness through reading and
discussion.
8. Strand 2: Listening. A learner understands the main ideas of authentic texts of a
range of genres, conversations on familiar and partially unfamiliar topics recognizes
functionally important meanings, including details and specific information to fill in forms,
tables, schemes understands the meaning of terms and the key units of texts on a range of
curricular topics and general topics; distinguishes between a fact and an opinion
recognizes and compares inconsistencies in medium-length texts of a range of genres and
styles on general and curricular topics, deduces the meanings of unfamiliar words using
the context.
9. Strand 3: Speaking. A learner participates in a conversation in situations of formal
and informal everyday communication correctly formulates utterances using the lexical
and grammatical resources of the language expresses an emotional and evaluative attitude
to the reality using a previously suggested strategy of oral communication analyses and
compares texts providing arguments to support their point of view reasons evaluating
events, opinions, and problems makes conclusions and suggests ways to solve a given
problem.
10. Strand 4: Reading. A learner understands the main ideas of fiction and nonfiction texts in a range of genres and styles on Humanities uses a range of reading strategies
identifies the time and cause-effect connections of events and phenomena analyses and
compares the meanings of words using paper and digital resources critically evaluates the
content of texts of a range of genres and styles.
11. Strand 5: Writing. A learner plans and makes a brief outline of a written text,
edits and proofreads texts of a range of genres and styles; observes spelling and grammar
rules; provides arguments in a written text based on media information; writes business
letters and other documents; writes discursive texts expressing an opinion of an issue on a
range of topics, including those related to social studies and humanities.
12. Strand 6: A learner expresses themselves using a good lexical range and variety
of language with a generally high degree of accuracy. A learner develops an ability to use
a wide range of past, present and future forms, modals, active and passive verb forms,
direct and reported speech patterns.
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(Starter урок отдельно не вынесен, по возможности учитель может сделать план
урока отдельно)
Action Resources во время проведения урока учитель выбирает сам опираясь на
техническое оснащение урока (учитывая индивидуальные особенности учащихся)
Домашнее задание так же прописывается практикующим учителем.


Данное планирование дается как образец – учитель может вносить свои
корректировки
Суммативные задания по завершению каждого модуля можно найти в Teachers
Recourse Pack (диск для учителя)
Module 1
LESSON: Module 1 Lesson 1 (2)
Making Connections in Biology +
Starter
Date:
CLASS: 11
School:
Teacher’s name:
Number present:
absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
that this lesson is
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
contributing to
reading on a range of more complex and abstract, general and curricular topics
11.1.6 - organize and present information clearly to others
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Learners have met the learning objective if they can: speak about the problems and
Assessment
suggest the solutions to some of the problems in the pictures
criteria
ICT skills
To present/revise vocabulary for celestial bodies, human anatomy and chemical
elements, to read for coherence & cohesion, to talk about an academic new year’s
resolution Vocabulary: Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star,
planet, dwarf planet);
Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs,
spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon,
silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality,
organisation, intelligence, exploration, universe, fossil, engineering, biology, system,
pesticides)
Using videos& pictures, working with URLs
Previous learning
Previous year
Value links
Cross - curricular
links
Plan
Planned timings
Planned activities (replace the notes below with your planned
activities)
Action
Resources
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
11.5.2
11.5.2
What is in the Module?
Read the title of the module Starter and ask Ss to suggest what they
think it means. Go through the topic list and stimulate a discussion to
prompt Ss' interest in the module.
Ex. 1 p. 5 To present/revise vocabulary related to celestial
bodies
•
Ask Ss to look at the pictures and read the definitions.
•
Give Ss time to complete the task and then check Ss’ answers.
Answer Key
1
B
3
D
5
E
7
I
9 F
2
A
4
G
6
C
8
H
Ex. 2 p. 5 To present/revise vocabulary related to human
anatomy
•
Ask Ss to read the list of organs/parts of the body and look at
the diagram and complete the labels.
•
Give Ss time to complete the task and then check Ss’ answers.
•
Elicit more organs/parts of the body from Ss (e.g. large
intestine, colon, bladder, small intestine, nerves, spinal column, etc.)
Answer Key
1 arteries 5 stomach
9 liver
2 veins
6 gall bladder 10 spleen
3 heart
7 kidneys
11 pancreas
4 lungs
8 larynx
11.5.2
11.4.3
11.5.2
Ex. 3 p. 5 To present/revise vocabulary related to chemical
elements
Go through the lists of chemical symbols and elements.
Give Ss time to match them to each other and then check Ss’ answers
around the class.
Answer Key
1c
3 d
5
a
7
g
2f
4 h
6
b
8
e
Ex. 4 p. 6 a) To read for coherence & cohesion
• Go through the list of words and explain/ elicit the meanings of
any that Ss are unsure of.
• Give Ss time to read the online forum and complete the gaps and
then check Ss’ answers.
Answer Key
1 brain
9 universe
2 system
10 engineering
3 organisation 11 intelligence
4 sources
12 biology
5 fossil
13 system
6 crops
14 nanotechnology
7 pesticides
15 reality
8 exploration
b) To talk about one’s academic new year’s resolution
Give Ss time to consider their answers and then ask various Ss
around the class to share their resolution with the rest of the class.
Suggested Answer Key
SB
I’d really like to study conservation biology at university because I
want to help protect endangered species and stop them from becoming
extinct. I would also like to do some volunteer work at a wildlife park
in order to learn more about the conservation efforts being made here
in Kazakhstan. I hope one day I can work in countries all around the
world helping to protect lots of different animals and plants.
(Ss' own answers)
Read the title of the module Making Connections in Biology and ask
Ss to suggest what they think the module will be about (the module is
about biology, genetics, taxonomy, blood types, archaea and cloning).
Go through the objectives list to stimulate Ss’ interest in the module.
11.4.3 11.5.2
11.1.6
11.1.7
11.3.7
11.5.2
11.5.5
To listen and read for gist
Ask Ss to look at the pictures and then elicit what, if anything, Ss
know about these races.
Elicit a variety of questions about them from Ss around the class and
write three of them on the board.
Play the recording. Ss listen and read and see if their questions are
answered.
SB Ex. 1 p. 7 Vocabulary To introduce vocabulary related to
biology • Direct Ss’ attention to the timeline and ask them to read the
words in the list. • Then have Ss read the timeline and use the new
vocabulary to fill the gaps. • Play the recording. Ss listen and check
their answers.
Answer Key
1 taxonomy 7 helix 2 evolution 8 structure 3 pasteurisation 9 domain
4 inheritance 10 fertilisation 5 transfusion 11 clone 6 crystallography
12 Genome • Play the video for Ss and elicit their comments.
Discussion Did you know? To expand the topic Read out the Did you
know? Box and elicit whether Ss were aware of this information or
not.
ENDING THE
LESSON
1.2 OVER TO YOU! To discuss and expand the topic • Ask Ss to
work in pairs or small groups and put the events in the timeline in
order of importance. • Elicit answers and explanations from various
pairs/groups around the class. Suggested Answer Key (From most to
least important) 1900 Karl Landsteiner, 1862 Louis Pasteur, 1951 and
1953 DNA structure discovery, 1978 first test-tube baby was born,
1996 Dolly the sheep, 1865 Gregor Mendel’s laws of inheritance,
1859 Charles Darwin’s Theory of Evolution, 2003 the Human
Genome Project, 347 BCE Aristotle, 1977 Carl Woese. I think the
most important event is Karl Landsteiner’s discovery of blood types
because it helps to save people’s lives. I think Carl Woese’s
discovery is the least important because it doesn’t affect many
people’s daily lives. Although it does help scientists to classify new
organisms.
• Ss research online for other important discoveries in the field of
biology.
Ss present their findings to the class.
Suggested Answer Key
There are lots of other important discoveries in the field of biology.
For example, in 1663, Robert Hooke discovered the first cell while he
was examining some tree bark using a microscope. In 1879, Louis
Pasteur developed the principles of vaccination and discovered that
by using an inactive or weakened form of a virus immunity was
attained. Then, in 1928, Alexander Fleming discovered penicillin
which is a life-saving antibiotic all over the world given to people
with bacterial infections.
Page 7
Home Task
SB
Prepare a presentation about discoveries in the field of Biology
(at Teacher’s discretion)
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
prompt less able learners to engage in
whole class checking and plenary activity
with supportive questioning
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented in
this lesson
Reflection
Were the lesson objectives/learning
objectives realistic?
Assessment – how are you
planning to check learners’
learning?
check pronunciation of new
words and reinforce with
drilling where necessary
Cross-curricular links
Health and safety check
ICT links
Values links
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Did I stick to timings?
What changes did I make from my plan
and why?
LESSON: Module 1 Lesson 1
Starter (Sample)
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
that this lesson is
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
contributing to
reading on a range of more complex and abstract, general and curricular topics
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Learners have met the learning objective if they can: speak about the problems and
Assessment
suggest the solutions to some of the problems in the pictures
criteria
Value links
Cross - curricular
links
To present/revise vocabulary for celestial bodies, human anatomy and chemical
elements, to read for coherence & cohesion, to talk about an academic new year’s
resolution Vocabulary:
Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs,
spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon,
silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality,
organisation, intelligence, exploration, universe, fossil, engineering, biology, system,
pesticides) Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star, planet, dwarf planet); Human
anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs, spleen, larynx, kidneys);
Chemical elements (oxygen, sodium, nitrogen, iron, carbon, silver, hydrogen, gold); Nouns (nanotechnology,
sources, brain, crops, reality, organisation, intelligence, exploration, universe, fossil, engineering, biology,
system, pesticides)
ICT skills
Using videos& pictures, working with URLs
Previous learning
Previous year
Plan
Planned timings
BEGINNING THE
LESSON
Planned activities (replace the notes below with your planned
activities)
What is in the Module?
Read the title of the module Starter and ask Ss to suggest what they
think it means. Go through the topic list and stimulate a discussion to
prompt Ss' interest in the module.
Action
Resources
PRESENTATION
AND PRACTICE
11.5.2
11.5.2
Ex. 1 p. 5 To present/revise vocabulary related to celestial
bodies
•
Ask Ss to look at the pictures and read the definitions.
•
Give Ss time to complete the task and then check Ss’ answers.
Answer Key
1
B
3
D
5
E
7
I
9 F
2
A
4
G
6
C
8
H
Ex. 2 p. 5 To present/revise vocabulary related to human
anatomy
•
Ask Ss to read the list of organs/parts of the body and look at
the diagram and complete the labels.
•
Give Ss time to complete the task and then check Ss’ answers.
•
Elicit more organs/parts of the body from Ss (e.g. large
intestine, colon, bladder, small intestine, nerves, spinal column, etc.)
Answer Key
1 arteries 5 stomach
9 liver
2 veins
6 gall bladder 10 spleen
3 heart
7 kidneys
11 pancreas
4 lungs
8 larynx
11.5.2
11.4.3
11.5.2
Ex. 3 p. 5 To present/revise vocabulary related to chemical
elements
Go through the lists of chemical symbols and elements.
Give Ss time to match them to each other and then check Ss’ answers
around the class.
Answer Key
1c
3 d
5
a
7
g
2f
4 h
6
b
8
e
Ex. 4 p. 6 a) To read for coherence & cohesion
• Go through the list of words and explain/ elicit the meanings of
any that Ss are unsure of.
• Give Ss time to read the online forum and complete the gaps and
then check Ss’ answers.
Answer Key
1 brain
9 universe
2 system
10 engineering
3 organisation 11 intelligence
4 sources
12 biology
5 fossil
13 system
6 crops
14 nanotechnology
7 pesticides
15 reality
8 exploration
b) To talk about one’s academic new year’s resolution
Give Ss time to consider their answers and then ask various Ss
around the class to share their resolution with the rest of the class.
Suggested Answer Key
I’d really like to study conservation biology at university because I
want to help protect endangered species and stop them from becoming
extinct. I would also like to do some volunteer work at a wildlife park
in order to learn more about the conservation efforts being made here
in Kazakhstan. I hope one day I can work in countries all around the
SB
world helping to protect lots of different animals and plants.
(Ss' own answers)
Read the title of the module Making Connections in Biology and ask
Ss to suggest what they think the module will be about (the module is
about biology, genetics, taxonomy, blood types, archaea and cloning).
Go through the objectives list to stimulate Ss’ interest in the module.
11.4.3 11.5.2
ENDING THE
LESSON
To listen and read for gist
Ask Ss to look at the pictures and then elicit what, if anything, Ss
know about these races.
Elicit a variety of questions about them from Ss around the class and
write three of them on the board.
Play the recording. Ss listen and read and see if their questions are
answered.
SB
Page 6 ex.4b (Home Task)
Additional information
Module 1
LESSON: Module 1 Lesson 2
Modern Genetics
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
that this lesson is
11.4.1 - understand complex and abstract main points in extended texts on a wide range
contributing to
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and
unfamiliar general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.1.6 - organize and present information clearly to others
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Learners have met the learning objective (C10 / S7) if they can: speak about the
Assessment
problems and suggest the solutions to some of the problems
criteria
Value links
Modern Genetics
Cross - curricular
links
ICT skills
Biology
Using videos& pictures, working with URLs
Previous learning
Connections in Biology
Plan
Planned timings
BEGINNING THE
LESSON
11.5.2
Planned activities (replace the notes below with your planned
activities)
Vocabulary & Reading
Ex. 1 p. 8 To introduce key vocabulary from a text
• Read out the list of words and give Ss time to use them to complete
the diagram. • Play the recording. Ss listen and check their answers.
Answer Key
1 seed 4 pod 7 stem 2 seed 5 pod 3 flower 6 flower
Action
Resources
PRESENTATION
AND PRACTICE
11.4.1
11.4.2
11.4.3
11.4.2
Ex. 2 p. 8 To listen and read for specific information
• Read out the questions. • Then elicit Ss’ guesses in answer to them.
• Play the recording. Ss listen and read the text to find out if their
guesses were correct.
Suggested Answer Key
Gregor Mendel is a scientist who carried out experiments using pea
plants to demonstrate the inheritance of traits. He discovered how
traits were passed from one generation to the next and came up with
laws of inheritance that explain his findings. He is considered the
‘father of genetics’ because his work has helped us to understand
how genetic information is passed down between generations.
Ex. 3 p. 8 To read for specific information (T/F/DS)
• Ask Ss to read the sentences 1-5.
• Then give Ss time to read the text and mark the statements
according to what they read. • Check Ss’ answers around the class.
Answer Key
1 DS 2 T 3 T 4 F 5 F
• 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
11.5.2
Ex. 4 p. 8 To consolidate new vocabulary (collocations)
• Read out the Study Skills box and then give Ss time to complete the
phrases using the words in the list and make sentences with them.
• Check Ss’ answers around the class.
Answer Key
1 offspring 3 breeding 5 model 2 variation 4 allele 6 inheritance
To practise new vocabulary (collocations)
Suggested Answer Key
The first offspring generation in Mendel’s experiments were
heterozygous. Mendel conducted experiments on variation in plants.
He used selective breeding. Dominant alleles tend to be expressed
more often. Mendel’s primary model system was the pea plant.
Mendel discovered the fundamental principles of inheritance.
11.4.5
11.5.2
Ex. 5 p. 9 To consolidate new vocabulary
• Ask Ss to read the text and choose the correct words in bold using
their dictionaries or the Word List to help them if necessary.
• Check Ss’ answers around the class.
Answer Key
1 genes 4 trait 7 generation 2 dominance 5 dominant 3 alleles 6
passed
Ex. 6 p. 9 Speaking To consolidate comprehension of a text
Ask Ss to work in pairs and prepare a short presentation taking turns
to present the information. Then ask various pairs to make their
presentations in front of the class.
Suggested Answer Key
A: Gregor Mendel was an Austrian monk who performed experiments
on pea plants in order to understand genetic inheritance. He chose
pea plants because they grew quickly and had various observable
ENDING THE
LESSON
11.1.6
11.3.2
11.3.7
traits. From his series of experiments, Mendel came to three
conclusions. He called these the laws of inheritance. B: The first law
states that when gametes are formed, they only contain one randomly
selected allele for each gene from the parents. A: The second law
explains that the genes we inherit for different traits are inherited
independently of one another and these are unchanged. This is why
we have some parts that are more similar to our mother and parts
more similar to our father. B: The third law explains that for each
gene there are a number of alleles and some alleles are dominant
over others. This means that if the offspring inherits two different
alleles for a particular trait, only the dominant one will be expressed
in the organism. But this doesn’t mean that the recessive allele
cannot be passed on to the next generation. A: Mendel’s work was
our first real understanding of genetics which is why he became
known as the ‘father of genetics’.
Additional information
Differentiation – how do you plan to
Assessment – how are you
Cross-curricular links
give more support? How do you plan to planning to check learners’
Health and safety check
challenge the more able learners?
learning?
ICT links
prompt less able learners to engage in
monitor for spoken accuracy in Values links
whole class checking and plenary activity
plot prediction task and use a
with supportive questioning
range of oral correction
provide sentence starters for final writing
techniques
task
challenge
Reflectionmore able learners to structure
Use the space below to reflect on your lesson. Answer the
final writing to include key words
most relevant questions from the box on the left about your
Were the lesson objectives/learning
lesson
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Module 1
LESSON: Module 1 Lesson 3
Grammar Adjective complements
School:
Date:
Teacher’s name:
CLASS: 11
Number present:
absent:
Learning objectives 11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
a wide range of general and curricular topics
that this lesson is
11.1.4 - evaluate and respond constructively to feedback from others
contributing to
11.1.6 - organize and present information clearly to others
11.1.8 - develop intercultural awareness through reading and discussion
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
ICT skills
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective if they can: speak about the problems and
suggest the solutions to some of the problems in the pictures
Modern Genetics
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
Planned activities (replace the notes below with your planned
activities)
Revision vocabulary from the previous lesson
Grammar revision adjectives complements
Ex. 7 p. 9 To present/revise adjective complements
• Direct Ss to the Grammar Reference section and tell them to study
the theory. • Then elicit examples from the text. Suggested Answer
Action
Resources
11.6.3
Key Examples in the text: he was happy that, was curious what, he
was confident to, it was sad that
Ex. 8 p. 9 To practise adjective complements
11.6.3
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
11.1.4
Answer Key
11.1.6
1c2e3d4a5f6b
11.1.8
Ex. 9 p. 9 Writing To expand the topic
11.2.5
• Give Ss time to research online and find out more information about
11.3.2
Gregor Mendel and his experiments and theories. Then give them
11.3.5
time to use this information to prepare a presentation.
11.5.1
• Ask Ss to present their information to the class. The rest of the
11.5.2
class should ask questions and the Ss presenting should answer them.
11.5.5
Have the class perform peer assessment and evaluate each other’s
performance.
ENDING THE
Suggested Answer Key
LESSON
Gregor Mendel was born on 22nd July 1822 in a rural area of
Hynčice in the Czech Republic. He was very intelligent as a child and
his parents sent him away to study. After school, he studied a twoyear philosophy programme where he excelled in the areas of
mathematics and physics. In 1850, Mendel continued his study of
mathematics and science at the University of Vienna. He worked
alongside some of the most notable scientists of that time; Christian
Doppler, a physicist, Andreas von Ettinghausen, a mathematical
physicist and Franz Unger, a botanist. He then became a secondary
school teacher in Brno in the Czech Republic. Between 1854 and
1856, Mendel carried out his experiments in hybridization,
performing tests with 34 varieties of pea plant. These experiments led
him to develop his laws of inheritance. He was able to understand a
lot about inheritance, including the presence of dominant and
recessive alleles and the way in which they are inherited. He also was
able to analyse data to produce ratios of traits visible in the offspring
and calculate different ratios for both the expected phenotype and
genotype of the next generation. His findings underpin our
understanding of inheritance and are the reason he is referred to as
the ‘father of genetics’.
Additional information
Differentiation – how do you plan to
Assessment – how are you
Cross-curricular links
give more support? How do you plan to planning to check learners’
Health and safety check
challenge the more able learners?
learning?
ICT links
provide support for less able learners in
monitor learner language for
Values links
recounting task in the form of a plot line
accuracy in opinion feedback
template
task and ask other learners to
peer correct errors
Reflection
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Module 1
LESSON: Module 1 Lesson 4
Taxonomy
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.2.1 - 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
that this lesson is
11.2.2 - understand specific information in unsupported extended talk on a wide range
contributing to
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics 11.1.8
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics 11.5.2 - use a wide range of
vocabulary, which is appropriate to topic and genre, and which is spelt accurately
11.5.5 - develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and curricular
topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
Learners have used variety of reported speech forms for statements, questions and
Assessment
commands, using in their own sentences.
criteria
ICT skills
Using videos& pictures, working with URLs
Previous learning
Grammar Adjective complements
Plan
Planned timings
BEGINNING THE
LESSON
11.2.1
11.2.2
11.4.1
11.4.2
11.4.3
PRESENTATION
AND PRACTICE
11.1.8
11.2.5
11.3.2
11.3.5
11.4.1
11.5.2
11.5.5
11.5.2
11.6.1
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 10 Vocabulary & Reading To introduce the topic; to
listen and read for specific information
• Direct Ss to the diagram and read out the definition and the
questions. Elicit Ss’ answers/ guesses.
• Play the recording. Ss listen and read the text and find out if their
guesses were correct. (Ss’ own answers)
Answer Key - genus and (unique) species (name)
Ex. 2 p. 10 To read for specific information (comprehension
questions)
• Ask Ss to read the text and the questions and then give them time to
answer them. • Elicit answers from Ss around the class.
Answer Key
1 He created the field of taxonomy to describe and organise life
forms. 2 the ‘father of botany’ 3 Because optical lenses were invented
then. 4 ‘Methodus Plantarum Nova’ in 1682 5 All the old names
became invalid.
• 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.
Ex. 3 p. 10 To consolidate new vocabulary/ information in a
text; to complete a summary
• Explain the task. Give Ss time to complete it using the words from
the Check these words box.
• Check Ss’ answers around the class.
Answer Key
1 classify 2 attributes 3 vertebrate/invertebrate 4 invertebrate/
vertebrate 5 optical 6 taxonomists 7 binomial 8 genus
Ex. 4 p. 11
a) To identify and classify pre- and postmodifying noun structures
• Explain the task and give Ss time to read through the text again and
identify and classify the modifying noun structures it contains.
• Refer Ss to the Grammar Reference section at the back of their
books for more detail.
Answer Key
species names – two nouns together details of over 18,000 plant
species – a prepositional phrase naming system – a noun ending in ing
b) To identify and classify modifying noun structures; to practise
modifying noun structures
• Explain the task. • Give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 university laboratory – to indicate sth is part of sth else
2 glass case – to describe what material sth is made of
3 two-year course – a measurement
4 drawing book – a noun ending in -ing
5 system which revolutionised taxonomy – a relative clause
Action
Resources
ENDING THE
LESSON
Suggested Answer Key
The steppe eagle is also known as Aquila nipalensis. Linnaeus
studied taxonomy which began with Aristotle. The path from
11.6.1
Aristotle’s system to Linnaeus’ was a two-thousand-year process. We
classify living things according to the Linnaean system.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
provide support for less able learners in
recounting task in the form of a plot line
template
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Cross-curricular links
Health and safety check
ICT links
Values links
Module 1
LESSON: Module 1 Lesson 5
Grammar Pre- and Post-modifying
noun structures
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.2.1 - 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
that this lesson is
11.2.2 - understand specific information in unsupported extended talk on a wide range
contributing to
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
11.1.4 - evaluate and respond constructively to feedback from others
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.6 - organize and present information clearly to others
11.1.8 - develop intercultural awareness through reading and discussion
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Using videos& pictures, working with URLs
ICT skills
Assessment
criteria
Learners have met the learning objective if they can: speak about the problems and
suggest the solutions to some of the problems in the pictures
Previous learning
Taxonomy
Plan
Planned timings
BEGINNING THE
LESSON
11.6.1
Planned activities (replace the notes below with your planned
activities)
To revise pre- and post-modifying noun structures
Check Ss’ answers
PRESENTATION
AND PRACTICE
11.2.1
11.2.2
11.2.5
Ex. 5 p. 11 To listen for specific information (multiple choice)
• Ask Ss to read the questions and answer choices.
• Then play the recording and ask Ss to complete the task by
choosing the correct answers according to what they hear.
• Check Ss’ answers.
Answer Key
1B2A3C4B
11.1.4
11.2.5
11.3.2
11.3.5
Ex. 6 p. 11 Speaking & Writing To consolidate information in
a text; to develop critical thinking skills
• Ask Ss to work in small groups and talk about taxonomy answering
the questions in the rubric.
• Monitor the activity around the class, then ask some pairs to report
back to the class.
• Ask Ss to conduct peer assessment and evaluate each other’s
performance and give feedback.
Suggested Answer Key
A: Taxonomy helps scientists study the natural world because it
means they can categorise living things in a way that is universally
understandable. This means it's easier to read and understand the
work and research of other scientists, and it's easier to collaborate.
B: Yes, and taxonomy also helps scientists understand how different
species evolve and adapt, and gives them information about the
history of life on our planet.
C: Right, and it's very important for the biodiversity in particular
areas of our planet too. With taxonomy, scientists can identify
invasive species that might be causing a problem for local
ecosystems.
A: It's necessary for conservation of plant and animal species – we
need to identify each species and its needs in order to protect it.
B: Scientists think they've only identified 2 million out of the
estimated 10-12 million plant and animal species on Earth, though. If
they don't hurry, it could be too late for lots of these species, as
extinctions are occurring at faster rates than ever.
C: That's why taxonomy is so important: we need to classify living
things so we can see how and where the worst effects are happening,
and try to stop them.
11.1.2
11.1.4
11.1.6
11.1.8
11.4.8
11.5.1
11.5.2
11.5.5
Ex. 7 p. 11 To prepare a presentation on the Linnaean system of
classification
• Read the rubric aloud and give Ss time to research online and find out
more information about the Linnaean system of classification and
prepare their presentations.
• Ask Ss to give their presentations to the class.
Action
Resources
11.5.7
11.5.9
ENDING THE
LESSON
11.1.2
11.1.4
11.1.6
11.1.8
11.4.8
11.5.1
11.5.2
11.5.5
11.5.7
11.5.9
• Then ask Ss to perform peer assessment and evaluate each other’s
presentations and give feedback.
Suggested Answer Key
Did you know that over 800,000 of the world’s species are estimated
to live in Australia and New Zealand? Out of those 800,000, only 30%
have been identified and given a scientific name. Scientific names are
only made up of an individual name and the genus of the organism, but
each named organism also has been classified in all seven categories
of the Linnaean system of classification. ICT For example, modern
humans like you and I have the taxonomy Kingdom: Animalia, Phylum:
Chordata, Class: Mammalian, Order: Primates, Family: Hominidae,
Genus: Homo and our unique name: sapiens – giving us the scientific
name, Homo sapiens. The different groups in each category help to
classify and define each organism. For example, a new organism found
that ingests food, has many cells and no cell walls is considered to be
in the kingdom animalia. Next, if the animal has a spinal cord, it is
considered to be in the Phylum Chordata. This continues for each of
the seven categories. This method of classifying living organisms helps
us group similar organisms together and even analyse any possible
ancestral links. In fact, Sir David Attenborough, the famous British
broadcaster and naturalist once said, “We cannot understand the
natural world without the taxonomic system.”
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
support less able learners in
comprehension task by encouraging them
to scan text quickly to find a section of the
text that contains the answer.
Assessment – how are you
planning to check learners’
learning?
in oral explanation of themes
in the story monitor use of
linkers for delayed corrective
feedback to whole class on
board
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Module 1
Cross-curricular links
Health and safety check
ICT links
Values links
LESSON: Module 1 Lesson 6
Blood Types
School:
Date:
Teacher’s name:
CLASS: 11
Number present:
absent:
Learning objectives 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
that this lesson is
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
contributing to
which is spelt accurately
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
Lesson objectives All learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with support;
Most learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with some support;
Some learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs without support;
Using videos& pictures, working with URLs
ICT skills
Assessment
criteria
Previous learning
Learners have met the learning objective if they can: speak about the problems and
suggest the solutions to some of the problems in the pictures
Grammar Pre- and Post-modifying noun structures
Plan
Planned timings
BEGINNING THE
LESSON
11.4.3
11.5.2
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 12 Vocabulary To present new vocabulary; to read for
coherence and cohesion; to listen for specific information
• Read out the list of vocabulary. Tell Ss to look up the meanings of
any unknown words in their dictionaries.
• Then give them time to complete the gaps in the text with the
words.
• Play the recording for Ss to check their answers.
Action
Resources
Answer Key
1 platelets 3 Antibodies 2 plasma 4 Antigens Listening & Reading 2
PRESENTATION
AND PRACTICE
11.4.3
Ex. 2 p. 12 To introduce the topic; to listen and read for gist
• Read out the questions and elicit answers from Ss around the class.
• Play the recording. Ss listen and read to find out.
Suggested Answer Key
Karl Landsteiner was a scientist. He discovered blood groups and his
work allowed blood transfusions to become possible.
11.4.5
Ex. 3 p. 12 To read for specific information (sentence
completion)
• Ask Ss to read the sentences stems. • Then give them time to read
the text and complete the sentences according to what they read.
• Check Ss’ answers.
Answer Key
1 the University of Vienna 2 Professor of Pathological Anatomy 3 his
discovery of blood groups 4 different types of blood react when they
are mixed 5 antigens and antibodies
• 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.
11.5.2
Ex. 4 p. 13 To consolidate new vocabulary
• Read out the words in the list and ask Ss to look up their meanings
in their dictionaries if necessary.
• Then give Ss time to complete the sentences. • Check Ss’ answers.
Answer Key
1 Immunology 3 transfusions 5 paternity 2 reaction 4 Recipients
11.2.5
11.3.2
11.3.4
11.3.5
Ex. 5 p. 13 To evaluate the most important information in a
text
• Ask Ss to discuss the questions in small groups.
• Then ask various groups to share their answers with the class.
Suggested Answer Key
We think the most important information in the text is in paragraphs
3 and 4 because this gives details about his discovery and how it
helps people.
Additional information
Differentiation – how do you plan to
Assessment – how are you
Cross-curricular links
give more support? How do you plan to planning to check learners’
Health and safety check
challenge the more able learners?
learning?
ICT links
Values links
support less able learners in
in oral explanation of themes
comprehension task by encouraging them
in the story monitor use of
to scan text quickly to find a section of the linkers for delayed corrective
text that contains the answer.
feedback to whole class on
board
ENDING THE
LESSON
Reflection
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Module 1
LESSON: Module 1 Lesson 7
Grammar Determiners: Articles –
Generic use
Date:
School:
CLASS:
Number present:
Teacher’s name:
absent:
Learning objectives 11.6.2 - use a variety of determiners relating to nouns for generic uses, some appositional
uses and textual reference on a wide range of general and curricular topics 11.2.1 that this lesson is
understand the main points in unsupported extended talk on a wide range of general and
contributing to
curricular topics, including talk on a growing range of unfamiliar topics
11.2.2 - understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.1.6 - organize and present information clearly to others
11.1.8 - develop intercultural awareness through reading and discussion
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.5 - develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and curricular
topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Using videos& pictures, working with URLs
ICT skills
Assessment
criteria
Previous learning
Learners have met the learning objective if they can: speak about the problems and
suggest the solutions to some of the problems in the pictures
Blood Types
Plan
Planned timings
BEGINNING THE
LESSON
11.6.2
Planned activities (replace the notes below with your planned
activities)
Revise articles the previous knowledge (a / an / the / zero)
Action
Resources
PRESENTATION
AND PRACTICE
11.6.2
Ex. 6 p. 13 Grammar To identify determiners (articles – generic
use)
• Refer Ss to the Grammar Reference section to read the theory on
determiners. • Then give Ss time to complete the task.
• Check Ss answers.
Answer Key
1 An 2 – 3 the 4 A 5
11.6.2
Ex. 7 p. 13 To identify apposition and textual referencing
• Explain that apposition is when we use two nouns or noun phrases in
the same sentence to refer to the same person or thing. We can use
commas to separate the two noun phrases depending on what kind of
information we want to convey.
• Explain that textual referencing is when we use demonstratives to
avoid repetition and make a piece of writing easier to follow.
• Refer Ss to the Grammar Reference section for more information.
• Tell Ss to read the underlined sentences and identify which shows
apposition and which shows textual referencing.
• Give Ss time to complete the task.
Suggested Answer Key
Apposition – A blood transfusion … (a common but lifesaving
procedure) … are checked carefully. Textual referencing – On closer
inspection, … them = blood cells … A, B, AB and O.
11.6.2
Ex. 8 p. 13 a) To practise apposition • Explain the task and read
out the example.
• Give Ss time to complete the task and then ask various Ss around the
class to share their answers with the rest of the class. Answer Key 2
Paul and Stephen, some of the most experienced immunologists at the
facility, carried out the research. 3 Haemophilia, a serious blood
disorder, is a hereditary condition. 4 Charles Darwin, one of the most
famous biologists in history, was born in 1809.
b) To practise textual referencing Explain the task and give Ss time to
complete it and then ask various Ss around the class to share their
answers with the rest of the class. Suggested Answer Key 1 Free
healthcare will become a reality for many citizens soon, although it has
been the norm for some of us for many years. 2 Joseph Lister made
many fascinating discoveries, although he is mainly remembered for
promoting sterile surgery. 3 Pierre and Marie Curie conducted research
into radioactivity and they won the Nobel Prize for it in 1903.
11.2.1
11.2.2
11.2.5
11.1.6
11.1.8
11.4.8
Ex. 9 p. 13 Listening To listen for specific information (T/F)
• Ask Ss to read the statements 1-5 and think about what they key
words might be. • Play the recording. Ss listen and complete the task.
• Check Ss’ answers.
Answer Key
1F2F3T4T5F
Ex. 10 p. 13 Writing To write about recent discoveries in
blood groups • Explain the task and give Ss time to research on the
11.5.1
11.5.2 11.5.5.
ENDING THE
LESSON
Internet more information about recent discoveries in blood groups
and then write a short text.
• Ask various Ss to read their text to the class. Suggested Answer Key
There have been some interesting discoveries in blood groups
recently. Firstly, research has shown that a type of enzyme found in
the gut is able to ICT 1.9 break down antigens in the blood. This
effectively means that, using this enzyme, we could convert any blood
type into type O. As this is the ‘universal donor’ type, this
development would have farreaching consequences for hospitals and
blood banks, and the potential to save lives. Secondly, there is the
discovery of new systems. Socalled ‘golden blood’ or Rh-null type
blood does not have any of the 61 antigens in the Rh system. Until
1961, it was thought that no one could survive birth with this blood
type, but now we know of 43 adults who are living with this type of
blood. Recently, it has come to light that there are other blood types
that are not part of the Rh system. In 2012, the Langereis and Junior
blood systems were identified and in 2013, the Vel system was
discovered. The antibody people make against Vel is very dangerous
for transfusion patients, because it means their bodies will reject any
donation containing Vel antigens. For a while it was impossible to
screen for Vel-negative blood, but now that the genetic mutation
responsible for the missing antibody has been identified, a simple
DNA test can show us, and ensure a safe transfusion.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
monitor less able groups and participate
and prompt in their brainstorming activity
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy and range in their
final three tasks. Note
particularly where they
struggle to express connections
between story frames and
events. Give whole class
feedback
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Cross-curricular links
Health and safety check
ICT links
Values links
Module 1
LESSON: Module 1 Lesson 8
Formal/Informal writing
Date:
School:
CLASS:
Number present:
Teacher’ s name:
absent:
Learning objectives 11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
that this lesson is
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
contributing to
variety of written genres on general and curricular topics
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.2.1 - 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
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
11.6.2 - use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and curricular topics
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
a wide range of general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information of the text;
Learners have used vocabulary, read effectively and worked in pair researching online,
Assessment
prepared their own reports about stadiums.
criteria
ICT skills
Using videos& pictures, working with URLs
Previous learning
Grammar Determiners: Articles – Generic use
Plan
Planned timings
BEGINNING THE
LESSON
11.5.3
11.5.4
PRESENTATION
AND PRACTICE
11.5.3
11.5.4
Planned activities (replace the notes below with your planned
Action
activities)
Resources
Ex. 1 p. 14
Writing To understand the difference between
formal/informal style • Ask Ss to read the Writing Tip box.
• Explain any points Ss are unsure about. Then read through the list
of possible emails. Elicit which style (informal/formal) is appropriate
for each one from Ss around the class.
Answer Key
Formal: 1, 3, 5 Informal: 2, 4, 6, 7
Ex. 2 p. 14
a) To analyse a rubric
• Ask Ss to read the rubric and identify and underline the key words.
• Give Ss time to answer the questions and then check Ss’ answers.
Answer Key Key words:
your school, Science Week, your teacher, a scientist from a university
abroad, inviting them to attend the science week and give a talk, give
details about where and when event will take place, why you chose to
ask him/her, email (120-180 words) 1 a scientist from a university
abroad 2 to invite him/her to attend our school Science Week and
give a talk 3 formal 4 two – details of event and why we chose to ask
him/her
11.4.1
11.4.5
11.5.3
11.5.4
Ex. 2 p. 15 b) To read a model email and substitute informal
language for formal language
• Give Ss time to read the model and the phrases a-g. • Tell Ss to
replace the bold phrases with their correct formal equivalents.
• Check Ss’ answers.
Answer Key
1e3b5g7d2f4c6a3
11.2.1
11.2.2
11.3.2
11.3.4
11.5.4
Ex. 3 p. 15 To role play inviting – accepting/ declining
• Ask Ss to work in pairs and explain the situation. Elicit what style
Ss should use (informal style).
• Have Ss role play inviting a friend to the event in the poster using
the phrases in the useful language box. The other S should accept or
decline. • Monitor the activity around the class and then ask some
pairs to ask and answer in front of the class.
Suggested Answer Key
A: Would you like to come to the Science Fair at Lime Tree College
with me? It’s on Saturday 27th April from 10 am to 4 pm. There will
be amazing science experiments to watch and try as well as lots of
food and refreshments. Plus, there will also be a competition to build
the best double helix. Tickets are only £3. B: That sounds great! I’d
love to.
11.1.2
11.1.4
11.4.5
11.5.3
Ex. 4 p. 15
To prepare for a writing task • Ask Ss to read the
rubric and underline the key words. Then give Ss time to answer the
questions. • Check Ss’ answers around the class.
Answer Key Key words:
11.5.1 11.5.3
11.5.4 11.6.1
11.6.2 11.6.3
ENDING THE
LESSON
you are president of school science club, school is holding a Science
fair, write email to head teacher of a school abroad inviting them to
participate, give details of time, place and activities, 120-180 words
1 I am the president of the school science club. I am writing to the
head teacher of a school abroad.
2 I will write in formal style because he/she is in an official position.
3 B – because it is formal and I know the name of the recipient.
4 I should include descriptions of the science projects, what will
happen at the Science Fair, when and where the Science Fair will take
place
Ex. 5 p. 15
To write an email • Give Ss time to complete the
task using the plan and the useful language on p. 14 to help them.
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ answers in the
next lesson.
Suggested Answer Key
Dear Mrs Jones, It is with great pleasure that I write to you to invite
you and your students to participate in a Science Fair at our school in
Nur-Sultan. I’ve heard that your students are some of the country’s
brightest, and I, the president of the school science club, would be
honoured to have you as our guests. The Science Fair will take place
on Saturday 4th May from 10 am to 4 pm on campus in Nur-Sultan.
Activities will include a display of science projects and various talks
on different scientific topics by guest speakers. In my experience,
students learn a lot by attending such events. If you have any questions,
do not hesitate to ask. I genuinely hope that you will accept my
invitation. I look forward to hearing your response. Yours sincerely,
Berik Iskakov
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
support less able learners in productive
tasks by preparing prompt or sentence
starter cards
Assessment – how are you
Cross-curricular links
planning to check learners’
Health and safety check
learning?
ICT links
monitor learners’
Values links
pronunciation of new words
and ask learners to mark word
stress
challenge more able learners to link themes in this folktale to themes in others they know
Reflection
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Module 1
LESSON: Module 2 Lesson 9
Culture Corner Carl Woes’
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.1.8 - develop intercultural awareness through reading and discussion
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
that this lesson is
range of familiar and some unfamiliar general and curricular topics
contributing to
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.1.6 - organize and present information clearly to others
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
a wide range of general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
ICT skills
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective if they can: speak about the problems and
suggest the solutions to some of the problems in the pictures
Formal/Informal writing
Plan
Planned timings
BEGINNING THE
LESSON
11.1.8
11.3.5
11.4.3
PRESENTATION
AND PRACTICE
11.4.2
11.4.5
11.2.5
11.3.2
11.3.4
11.3.5
Planned activities (replace the notes below with your planned
Action
activities)
Resources
Ex. 1 p. 16 To read for gist
• Ask S to look at the pictures and read the title of the text. Then ask
Ss to look up the meanings of any unknown words in the Word List.
Elicit what, if anything, Ss know about Carl Woese and archaea and
then have Ss discuss them pairs.
• Give Ss time to read the text to find out about them.
Suggested Answer Key
A: I know that Carl Woese is the man who discovered Archaea. B: Yes,
Archaea is a whole new domain of life. A: Are Archaea like small
animals? B: They are microbes and are quite similar to bacteria.
Ex. 2 p. 16 To read for cohesion and coherence (open cloze); to
listen and read for confirmation • Give Ss time to read the text again
and complete each gap with an appropriate word.
• Play the recording. Ss listen and read and check their answers. Answer
Key
1 which 4 out 7 more 10 like 2 to 5 by 8 or 11 from 3 no 6 to 9 into 12
lot
• 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.
Ex. 3 p. 16 To consolidate new vocabulary
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Answer Key
bacteria = a microorganism ribosomes = cell organelles that contain
genetic information and help us make proteins nucleus = a part of a cell
where the DNA is contained (in eukaryotes) genetic makeup = an
organism’s genetic information
Ex. 4 p. 16
To consolidate information in a text; to develop
critical thinking skills
• Ask Ss to read the questions and give them time to consider their
answers. • Have Ss discuss the questions in pairs or ask individual Ss
to share their answers with the class.
Suggested Answer Key
I think this discovery is very important because it has led to the
discovery of a whole new domain of life and many microbiological
species. I also think it can help the scientific world by expanding the
area of taxonomy and phylogenetics.
11.1.6 11.1.8
11.4.8 11.5.2
11.5.5 11.5.6
11.6.3
ENDING THE
LESSON
Ex. 5 p. 16 To write about a scientist
• Explain the task and give Ss time to research online to find out
information about a scientist from Kazakhstan and prepare a
presentation on them including all the points in the rubric.
• Ask various Ss to present him/her to the class.
Suggested Answer Key
Valentina Obodovskaya is a biologist from Northern Kazakhstan. She
was born in the early 1940s, and went on to become a plant biologist
who specialises in breeding trees. In 2017, at the age of 75, she won
the Online-EXPO competition, which focused on energy efficiency
and environmental protection. She did so by creating a special
variety of the poplar tree. The tree normally produces a white fluff
which gets blown into the air and can be a problem for people with
allergies. However, through careful breeding and selection she
managed to eliminate this trait, which means that poplar trees are no
longer being cut down in cities. Thanks to Ms Obodovskaya, the
quality of life in Nur-Sultan has been improved by the presence of
these unique poplar trees. They clean more pollutants from the air
than other types of trees, and produce several times more oxygen
than similar trees, such as the spruce. What’s more, she is hopeful
that she will be able to clone them in the future, and therefore they
might be efficiently integrated into urban environments.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
monitor learner question writing in groups
and highlight for less able learners where
they should self-correct errors
Assessment – how are you
planning to check learners’
learning?
monitor learner questions for
accuracy and encourage them
to self-correct
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Cross-curricular links
Health and safety check
ICT links
Values links
Module 1
LESSON: Module 1 Lesson 10
Curricular: Biology Cloning
School:
Date:
Teacher’s name:
CLASS:
Number present:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
absent:
11.1.6 - organize and present information clearly to others
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics 11.5.2 use a wide range of vocabulary, which is appropriate to topic and genre, and which is
spelt accurately
11.2.1 - 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
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.1.8 - develop intercultural awareness through reading and discussion
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
a wide range of general and curricular topics
All learners will be able to:
Previous learning
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Culture Corner Carl Woese
Assessment
criteria
ICT skills
Learners have met the learning objective if they can: speak about the problems and
suggest the solutions to some of the problems in the pictures
Using videos& pictures, working with URLs
Plan
Planned timings
BEGINNING THE
LESSON
11.1.6
11.4.3
11.5.2
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 17 To introduce the topic; to read for specific
information
• Direct Ss to the diagram and give them time to look up the
meanings of any unknown words/phrases in their dictionaries. • Elicit
questions about cloning from various Ss around the class and write
some of them on the board. • Give Ss time to read the text and see if
they can answer the questions.
Suggested Answer Key
Can we make clones of plants? (Yes, we can.) What was the first
animal to be successfully cloned? (Dolly the sheep in the UK) Is
cloning safe? (Not really – not very successful and animals have
short lives)
PRESENTATION
AND PRACTICE
11.2.1
11.4.1
11.4.2
Ex. 2 p. 17 To read for gist (matching headings to paragraphs)
• Ask Ss to read the headings A-E and give them time to read the text
and match them to the paragraphs 1-4.
• Check Ss’ answers.
Answer Key
1D2A3E4B
• 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.
11.2.5
Ex. 3 p. 17 To listen for author’s attitude; to express an opinion
• Read out the questions and play the recording. • Elicit how the
author feels about cloning. Then ask various Ss to share their
feelings/opinion about cloning with the class.
Suggested Answer Key
I think the author is neither for nor against cloning. He/She has
written a balanced article describing the process and mentioning the
benefits and drawbacks of cloning. I am against cloning. I think it is
unnecessary.
Ex. 4 p. 17 To summarise a text
11.1.2
11.1.4
Action
Resources
11.1.6
11.3.2
11.3.5
11.5.2
11.1.8 11.4.8
11.5.1 11.5.2
11.5.5 11.6.3
• Ask Ss to work in pairs and summarise the text. • Have Ss perform
peer assessment and evaluate each other’s summaries and give
feedback.
Suggested Answer Key
A clone is a genetically identical copy of a living organism. Scientists
use tissue culture to produce cloned plants and they extract DNA and
use it to create an animal clone such as Dolly the sheep. Cloning
could be beneficial in the production of new medicines, agriculture or
conservation efforts in the future. However, cloning is not perfect and
cloned animals have defects and a shortened lifespan.
Ex. 5 p. 17 To give a presentation on cloning
• Give Ss time to research online and find out more information about
cloning for all the points listed and prepare a presentation. Ask
various Ss to present their information to the class.
• Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Suggested Answer Key
Cloning technology is constantly moving forward. This is because
scientists are developing new techniques and systems all the time. In
recent years, there have been some significant breakthroughs in the
field of cloning. One example is the new ‘ZeBRa’ system developed
by scientists at the university of Bayreuth in Germany. When we
clone genetically engineered bacteria in order to produce a medicine
or substance, not all of the clones are successful. What’s more, an
expensive and time-consuming screening process is required to
identify and eliminate unsuccessful clones. ZeBRa solves this issue. It
ensures that successful clones are able to grow and even produce
colonies, meaning that cloning can be done more quickly and
efficiently. Cloning and genetic engineering are incredibly useful in
that they allow us to quickly produce life-saving medicines, such as
insulin, in a more ethical way. Furthermore, cloning can also be used
to grow new human tissue, which has a variety of applications in
surgical procedures. That said, we are unsure whether there will be
any negative consequences. For example, its potential effects on the
food chain, ecosystem and gene pool are largely unknown, and this is
something that should be kept in mind. Not everyone is in agreement
when it comes to the topic of cloning. However, there’s no denying
that it certainly is an interesting topic!
Additional information
ENDING THE
LESSON
11.1.8 11.4.8
11.5.1 11.5.2
11.5.5 11.6.3
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
prompt less able learners to engage in
whole class checking and plenary activity
with supportive questioning
provide sentence starters for final
challenge more able learners to structure
final writing to include key words
Assessment – how are you
planning to check learners’
learning?
monitor for spoken accuracy in
plot prediction task and use a
range of oral correction
techniques
Cross-curricular links
Health and safety check
ICT links
Values links
Reflection
Were the lesson objectives/learning
objectives realistic?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Did I stick to timings?
What changes did I make from my plan
and why?
Module 1
LESSON: Module 1 Lesson 11
SAT 1
Language in Use
Date:
School:
CLASS: 11
Number present:
Teacher name:
absent:
ICT skills
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective if they can: speak about the problems and
suggest the solutions to some of the problems in the pictures
Curricular: Biology Cloning
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
Planned activities (replace the notes below with your planned
activities)
Revision of Module 1
Writing work SA 1 Module 1
Ex. 1 p. 18 To present and practice phrasal verbs
Action
Resources
11.5.2
• Explain the task and ask Ss to use the phrasal verbs in the diagram
to complete it. • Give Ss time to complete the task and then check Ss’
answers.
Answer Key
1 hold on 3 catch on 5 will pass on 2 get on 4 looked on 6 put on
11.6.13
Ex. 2 p. 18 To practise prepositional phrases
Explain the task and give Ss time to complete it, then check Ss’
answers.
Answer Key
1 with 2 to 3 into 4 with
11.5.2
Ex. 3 p. 18 To practise collocations
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 tissue 4 allele 2 breeding 5 generation 3 variation
11.6.4
Ex. 4 p. 18 To practise word formation Explain the task and give
Ss time to complete it and then check Ss’ answers.
Answer Key
1 inheritance 4 evolution 2 recipients 5 immunology 3 hybridisation
ENDING THE
LESSON
Ex. 5 p. 18 To consolidate words which are often confused
Explain the task and give Ss time to complete it and then check Ss’
answers.
11.6.4
Answer Key
1 variation 3 living 5 optical 2 genetics 4 paternityKazakhstan in
Action! To inform Ss about advances in the study of biology in
Kazakhstan Explain the task and give Ss time to complete it, then
check Ss’ answers.
Answer Key
1 to 4 have 7 the 2 made 5 by 8 such 3 in 6 used
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
challenge more able learners to explain
connections between different elements in
the story when recounting
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Cross-curricular links
Health and safety check
ICT links
Values links
Reflection
Were the lesson objectives/learning
objectives realistic?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Did I stick to timings?
What changes did I make from my plan
and why?
Module 1
LESSON: Module 1 Lesson 12
Progress Check
Date:
School:
CLASS: 11
Number present:
Learning
objectives(s) that
this lesson is
contributing to
Teacher name:
absent:
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
a wide range of general and curricular topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
11.6.2 - use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
ICT skills
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective if they can: speak about the problems and
suggest the solutions to some of the problems in the pictures
Language in Use
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
11.4.1 11.4.2
PRESENTATION
AND PRACTICE
11.2.2
11.5.2
11.6.3
11.6.1
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 19 Reading To read for specific information (multiple
choice) • Ask Ss to read the questions 1-5 and the possible answers.
• Give Ss time to read the text and choose the correct answer for each
question. • Check Ss’ answers.
Answer Key
1B2D3C4B5C
Ex. 2 p. 19 Listening To listen for specific information (gap fill)
• Ask Ss to read the gapped text. • Play the recording. Ss listen and
fill the gaps with the missing information. • Check Ss’ answers.
Answer Key
1 London 2 presentation 3 models 4 £50 8 19th October
5 demonstrations 6 bacteria 7 science-themed cakes
Ex. 3 p. 20 To consolidate vocabulary from the module
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 clot 2 inherit 3 classify 4 introduce 5 clump 6 determine 7 conduct
8 cross-pollinate 9 contribute 10 clone
Ex. 4 p. 20 To practise adjective complements
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1d2e3a4c5b
Ex. 5 p. 20 To practise pre- and post-modifiers
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 ten-thousand-dollar investment – value 2 clotting disorder – a noun
ending in -ing 3 plants which had rare genetic characteristics – a
relative clause 4 blood platelets– two nouns together
Action
Resources
11.6.2
11.5.1 11.5.2
11.5.3 11.5.4
11.5.5
6 a) & b) To practise apposition and textual referencing
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 My friend, Anna White, studies immunology.
2 Cystic fibrosis, a genetic disorder, is related to the lungs.
3 Receiving hemodialysis is a time-consuming treatment, but it is a
means of survival for some people.
4 Rosalind Franklin made great discoveries about DNA, but they
didn’t win her a Nobel Prize.
Ex. 7 p. 20 To write an email
• Explain the task and give Ss time to plan and complete their work
and then check Ss’ answers. •
Alternatively, assign the task as HW and check Ss’ answers in the
next lesson.
Suggested Answer Key
11.5.1 11.5.2
Dear Mrs Aliyeva, It is with great pleasure that I write to invite you
11.5.3 11.5.4
as a guest speaker to give a talk at a Biology Day to be held at the
11.5.5
International School of Almaty. We would be honoured if you would
accept. The Biology Day will take place on the 12th June from 10 am
to 4 pm on campus at Sypatay Batyr Street in Almaty. The topic of
your talk would be entirely your decision. However, it should be
science-related. We specifically asked you to give a talk because we
admire and respect your work. Moreover, you were a former student
of the school and therefore your presence would be inspiring to the
students. If you have any questions, do not hesitate to ask. I genuinely
hope that you will accept my invitation. I look forward to hearing
your response. Yours sincerely, Anna Ospanov Check your Progress
Ask Ss to assess their own performance in the unit by ticking the
listed activities according to how competent they feel for each one.
Additional information
ENDING THE
LESSON
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
challenge more able learners to explain
connections between different elements in
the story when recounting
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Cross-curricular links
Health and safety check
ICT links
Values links
Module 2
LESSON: Module 2 Lesson 1
The Animal World
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
that this lesson is
11.4.2 - understand specific information and detail in extended texts on a wide range of
contributing to
familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and
unfamiliar general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.3 - respect differing points of view
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
Lesson objectives All learners will be able to:
Assessment
criteria
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems in the pictures
Cross - curricular
links
ICT skills
Using videos& pictures, working with URLs
Previous learning
Making Connections in Biology
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
11.3.5
11.4.2
11.4.3
11.4.5
Planned activities (replace the notes below with your planned
Action
activities)
Resources
What is in the Module?
Read the title of the module The Animal World and ask Ss to
suggest what they think it means. Go through the topic list and
stimulate a discussion to prompt Ss' interest in the module.
Ex. 1 p. 21 Vocabulary To introduce vocabulary related to our
natural world • Direct Ss’ attention to the pictures and elicit what
each one shows choosing from the words/phrases in the list.
• Play the recording. Ss listen and check their answers and then repeat
chorally and/or individually.
Answer Key
1 a river 2 a forest 3 wild animals 4 birds 9 a desert 5 mountains 6
the ocean 7 a lake 8 a waterfall
• Play the video for Ss and elicit their comments.
Ex. 1 p. 21 a) To read for cohesion and coherence
• Ask Ss to read the paragraphs A-C and complete the gaps with the
correct words in the list. • Check Ss’ answers.
Answer Key
1 areas 2 cove 3 shelter 4 home 5 provide 6 insects 7 lack 8
drop
b) To read for gist Elicit which natural feature each text refers to
from Ss around the class.
Answer Key
A – forest B – ocean C – desert
11.1.1
11.1.3
11.1.10
11.3.1
Ex. 3 p. 21 To personalise the topic Elicit which of the natural
features/animals in the pictures exist in Kazakhstan from various
Ss around the class.
Have Ss write a few sentences and then ask some Ss to point out
various features on a map.
Suggested Answer Key
11.4.8
I live in Kazakhstan. In my country, there are rivers. The longest one
is the Turgai River. There are also forests. Some are in the Almaty
region; others are in north Kazakhstan. There are mountains, too.
The highest mountain is Khan Tengri in the Tian Shan range. There
aren’t any oceans, though. Although, there is the Aral Sea and the
Caspian Sea. etc.
ENDING THE
OVER TO YOU! To express an opinion
LESSON
• Give Ss time to write a few sentences in answer to the question.
• Then ask Ss to share their answers with the class. Suggested Answer
Key
Obviously, it is important to take care of the environment, because
the Earth is our home. We want clean water to drink and fresh air to
breathe; we need it to survive. So, we should take care of the
environment and do our best to undo the damage we have already
done.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
prompt less able learners to engage in
whole class checking and plenary activity
with supportive questioning
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented in
this lesson
Reflection
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Assessment – how are you
planning to check learners’
learning?
check pronunciation of new
words and reinforce with
drilling where necessary
Cross-curricular links
Health and safety check
ICT links
Values links
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Module 2
LESSON: Module 2 Lesson 2
Golden Eagles
Date:
School:
CLASS:
Number present:
Teacher’s name:
absent:
Learning objectives 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
that this lesson is
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
contributing to
which is spelt accurately
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.6.7 - 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
use a wide variety of present and past forms, including a growing number of more
nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide
range of general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.3 - respect differing points of view
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
Lesson objectives
Assessment
criteria
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
11.1.5 - use feedback to set personal learning objectives
11.1.6 - organize and present information clearly to others
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Cross - curricular
links
ICT skills
The Animal World
Previous learning
The Animal World
Using videos& pictures, working with URLs
Plan
Planned timings
BEGINNING THE
LESSON
1.3.7
11.5.2
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 22 Vocabulary To introduce key vocabulary related to
golden eagles
• Ask Ss to look at the pictures and then read the descriptions A-F.
Then give them time to match the descriptions to the correct body
part 1-6. • Play the recording. Ss listen and check their answers.
• Then ask various Ss to describe the golden eagle to the class.
Answer Key
1E2A3B4F5C6D
Suggested Answer Key
Action
Resources
PRESENTATION
AND PRACTICE
11.2.8
11.4.3
11.4.2
11.4.5
The golden eagle has dark brown plumage in the main with golden
feathers on the head and neck. The wings are very large with a span
of up to 2.2 metres in total. In fully-grown adult birds, the tail is 2636 cm long. The eyes are large and forwardfacing. Their daytime
vision is eight times sharper than humans. The beak is hooked and
yellow with a black tip. It is only used for eating and never for killing
prey. There are four talons on each foot. They are sharp and very
strong. The largest birds can use them to exert 15 times more
pressure than a human hand.
Ex. 2 p. 22 Listening & Reading To listen and read for gist
• Read out the title of the text and elicit what Ss know about golden
eagles and whether they are an endangered species.
• Play the recording. Ss listen and read the text to find out.
Suggested Answer Key
The golden eagle is the national animal of Kazakhstan. They are an
endangered species.
• Read out the Did you know? box and elicit whether Ss were aware
of this information or not.
Ex. 3 p. 23 To read for specific information (multiple choice)
• Ask Ss to read the questions 1-5 and the possible answers.
• Then give Ss time to read the text again and choose their answers
according to what they read. • Check Ss’ answers around the class.
Answer Key
1D2A3D4D5B
• 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.
11.5.2
Ex. 4 p. 23 To consolidate new vocabulary and complete a
summary of a text
• Explain the task and give Ss time to complete the summary using
the words in the list. • Check Ss’ answers around the class
Answer Key
1 subspecies 2 territory 3 talons 4 raptor 5 eyesight 6 prey 7
carnivores 8 carrion 9 eyries 10 incubation 11 breeding 12 population
11.6.7
Ex. 5 p. 23 Grammar To revise the present/past perfect
• Ask Ss to complete the sentences using the correct tense.
• Refer Ss to the Grammar Reference section if necessary.
• Then check their answers around the class.
Answer Key
1 haven’t released (time expression: yet) 2 had been hunting
(completed past action which had visible results in the past) 3 had
taken (past action which occurred before another past action or before
a stated past time) 4 Have the eagles been building (action started in
the past and continuing up to the present)
11.6.7
11.6.9
Ex. 6 p. 23 To revise the passive
• Ask Ss to find all the passive verb forms in the text. Then elicit how
we form the passive and how we use it. • Refer Ss to the Grammar
Reference section if necessary. • Then give Ss time to rewrite the
sentences 1-5 in the passive and check their answers
Suggested Answer Key Examples:
was chosen, is called, have been used, have been found (Did you
know? box) We form the passive with the verb to be in the
appropriate tense and the past participle of the main verb. We use the
passive when the agent is unknown, unimportant or obvious, when
the action is more important than the agent, when we want to avoid
taking responsibility for an action, when we refer to an unpleasant
event and we don’t want to say who is to blame, to emphasise the
agent and to make statements more formal or polite.
Answer Key
1 The eagles’ activity has been monitored using special equipment.
2 Several injured eagles have been rescued by volunteers. 3 It is said
that no birds have been released into the wild by the reserve yet. 4
The prey had been caught by the time we started recording. 5 No one
was allowed to film the eagle chicks during the first days of their
lives.
11.1.1 11.1.3
11.1.7 11.1.10
11.2.3 11.2.5
11.3.1 11.3.4
11.3.5 11.3.6
11.1.2 11.1.3
11.1.4 11.1.5
11.1.6 11.4.8
11.5.1 11.5.4
Ex. 7 p. 23 To express an opinion and expand on the topic Give
Ss time to consider their answers to the questions and then ask
various Ss around the class to share their answers with the rest of
the class.
Suggested Answer Key
We should protect endangered species like golden eagles around the
world because it is our fault that they are endangered. Human
actions threaten their survival. We should do everything we can to
undo the damage we have done and help them to survive and live
their lives as they should. We can help by reducing the amount of
energy we use and the amount of rubbish we produce. We can join an
environmental organisation and we can donate to a conservation
charity
Ex. 8 p. 23 To prepare a poster on eagles in Kazakhstan
• Give Ss time to research online and find out more information about
eagles in Kazakhstan. Then give them time to use this information to
prepare a poster.
ENDING THE
LESSON
• Ask Ss to present their poster to the class. Have the class perform
peer assessment and give feedback for Ss to use to improve their
performance.
Suggested Answer Key
ICT Suggested Answer Key In Kazakhstan there are a number of eagle
species. The golden eagle is one of the most well-known. However,
other species of eagle include the steppe eagle, the imperial eagle and
the booted eagle. The steppe eagle is around 62-81 cm long and has a
wingspan of around 165-200 cm. Adult steppe eagles weigh between 2
kg and 3.9 kg. It can be found on mountain peaks, as well as grasslands
and semi-desert environments. It feeds on small mammals such as
squirrels and mole rats. Steppe eagles are endangered. The imperial
eagle is 72-83 cm long and its wingspan is 180-215 cm. The adult birds
weigh between 2.4 - 4.5 kg. Their habitat includes forests and
grasslands. They eat rabbits, birds, fish and insects. Imperial eagles
are a vulnerable species and their population is in decline. The booted
eagle is one of the smallest types. It is 42-50 cm long with a wingspan
of 113-134 cm. Adult booted eagles weigh between 635 g and 1.2 kg.
They live in forests and grasslands and feed on birds and small
mammals. They are not regarded as being a threatened species right
now. Aren’t the eagles of Kazakhstan amazing?
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
prompt less able learners to engage in
whole class checking and plenary activity
with supportive questioning
provide sentence starters for final writing
task
challenge
Reflectionmore able learners to structure
final writing to include key words
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Assessment – how are you
planning to check learners’
learning?
monitor for spoken accuracy in
plot prediction task and use a
range of oral correction
techniques
Cross-curricular links
Health and safety check
ICT links
Values links
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Module 2
LESSON: Module 2 Lesson 3
Bats
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
that this lesson is
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
contributing to
11.1.3 - respect differing points of view
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
Lesson objectives
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a
range of more complex and abstract general and curricular topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
general and curricular topics
All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
ICT skills
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Golden Eagles
Plan
Planned timings
BEGINNING THE
LESSON
11.5.2
PRESENTATION
AND PRACTICE
11.1.2 11.1.3
11.1.7 11.2.3
11.2.5 11.3.1
11.3.4 11.3.5
11.3.6 11.4.2
Planned activities (replace the notes below with your planned
Action
activities)
Resources
Ex. 1 p. 24 To introduce key vocabulary related to bats; to listen
for confirmation
• Direct Ss to the picture and read out the list of body parts. Give Ss
time to complete the labels. • Play the recording. Ss listen and check.
Answer Key
1 ear 2 foot 3 tail 4 nose 5 knee 6 eye 7 elbow 8 wrist 9 thumb 10
finger
Ex. 2 p. 24 Listening & Reading To read for specific
information (T/F)
• Ask Ss to work in pairs and read the sentences 1-6 and decide which
ones they think are true and tick them. • Play the recording. Ss listen
and read the text and check their answers.
Answer Key
1✓2✓5✓
• Read out the Bat vs Birds box. • 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.
11.4.7
11.5.2
11.6.6
ENDING THE
LESSON
11.6.6
Ex. 3 p. 25 To read for cohesion and coherence (missing
sentences) • Explain the task. Give Ss time to complete the gaps 1-5
choosing from the sentences A-F. • Check Ss’ answers around the
class.
Answer Key
1D2F3A4C5B
Ex. 4 p. 25 To consolidate information in a text and read for
cohesion and coherence (missing words) • Explain the task and give
Ss time to read through the text and complete the gaps using the
words in the list referring back to the main article if necessary.
• Check Ss’ answers.
Answer Key
1 mammal 2 wingspan 3 eyesight 4 echolocation 5 chiropterologists
6 sounds 7 pollination 8 pest 9 tendons 10 gravity
Ex. 5 p. 25 a) To present impersonal sentences
• Present impersonal structures and ask Ss to find examples in the
text. • Refer Ss to the Grammar Reference section for more
information.
Answer Key
... there are more than ... ... it’s dark outside ... It seems ... ... you’ve
all heard ...
b) To practise impersonal sentences
Explain the task and give Ss time to complete it. Then check their
answers. Answer Key 1 It’s 2 They 3 It 4 There’s 5 one
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
provide support for less able learners in
recounting task in the form of a plot line
template
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Cross-curricular links
Health and safety check
ICT links
Values links
Module 2
LESSON: Module 2 Lesson 4
Reported speech
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.6.10 - use a wide variety of reported statement, command and question forms on a
wide range of general and curricular topics
that this lesson is
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
contributing to
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
Assessment
criteria
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
11.1.5 - use feedback to set personal learning objectives
11.1.6 - organize and present information clearly to others
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.6.7 - 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
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
Learners have used variety of reported speech forms for statements, questions and
commands, using in their own sentences.
ICT skills
Using videos& pictures, working with URLs
Previous learning
Bats
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
11.6.10
Planned activities (replace the notes below with your planned
activities)
Revision grammar reported speech
Ex. 6 p. 25 Grammar To revise reported speech
• Direct Ss’ attention to the underlined sentences in the text and elicit
which is which of the provided options. • Elicit when tenses do not
change in reported speech (in up-to-date reporting – i.e. a short time
after it was said.)
• Tell Ss to study the theory in the Grammar Reference section.
Answer Key
Ann told us that she had chosen this unusual career because bats are
“the coolest mammals on Earth.” – reported statement She explained
Action
Resources
that instead of using their eyes, bats use echolocation, making really
high-pitched sounds that bounce off objects. – reported statement
with a special introductory verb We asked Ann if this was true. –
reported question
11.6.10
11.6.10
11.2.3 11.3.1
11.3.4 11.3.5
11.3.6
11.1.2 11.1.4
11.1.5 11.1.6
11.1.10 11.4.8
11.5.1 11.5.4
11.6.7 11.6.9
ENDING THE
LESSON
11.1.2 11.1.4
11.1.5 11.1.6
11.1.10 11.4.8
11.5.1 11.5.4
11.6.7 11.6.9
Ex. 7 p. 25
To practise reported speech
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 The lecturer told the students that they were studying a rare
mammal species. 2 She told me that she hadn’t finished her project
the night before. 3 Sue said that Ben studied rare bats. 4 Josie told me
that she had just discovered the cave where the bats slept.
Ex. 8 p. 25
To practise reported speech with introductory
verbs
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 Jon asked Ann where she had seen the fox. 2 Ben apologised for
not helping me with my essay on echolocation. 3 Professor Green
reminded us/me to hand in our/my biology assignment the following
day. 4 The teacher ordered the students to be quiet in the cave. 5 Sue
suggested watching that documentary.
Ex. 9 p. 25 Speaking & Writing To prepare interview
questions; to expand on the topic
• Ask Ss to work in pairs and think of relevant interview questions for
Ann Froschauer about bats that weren’t asked in the text. • Then have
students write down three of them and compare with their partner.
• Ask various Ss to read out their questions and elicit answers from
the rest of the class.
Suggested Answer Key
What places do you visit as part of your job? What is the biggest bat
you’ve seen? What is the rarest bat you’ve seen?
Ex. 10 p. 25 To prepare a presentation on a species of bat in
Kazakhstan
• Read the rubric aloud and give Ss time to research online and find
out more information about a species of bat in Kazakhstan and
prepare their presentations including information for all the points
listed.
• Ask Ss to give their presentations to the class.Suggested Answer
Key
Name: Brandt’s bat Lifespan: 20-40 years Description: small body,
light brown fur on its back, light grey on its belly, narrow, pointy
ears Habitat: in forests and close to water, in caves and tunnels
Feeding/sleeping habits: hibernates in winter, eats insects ICT
Behaviour: partially or totally colour blind, uses echolocation
Conservation status: not endangered – least concern but it is
protected and no one is allowed to capture, kill, injure or disturb
them Brandt’s bat is a species of bat native to Kazakhstan, but it has
also been seen in many parts of Europe. It lives for 20-40 years. It
has got a small body with light brown fur on its back and light grey
fur on its belly. It also has narrow, pointy ears. It lives in forests and
close to water and it roosts in caves and tunnels. Brandt’s bat eats
insects and hibernates in winter. It is partially or totally colour- blind
and it uses echolocation to navigate and hunt for food. Brandt’s bat
is not endangered. However, it has been protected since 1981, so no
one is allowed to capture, kill, injure or disturb them.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
provide support for less able learners in
recounting task in the form of a plot line
template
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Cross-curricular links
Health and safety check
ICT links
Values links
Did I stick to timings?
What changes did I make from my plan
and why?
Module 2
LESSON: Module 2 Lesson 5
Dolphins
School:
Date:
Teacher’s name:
CLASS: 11
Number present:
absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
that this lesson is
11.2.2 - understand specific information in unsupported extended talk on a wide range
contributing to
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.1.6 - organize and present information clearly to others
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
ICT skills
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Reported speech
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
11.5.2
PRESENTATION
AND PRACTICE
11.2.2
11.4.2
Planned activities (replace the notes below with your planned
Action
activities)
Resources
Ex. 1 p. 26 Vocabulary & Reading To introduce key vocabulary
related to dolphins; to listen for confirmation
• Direct Ss to the picture and read out the list of body parts. Give Ss
time to complete the labels.
• Play the recording. Ss listen and check.
Answer Key
1 peduncle 2 dorsal fin 3 blowhole 4 melon 5 fluke 6 pectoral fins 7
ear 8 rostrum
Ex. 2 p. 26 To introduce the topic; to listen and read for gist
• Read out the title and the introduction of the text. • Elicit questions
about dolphins that Ss would like to ask Martina and write three of
them on the board. • Play the recording. Ss listen and read to see if
they can answer the questions.
Suggested Answer Key
How do dolphins breathe? through their blowhole What is a group of
dolphins called? a pod How do they find their way around the ocean?
They use echolocation.
Ex. 3 p. 26 To read for specific information (T/F/DS)
• Ask Ss to read the sentences. • Then give them time to read the text
again and mark them according to what they read. • Check Ss’
answers.
Answer Key
1 T 2 F 3 DS 4 T 5 DS
• 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.
11.4.5
Ex. 4 p. 27 To consolidate new vocabulary
• Read out the highlighted words in the text and the words/phrases in
the list and ask Ss to match them using their dictionaries if necessary.
• Check Ss’ answers.
Answer Key
classified = put into the category of steer = guide propels = pushes
protection = safety feeding = providing food for affection = liking
technique = method determine = find out captivity = an enclosed
space
11.1.6 11.1.7
11.1.10 11.3.1
11.3.4 11.3.5
11.3.6
Ex. 5 p. 27 a) To compare and contrast two types of creatures
Give Ss time to consider their answers and then ask various Ss to
tell the class similarities and differences between fish and marine
animals.
Suggested Answer Key
They both live in the water, especially in seas and oceans. Fish have
gills, but marine mammals don’t – they breathe air through a
blowhole. Fish lay eggs, but marine mammals give birth to live
young. etc
11.1.6 11.3.6
11.5.1 11.5.4
b) To write a text comparing fish and marine mammals
• Give Ss time to research online and find out more information about
the similarities and differences between fish and marine mammals.
Then give Ss time to use this information to write a short text.
• Ask various Ss to read their text to the class.
ENDING THE
• Alternatively, assign the task as HW and ask Ss to share their
LESSON
answers in the next lesson.
Suggested Answer Key
Both fish and marine mammals live in the water, especially in seas and
oceans. Fish have gills, but marine mammals don’t – they breathe air
through a blowhole. Fish lay eggs, but marine mammals give birth to
live young. Both fish and marine mammals live in groups. Fish groups
are called shoals, but dolphin groups are called pods. Both of these
can be small or huge. Fish swim by moving their tails from side to side,
whereas marine mammals swim by moving their tails up and down.
Finally, fish are coldblooded, but marine mammals are warm-blooded.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
support less able learners in
comprehension task by encouraging them
to scan text quickly to find a section of the
text that contains the answer.
Assessment – how are you
planning to check learners’
learning?
in oral explanation of themes
in the story monitor use of
linkers for delayed corrective
feedback to whole class on
board
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Cross-curricular links
Health and safety check
ICT links
Values links
Did I stick to timings?
What changes did I make from my plan
and why?
Module 2
LESSON: Module 2 Lesson 6
Grammar Present/Past tenses
(Revision)
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
that this lesson is
wide range of general and curricular topics
contributing to
ICT skills
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.3 - respect differing points of view
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.1.4 - evaluate and respond constructively to feedback from others
11.1.5 - use feedback to set personal learning objectives
11.1.6 - organize and present information clearly to others
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.6.7 - 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
All learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with support;
Most learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with some support;
Some learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs without support;
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Dolphins
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
11.6.9
11.2.3 11.2.5
11.1.1 11.3.1
11.2.8
11.1.1 11.3.1
11.2.8 11.1.7
11.2.5
11.1.2 11.1.3
11.3.1 11.3.4
11.3.5 11.3.6
Planned activities (replace the notes below with your planned
activities)
Revision the previous knowledge present/past tenses
Ex. 6 p. 27 Grammar To revise present/past tenses
• Ask Ss to read the text and complete the gaps with the correct forms
of the verbs in brackets. • Refer Ss to the Grammar Reference section
if necessary. • Check Ss’ answers.
Answer Key
1 need (stative verb) 2 has just given (a recently completed action –
time expression: just) 3 had never heard (past action which occurred
before another action or before a stated past time – time expression:
before) 4 have been reading (action that started in the past and
continues up to the present) 5 had been working (action continuing
over a period up to a specific time in the past) 6 have done (action
which happened at an unstated time in the past) 7 Do you know
(stative verb: know) 8 was watching (time expression: while) 9
noticed (completed past action not connected to the present) 10 had
been researching (action continuing over a period up to a specific
time in the past)
Ex. 7 p. 27 Listening a) To listen for specific information (T/F)
• Ask Ss to read the statements 1-5 and think about what the key
words might be. • Play the recording. Ss listen and complete the task.
• Check Ss’ answers.
Answer Key
1F2T3F4T5F
b) To listen and make notes Play the recording again. Ss listen and
make notes under the headings.
Suggested Answer Key
Threats: caught in fishing nets, collisions with boats, poisoned by
plastic or chemical waste Solutions: make sure rubbish doesn’t end
up in the sea, participate in beach clean-ups, buy fish marked as
‘dolphin saf
Ex. 8 p. 27 To act out exchanges giving and asking for
opinions on ways to help save dolphins • Explain the task and ask
Ss to work in pairs and act out exchanges using their notes from Ex.
7b and the phrases in the language box to help them. • Monitor the
activity around the class and then ask some pairs to ask and answer in
front of the class.
Suggested Answer Key
A: In my opinion, we should help save dolphins from being poisoned
by plastic or chemical waste by making sure rubbish doesn’t end up
in the sea and by participating in beach clean-ups. Would you agree?
B: I totally agree with you. To my mind, we should also help prevent
dolphins from being caught in fishing nets by only buying fish marked
as ‘dolphin safe’.
A: That’s a good point.
Action
Resources
11.1.2 11.1.3
11.1.4 11.1.5
11.1.6 11.4.8
11.5.1 11.5.4
11.6.7 11.6.9
Ex. 9 p. 27 Writing & Speaking To write about/present the
orca • Explain the task and give Ss time to research on the Internet
and collect information about the orca and make notes for all the
points listed. ICT • Then give Ss time to prepare a presentation on the
orca and give it to the class.
ENDING THE
• Ask the Ss presenting to answer questions from the class and ask
LESSON
the class to evaluate the speaker’s performance and give feedback.
Suggested Answer Key
Good morning. Today I am going to talk about the orca. The orca is
a whale belonging to the dolphin family. It is a large black and white
marine mammal with a dorsal fin, two pectoral fins, a fluke, a
rostrum, a saddle, a blowhole and lots of large teeth. They live in
various marine environments including Arctic and Antarctic regions
as well as tropical regions. They are highly social and live in pods.
They demonstrate hunting techniques and vocal behaviours that have
been passed down through generations which shows that they have
an animal culture. They are apex predators and eat fish or other
marine mammals such as seals. They have no predators, and so they
had never been under threat until now. However, they have been
suffering due to pollution, habitat loss and reduced numbers of
available prey. As a result, the orca that live in the North American
Pacific Ocean have been listed as ‘endangered’. Are there any
questions? … Thank you for listening.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
Assessment – how are you
planning to check learners’
learning?
support less able learners in
comprehension task by encouraging them
to scan text quickly to find a section of the
text that contains the answer.
in oral explanation of themes
in the story monitor use of
linkers for delayed corrective
feedback to whole class on
board
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Reflection
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Cross-curricular links
Health and safety check
ICT links
Values links
Module 2
LESSON: Module 2 Lesson 7
SA 2 An opinion essay Rubric Analysis
School:
Date:
Teacher’s name:
CLASS: 11
Number present:
absent:
Learning objectives 11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
that this lesson is
curricular topics
contributing to
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.6.15 - use a growing variety of more complex conjunctions to express condition
concession. and contrast on a wide range of general and curricular topics
ICT skills
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Grammar Present/Past tenses (Revision)
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
11.5.5 11.5.7
11.5.4
Planned activities (replace the notes below with your planned
activities)
Revision the previous knowledge
Writing work SA 2
Ex. 1 p. 28 To analyse a rubric
Ask Ss to read the rubric and then answer the questions.
Answer Key
1 A, B 2 formal (advanced vocabulary, longer sentences, use of the
passive voice)
11.5.5 11.5.7
Ex. 2 p. 28 To analyse a model essay for structure and content
• Give Ss time to read the model and match the paragraphs to their
contents in the list. • Check Ss’ answers.
Answer Key
A – the writer’s opinion B – the writer’s first viewpoint and
example/reason C – the writer’s second viewpoint and
example/reason D – an opposing viewpoint and example/reason E –
the writer’s opinion restated
11.5.5 11.5.7
Ex. 3 p. 28 To substitute topic sentences
• Ask Ss to read the topic sentences in the model (1-4) and replace
them with suitable alternatives from the options A-D.
• Check Ss’ answers.
Suggested Answer Key
A2B4C1D3
Ex. 4 p. 28
11.6.15
To identify, classify and replace linkers
Action
Resources
• Direct Ss to the linkers in bold in the model and ask them to list
them under the headings provided. • Then give them time to think of
suitable alternatives. • Check Ss’ answers around the class.
Answer Key/Suggested Answer Key
addition: Furthermore (In addition) contrast: However, On the other
hand (Nonetheless, In contrast) examples/reasons: For example, For
instance, This is because (One example is, In particular, The reason
is) conclusion: To sum up (In conclusion) list points: To start with
(Firstly)
11.6.1
Ex. 5 p. 28 To practise linkers
• Give Ss time to read the sentences and choose the correct linkers.
• Check Ss’ answers around the class.
Answer Key
1 In addition 2 In particular 3 as a result 4 Besides
11.3.1 11.6.15
Ex. 6 p. 28 To write supporting sentences
• Ask Ss to read the topic sentences and then think of appropriate
supporting sentences using suitable linkers.
• Elicit answers from Ss around the class.
Suggested Answer Key
It is expensive to keep wild animals in captivity. For example, they
have to eat a special diet and their food and care costs a lot of
money. People argue that all animals should be free. In particular,
they say that animals do not belong in cages.
Additional information
ENDING THE
LESSON
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
monitor less able groups and participate
and prompt in their brainstorming activity
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy and range in their
final three tasks. Note
particularly where they
struggle to express connections
between story frames and
events. Give whole class
feedback
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Cross-curricular links
Health and safety check
ICT links
Values links
Module 2
LESSON: Module 2 Lesson 8
Grammar Cleft sentences
Date:
School:
CLASS: 11
Number present:
Teacher’ s name:
absent:
Learning objectives 11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.3 - respect differing points of view
that this lesson is
11.1.4 - evaluate and respond constructively to feedback from others
contributing to
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
Assessment
criteria
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.1.5 - use feedback to set personal learning objectives
11.1.6 - organize and present information clearly to others
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information of the text;
Learners have used vocabulary, read effectively and worked in pair researching online,
prepared their own reports about stadiums.
ICT skills
Using videos& pictures, working with URLs
Previous learning
An opinion essay Rubric Analysis
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
11.1.2 11.1.3
11.1.4 11.2.3
11.2.8 11.3.1
11.3.4 11.3.5
11.3.6
Planned activities (replace the notes below with your planned
activities)
Revision of Grammar Cleft sentences To express an opinion
Ex. 7 p. 29 Grammar Cleft sentences To express an opinion
• Tell Ss to use the phrases and appropriate language from the box to
express their opinion. • Elicit answers from Ss around the class.
Suggested Answer Key
In my opinion, all the animals in zoos should be set free. I personally
think that tickets to enter the zoo are far too expensive.
Action
Resources
11.6.6
11.5.5
11.5.2 11.5.5
11.1.4 11.1.5
11.1.6 11.1.7
11.1.10 11.5.1
11.5.4 11.5.5
11.5.7 11.6.9
ENDING THE
LESSON
Ex. 8 p. 29 To learn about cleft sentences
• Read out the theory box and explain that cleft sentences put
emphasis on what we are saying by using the structures what +
subject + verb + is/was or It is/was (not) + noun/noun phrase/pronoun
+ relative clause. • Read out the examples and then refer Ss to the
Grammar Reference section for more information.
• Explain the task and give Ss time to complete it. • Check Ss’
answers around the class and elicit examples in the model.
Answer Key Examples:
what zoos do is save endangered species, it was Detroit Zoo in the
USA that rescued a polar bear. 1 What David feels passionate about
is freeing animals in captivity. 2 It was Ben who brought the injured
eagle to the zoo. 3 It was the lions that/which attracted the most
visitors last year. 4 What James loves most about being a zookeeper
is saving endangered animals.
Ex. 9 p. 29 a) To prepare for a writing task
• Ask Ss to read the rubric and match the viewpoints (1-4) with the
reasons/examples (a-d). • Check Ss’ answers around the class.
Answer Key
1d2c3b4a
b) To practise joining sentences
• Explain the task and give Ss time to join the sentences using phrases
from the useful language box. • Check Ss’ answers around the class.
Suggested Answer Key
1 Firstly, large mammals need to run free in their natural habitat.
This is because in the wild, animals such as cheetahs have limitless
space to run.
2 Furthermore, animals in captivity can be dangerous. For example,
they might attack their keepers if they are scared or angry.
3 On the other hand, zoos and sanctuaries can provide animals with
medical care since sick or injured animals won’t survive in the wild.
4 In addition, wild animals lose their skills and identity in captivity.
In particular, predators like lions forget how to hunt because they are
given fresh meat every day.
Ex. 10 p. 29 To write an opinion essay
• Give Ss time to complete the task using the plan and the useful
language to help them. • Check Ss’ answers..
• Alternatively, assign the task as HW and check Ss’ answers in the
next lesson
Suggested Answer Key
Keeping animals in captivity is a controversial topic that people have
been debating for decades. Many people are of the belief that animals
are always better off in the wild. In my opinion, they are right about
this for several reasons. Firstly, large mammals need to run free in
their natural habitat. This is because in the wild, animals such as
cheetahs have limitless space to run. In addition, wild animals lose
their skills and identity in captivity. In particular, predators like lions
forget how to hunt. There have been many cases where animals have
lost their instincts because zookeepers had been feeding them every
day. On the other hand, zoos and sanctuaries can provide animals with
medical care since sick or injured animals won’t survive in the wild.
All in all, I believe animals are always better off in the wild because
that is where they are supposed to be. However, whenever appropriate,
they should be able to get medical treatment from zoos and sanctuaries
and then be re-released.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
support less able learners in productive
tasks by preparing prompt or sentence
starter cards
Assessment – how are you
Cross-curricular links
planning to check learners’
Health and safety check
learning?
ICT links
monitor learners’
Values links
pronunciation of new words
and ask learners to mark word
stress
challenge more able learners to link themes in this folktale to themes in others they know
Reflection
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Module 2
LESSON: Module 2 Lesson 9
Culture Corner Olympic national park
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
that this lesson is
11.4.2 - understand specific information and detail in extended texts on a wide range of
contributing to
familiar and unfamiliar general and curricular topics
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.1.4 - evaluate and respond constructively to feedback from others
11.1.5 - use feedback to set personal learning objectives
11.1.6 - organize and present information clearly to others
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
ICT skills
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.6.7 - 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
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Grammar Cleft sentences
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
11.1.10 11.4.2
PRESENTATION
AND PRACTICE
11.4.1
11.5.2
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 30 To listen and read for gist
• Ask Ss to look at the pictures and elicit their guesses as to where the
park is and what is special about its natural diversity.
• Play the recording. Ss listen and read and find out if their guesses
were correct.
Suggested Answer Key
I think Olympic National Park is in the USA. I think it is home to
different ecosystems and a huge diversity of animals and plants.
Ex. 2 p. 30 To read for gist (matching headings to paragraphs)
• Give Ss time to read the text again and match the paragraphs to the
headings in the list. • Check Ss’ answers.
Answer Key
1C2A3E4B
• 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.
Ex. 3 p. 30 a) To consolidate new vocabulary
• Explain the task and give Ss time to complete the phrases using the
words in the list. • Check Ss’ answers around the class.
Answer Key
1 rainforest 2 wildlife 3 ecosystem 4 glacier 5 species 6 sight 7 plant
8 experience
Action
Resources
11.3.6
11.5.2
11.1.4 11.1.5
11.1.6 11.1.7
11.1.10 11.3.1
11.3.4 11.3.6
11.4.8 11.5.1
11.5.4 11.6.7
11.6.9
ENDING THE
LESSON
11.1.4 11.1.5
11.1.6 11.1.7
11.1.10 11.3.1
11.3.4 11.3.6
11.4.8 11.5.1
11.5.4 11.6.7
11.6.9
b) To talk about Olympic National Park
Ask various ss around the class to talk about Olympic National Park
using the completed phrases in Ex3 a.
Suggested Answer Key
Olympic National Park has snowy mountains and a temperate
rainforest. There is an abundance of wildlife there. The ecosystems
are fragile. Mount Olympus has active glaciers. There are a number
of endemic species including the Olympic yellow-pine chipmunk and
the Olympic torrent salamander. 1.21 Mountain goats are a common
sight. There are more varieties of vascular plants in Olympic
National Park than in the whole of the British Isles. You can get an
educational experience from a specially-trained guide to learn about
the constellations, planets and galaxies.
Ex. 4 p. 30 To write about a national park
• Explain the task and give Ss time to research online to find out
information about a national park in Kazakhstan and prepare a
presentation on it including all the points in the rubric.
.
• Ask various Ss to present the park to the class.
Suggested Answer Key
Bayanaul National Park is one of the most popular nature reserves in
Kazakhstan. It covers 68,453 hectares of Pavlodar Province in the
southeast of the country. The park has always been known for its
amazing scenery. It is surrounded by the low mountains and raised
plains of the Kazakh Uplands. There are four large freshwater lakes
called Sabyndykol, Jasybay, Toraygir and Byrzhankol as well as
many other small lakes. Ever since it was founded in 1985, people
have been visiting the park to swim and fish in the lakes. The park
has a continental climate. The average annual temperature is 3.2°C.
The average January temperature is -13.7°C, with a minimum of 17.8°C. There are 460 species of plants. There are wild strawberries
in the meadows and wild mushrooms in the forests. The park has an
amazing variety of wildlife, such as deer, swans, herons, eagles,
kestrels, badgers, squirrels, and even the endangered argali.
Bayanaul National Park is a place of outstanding natural beauty and
it is a protected area.
• Read out the Did you know? box and explain/ elicit the meanings
of any unknown words
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
monitor learner question writing in groups
and highlight for less able learners where
they should self-correct errors
Assessment – how are you
planning to check learners’
learning?
monitor learner questions for
accuracy and encourage them
to self-correct
Cross-curricular links
Health and safety check
ICT links
Values links
Reflection
Were the lesson objectives/learning
objectives realistic?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Did I stick to timings?
What changes did I make from my plan
and why?
Module 2
LESSON: Module 2 Lesson 10
Curricular: Biology Life cicle of a honye
bee
Date:
School:
CLASS: 11
Number present:
Learning
objectives(s) that
this lesson is
contributing to
Teacher’s name:
absent:
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.1.6 - organize and present information clearly to others
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.3 - respect differing points of view
ICT skills
11.1.4 - evaluate and respond constructively to feedback from others
11.1.5 - use feedback to set personal learning objectives
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.6.7 - 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
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Culture Corner Olympic national park
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
11.4.3
PRESENTATION
AND PRACTICE
11.4.2 11.4.5
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 31 To introduce the topic; to listen and read for specific
information
• Direct Ss to the title and elicit their guesses in answer to the
question. • Play the recording. Ss listen and read and find out if their
guesses were correct.
Suggested Answer Key
I think the social organisation within a beehive has a queen at the top
and then the worker bees below her and the drones below them.
Ex. 2 p. 31 To read for specific information (sentence
completion)
• Ask Ss to read the sentence stems 1-6 and give them time to read
the text again and complete them. • Check Ss’ answers.
Answer Key
1 a hexagonal cell of wax 2 royal jelly 3 worker bees 4 in winter 5
nectar from flowers 6 the season
• 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.
Action
Resources
11.1.6 11.3.1
11.3.6
11.3.1 11.3.4
11.3.6 11.3.7
11.1.2 11.1.3
11.1.4 11.1.5
11.1.6 11.1.10
11.3.1 11.3.4
11.3.6 11.4.8
11.5.1 11.5.4
11.6.7 11.6.9
Ex. 3 p. 31 To consolidate information in a text
• Give Ss time to study the picture and use the information in the text
to formulate their answers. • Ask various Ss around the class to tell
the rest of the class about the life cycle of a honey bee.
Suggested Answer Key
A bee egg is laid by the queen bee in a hexagonal wax cell. After
three days it hatches into a larva. It eats bee bread 1,300 times a day
unless it’s a queen bee which eats royal jelly. After six days, the cell
is sealed and the larva develops into a pupa. Then on day 21, it
chews its way out of the cell as a fullygrown bee and starts work. If it
is a worker bee it lives for 6-7 weeks in the summer or for up to 6
months in the autumn and winter. If it is a queen bee, it will live for
2-5 years.
Ex. 4 p. 31 To consolidate information in a text
• Ask Ss to work in pairs and ask and answer questions about honey
bees using the numbers in the list and following the example.
• Monitor the activity around the class and then ask some pairs to ask
and answer in front of the rest of the class. 1.22
Suggested Answer Key
A: How many bees can there be in one hive?
B: Up to 80,000. How big is the queen bee?
A: Around 2 cm long. How long does she usually live?
B: At least two years. How many eggs does she lay a day?
A: 1,500. How many drones are there in a large hive?
B: About 300. How many flowers must a honey bee visit to make 500
g of honey?
A: About 2 million. How far does a honey bee travel to visit all these
flowers?
B: 88,000 km. How many times must they beat their wings a second
to carry their own weight in pollen or nectar?
A: 230 times. How long do worker bees live for in spring and
summer?
B: 6-7 weeks.
Ex. 5 p. 31 To give a presentation on bees
• Give Ss time to research online and find more information about
bees and prepare a presentation. Ask various Ss to present their
information to the class. • Ask Ss to do peer assessment and evaluate
each other’s presentations.
• Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Suggested Answer Key
Good morning. While doing research on bees, I discovered that they
are in fact far more interesting than I had ever thought possible. Here
are some of the most amazing facts I have found. Different types of
bees take different lengths of time to develop. It takes 21 days from
when the queen lays an egg for a worker bee to emerge from the cell,
24 days from when the queen lays an egg for a drone to emerge from
the cell and 16 days from when the queen lays an egg for another
queen to emerge from the cell. You know that bees travel far and
wide to collect nectar and pollen to make honey, but did you know
that bees travel up to 8 km from the hive to find flowers, at speeds up
to 24 km an hour? When a bee finds a place with many flowers, it
goes back to the hive and does a special dance. The dance tells the
other bees exactly where to go. On each trip from the hive, a bee
visits 50-100 flowers. All that hard work for a bee to make about 1/12
of a teaspoon of honey in its life. Finally, did you know that honey is
the only food insects make that we can eat and it never goes bad? Are
there any questions? Thank you for listening
11.5.2
Ex. 1 p. 32 To present and practice phrasal verbs
• Explain the task and ask Ss to use the phrasal verbs in the diagram
to complete it. • Give Ss time to complete the task and then check Ss’
answers.
Answer Key
1 made 3 add 5 acting 2 springing 4 steam 6 came
11.6.13
Ex. 2 p. 32 To practise prepositional phrases
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 on 2 in 3 off 4 on
11.5.2
11.6.4
Ex. 3 p. 32 To practise collocations
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 species 2 ecosystem 3 rainforest 4 fin 5 conservation 6 animals 7
plants 8 pest
Ex. 4 p. 32 To practise word formation
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 incubation 2 deadly 3 wilderness 4 belief 5 unspoilt
Ex. 5 p. 32 To consolidate words which are often confused
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 cycle 2 season 3 organisation 4 classified
ENDING THE
Kazakhstan in Action! To learn interesting information relating to
LESSON
ecosystems and wildlife in Kazakhstan • Give Ss time to read the
information and fill in the gaps. • Check Ss’ answers.
Answer Key
1 its 6 which/that 11 to 2 by 7 been 12 had 3 as 8 by 13 on 4 to 9 was
14 the 5 this 10 awareness
Additional information
11.5.2
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
prompt less able learners to engage in
whole class checking and plenary activity
with supportive questioning
provide sentence starters for final
challenge more able learners to structure
final writing to include key words
Assessment – how are you
planning to check learners’
learning?
monitor for spoken accuracy in
plot prediction task and use a
range of oral correction
techniques
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Cross-curricular links
Health and safety check
ICT links
Values links
Did I stick to timings?
What changes did I make from my plan
and why?
Module 2
LESSON: Module 2 Lesson 11
SAT 1
Date:
School:
CLASS: 11
Number present:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
ICT skills
Teacher name:
absent:
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Curricular: Biology Life cicle of a honye bee
Plan
Planned timings
BEGINNING THE
LESSON
Planned activities (replace the notes below with your planned
activities)
Revision the Module 2
Writing, Speaking, listening and reading tasks
PRESENTATION
AND PRACTICE
11.4.2
Action
Resources
Ex. 1 p. 33 Reading 1 To read for specific information (multiple
choice) • Ask Ss to read the questions 1-5 and the possible answers. •
Give Ss time to read the text and choose the correct answer for each
question. • Check Ss’ answers.
Answer Key
1B2D3B4C5D
11.2.5
Ex. 2 p. 33 Listening To listen for specific information (multiple
matching) • Ask Ss to read the sentences A-F. • Play the recording. Ss
listen and match the statements to the speakers. • Check Ss’ answers.
Answer Key
1C2E3F4A5D
ENDING THE
LESSON
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
challenge more able learners to explain
connections between different elements in
the story when recounting
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Cross-curricular links
Health and safety check
ICT links
Values links
Module 2
LESSON: Module 2 Lesson 12
Progress Check
Date:
School:
CLASS: 11
Number present:
Learning
objectives(s) that
this lesson is
contributing to
Teacher name:
absent:
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.2.5 - recognize 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 growing range of
unfamiliar topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.6.7 - 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
1.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
11.6.10 - use a wide variety of reported statement, command and question forms on a
wide range of general and curricular topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
general and curricular topics
Lesson objectives
ICT skills
Assessment
criteria
Previous learning
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Using videos& pictures, working with URLs
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Plan
Planned timings
BEGINNING THE
LESSON
11.5.2
PRESENTATION
AND PRACTICE
11.6.7 11.6.9
11.6.10
11.6.9
Planned activities (replace the notes below with your planned
activities)
Ex. 3 p. 34 To consolidate vocabulary from the module
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 overlap 2 release 3 mate 4 steer 5 designate 6 fertilise 7 determine 8
conserve 9 spread 10 lay
Ex. 4 p. 34 To practise the passive
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 The findings haven’t been released by Dr Green yet.
2 The cubs hadn’t been fed for days when we discovered them.
3 The golden eagle eggs had been taken before we arrived.
Ex. 5 p. 34 To practise reported speech
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 She told me (that) she was studying bats. 2 He asked Jo when she
had seen the elk. 3 He ordered Aizhan not to disturb the nest. 4 Kairat
suggested visiting a zoo.
Ex. 6 p. 34 To practise present and past tenses
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 Have you watched 2 had already disappeared 3 has been
researching 4 had been monitoring 5 had invested
Ex. 7 p. 34 To practise cleft sentences Explain the task and give
Ss time to complete it and then check Ss’ answers.
Action
Resources
11.6.6
11.5.1 11.5.4
11.5.7
ENDING THE
LESSON
Answer Key
1 we really need is more data about steppe eagles 2 was Madina who
suggested monitoring the feeding habits of the chicks 3 confuses
whales is the noise from speedboats
Ex. 8 p. 34 To write an essay
• Explain the task and give Ss time to plan and complete their work
and then check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ answers in the
next lesson
Suggested Answer Key
Keeping an animal as a pet is very popular. Many people are of the
belief that wherever possible, parents should get their child a pet. In
my opinion, this is a good idea for several reasons. Firstly, caring for
an animal teaches a child responsibility. This is because pets cannot
look after themselves so the child is the one who has to feed, clean,
exercise and take care of it. In addition, a pet is a companion for a
child. In particular, cats and dogs form a bond with their owner and
want to spend time with them. On the other hand, giving a child a pet
could be a mistake. For example, if the child is not ready or able to
take proper care of it, then it may feel neglected. All in all, I believe
pets are great for adults and children. However, a pet is not a toy and
people should be sure that a child is ready to take responsibility for
the animal before they are given a pet. Check your progress Ask Ss to
assess their own performance in the unit by ticking the listed
activities according to how competent they feel for each one.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
challenge more able learners to explain
connections between different elements in
the story when recounting
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Cross-curricular links
Health and safety check
ICT links
Values links
Module 3
LESSON: Module 3 Lesson 1
The Human Brain
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
that this lesson is
11.4.1 - understand complex and abstract main points in extended texts on a wide range
contributing to
of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.2.1 - 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
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
Lesson objectives
Assessment
criteria
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems in the pictures
Cross - curricular
links
ICT skills
biology
Previous learning
Animals
Using videos& pictures, working with URLs
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
11.2.6 11.4.1
11.4.3 11.5.2
11.2.1 11.3.2
Planned activities (replace the notes below with your planned
activities)
What is in the Module 3?
Read the title of the module Exercise & Sport and ask Ss to suggest
what they think it means. Go through the topic list and stimulate a
discussion to prompt Ss' interest in the module.
Ex. 1 p. 35 Vocabulary To introduce vocabulary related to
parts of the brain
• Direct Ss’ attention to the texts A and B and the words in bold. Give
Ss time to read the texts and then use the bold words to label the
pictures. • Play the recording. Ss listen and check their answers.
Answer Key
1 cerebrum 5 amygdala 2 brainstem 6 pituitary gland 3 cerebellum 7
hypothalamus 4 hippocampus
• Play the video for Ss and elicit their comments.
Ex. 2 p. 35 To consolidate information in a text
• Ask Ss to talk in pairs and ask and answer questions about the parts
of the human brain and their functions. • Monitor the activity around
the class and then ask some pairs of Ss to ask and answer in front of
the rest of the class.
Suggested Answer Key
A: What is the cerebrum?
B: It’s the biggest part of the brain. It’s where we process
information from our senses like touch, sight and hearing. We also
Action
Resources
use it for speech, learning and emotion. Do you remember what the
cerebellum does?
A: Yes. It controls movement and balance. It’s the area at the back of
the brain. Then, there’s the brainstem which connects the brain to the
spinal cord.
B: That’s right. Beneath the cerebrum is the limbic system. Where is
the pituitary gland?
A: It’s below the hypothalamus. It secretes lots of different hormones
into the blood. What does the hypothalamus do?
B: It helps control our body temperature, blood pressure and
appetite. It’s just above the pituitary gland. Do you remember what
the hippocampus does?
A: Of course. It consolidates memories. It’s the long, curved part of
the brain. It’s right next to the amygdala which is almond-shaped and
responsible for our emotions.
ENDING THE
OVER TO YOU! Make a medical model of the human brain
LESSON
available to Ss and ask various Ss to talk about other parts of it and
11.1.2 11.1.4
present it to the class. Suggested Answer Key Isn’t the brain an
11.3.7 11.5.7
amazing organ? It controls our bodies, our thoughts and even our
11.6.4 11.6.13
dreams, but the brain isn’t a simple organ. In fact, it is so complex
11.6.14
that it can outperform a computer and there is still a lot that scientists
need to work out with respect to how it functions. If we look at this
model of the brain, we can see different coloured parts that represent
different sections. For example, this yellow section at the front is
called the frontal lobe. It deals with our social behaviour and higher
intelligence. This blue part is a sensory region, it helps us to feel
things on our skin and in our muscles. This purple area here is an
auditory area responsible for interpreting sounds. However, the area
that I find most fascinating is the Wernicke’s area – it’s this grey
section here and it is responsible for language. This is the part of the
brain that helps us to interpret language and communicate using it. In
short, the fact that you can understand what I’m saying now, is all
due to the Wernicke’s area. Isn’t that fascinating?
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
prompt less able learners to engage in
whole class checking and plenary activity
with supportive questioning
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented in
this lesson
Assessment – how are you
planning to check learners’
learning?
check pronunciation of new
words and reinforce with
drilling where necessary
Cross-curricular links
Health and safety check
ICT links
Values links
Reflection
Were the lesson objectives/learning
objectives realistic?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Did I stick to timings?
What changes did I make from my plan
and why?
Module 3
LESSON: Module 3 Lesson 2
Brain Technology
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and
unfamiliar general and curricular topics
that this lesson is
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
contributing to
which is spelt accurately
11.2.1 - 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
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
Lesson objectives
Assessment
criteria
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and
unfamiliar general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
11.1.6 - organize and present information clearly to others
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts
on a wide range of general and curricular topics, including some unfamiliar topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.7 - use independently appropriate layout at text level on a wide range of general and
curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Cross - curricular
links
ICT skills
Biology
Previous learning
The Human Brain
Using videos& pictures, working with URLs
Plan
Planned timings
BEGINNING THE
LESSON
11.4.5
11.5.2
PRESENTATION
AND PRACTICE
11.2.1
11.2.6
11.4.3
11.4.1
11.4.2
11.3.2
11.3.3
11.4.1
11.3.2
11.3.3
11.3.7
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 36 Vocabulary To introduce key vocabulary related to
different areas of the brain
• Ask Ss to look at the picture and then read the descriptions A-C.
Then give them time to match the areas to the descriptions. • Check
Ss’ answers.
Answer Key
1C2A3B
Ex. 2 p. 36 Listening & Reading To listen for gist
• Ask Ss to read the title, the introduction and the subheadings in the
text. • Elicit Ss’ guesses in answer to the questions. • Then play the
recording. Ss listen and find out if their guesses were correct.
Suggested Answer Key
The first two texts are about advances to help our brains and bodies
work better together. They can help the motor and sensory areas.
Mini-me brains are for study and help us understand more about all
areas of the brain, including sensory and association areas. The last
technology can improve communication and efficiency and is related
to sensory areas of the brain.
Ex. 3 p. 37 To read for specific information (multiple matching)
• Read out the Study Skills box and tell Ss this tip will help them to
complete the task successfully. • Ask Ss to read the text and the
questions 1-8. • Give Ss time to complete the task and then check
their answers.
Answer Key
1B3C5D7B2D4A6C8A
Ex. 4 p. 37 To consolidate information in a text; to develop
critical thinking skills
• Ask Ss to read the questions 1-3 and give them time to answer them
referring to the text as necessary and using their own ideas. • Elicit
answers from Ss around the class.
Answer Key
1 BCI has been used before in order to help generate speech.
2 Scientists are growing mini-brains in order to help them understand
and learn more about the human brain and brain disorders.
Suggested Answer Key
3 I think mini-brains are the most useful technology because they may
be able to help us prevent or find cures for brain disorders that
severely affect people’s lives. Most of my classmates agree, but
others think neural dust is the most useful because of its potential.
Action
Resources
• 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.
11.4.5
Ex. 5 p. 37 To consolidate new vocabulary
• Explain the task and give Ss time to complete it using the Word List
or their dictionaries to help them. • Check Ss’ answers around the
class.
Answer Key
brain technology = a device or software related to the brain enhance
= make better computer interface = a means to exchange digital
information generate = produce infrared switch = a sensor firing =
active stimulate = encourage increased activity nerve impulses = a
message sent along a nerve cell stem cells = a cell capable of
becoming many different cell types brain disorders = conditions that
affect brain function harness = use
11.6.14
Ex. 6 p. 37 Grammar To learn/revise prepositional phrases –
clauses of concession – multi-word verbs
• Refer Ss to the Grammar Reference section to revise the theory on
clauses of concession. Answer any questions Ss may have. • Refer Ss
to the Appendix if necessary. • Then give Ss time to choose the
correct items in the sentences 1-10. • Check Ss’ answers around the
class.
Answer Key
1 although 2 In spite of the fact that 3 with respect to 4 yet 5 with
6 in respect of 7 in for 8 Despite 9 in for 10 No matter
11.1.6 11.1.10
11.3.2 11.3.3
11.3.4 11.3.6
Ex. 7 p. 37 Speaking & Writing To express an opinion
Give Ss time to consider their answers to the questions and then ask
various Ss around the class to share their answers with the rest of the
class.
Suggested Answer Key
The information in the text that I found most interesting was the part
about the mini-brains because I think it is fascinating that we can
grow a tiny version of our brain in the lab.
11.1.2 11.1.4
11.4.8 11.5.7
11.6.4 11.6.13
Ex. 8 p. 37 To prepare a presentation on other brain
technologies
• Give Ss time to research online and find out more information about
other types of technologies relating to the brain. Then give them time
to use this information to prepare a presentation.
• Ask Ss to give their presentations to the class. Have the class
perform peer assessments and give feedback for Ss to use to improve
their performance if so desired.
Suggested Answer Key
Our brain is already an amazing organ capable of doing so many
things, but think about how much the human brain could achieve with
a little help from technology. One brain technology that is being
developed is brain prosthetics. This amazing technology could ICT
help people who have lost limbs go back to leading a normal life. Brain
prosthetics allow people to control a piece of machinery with their
brain. Another fascinating brain technology is automated diagnosis.
ENDING THE
LESSON
This technology promises to change the future of healthcare.
Diagnosis systems such as NeuroPace RNS will be able to detect
seizures and prevent them before they’ve even happened by providing
electrical stimulation to the appropriate part of the brain. This
prevents epilepsy sufferers from having seizures and injuring
themselves as a result. In addition, the device records brain activity
and is able to send information to doctors to review, helping them
monitor the patient’s condition without an emergency situation
arising. I hope that in the future brain technologies such as these can
advance further to help people with even more medical conditions to
benefit from an improved quality of life.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
prompt less able learners to engage in
whole class checking and plenary activity
with supportive questioning
provide sentence starters for final writing
task
challenge
Reflectionmore able learners to structure
final writing to include key words
Were the lesson objectives/learning
objectives realistic?
Assessment – how are you
planning to check learners’
learning?
monitor for spoken accuracy in
plot prediction task and use a
range of oral correction
techniques
Cross-curricular links
Health and safety check
ICT links
Values links
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Did I stick to timings?
What changes did I make from my plan
and why?
Module 3
LESSON: Module 3 Lesson 3
Neurones
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
that this lesson is
11.4.1 - understand complex and abstract main points in extended texts on a wide range
contributing to
of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.2.1 - 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
11.2.2 - understand specific information in unsupported extended talk on a wide range of
Lesson objectives
general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
ICT skills
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Brain Technology
Plan
Planned timings
BEGINNING THE
LESSON
11.5.2
PRESENTATION
AND PRACTICE
11.4.1 11.4.3
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 38 Vocabulary To introduce key vocabulary related to
parts of neurones • Direct Ss to the picture and read out the list of
definitions. Give Ss time to match them to the neurone parts. • Play
the recording. Ss listen and check.
Answer Key
A1B4C3D
Ex. 2 p. 38 Listening & Reading To listen and read for gist
• Ask Ss to read the title of the text and the first paragraph and elicit
Ss’ guesses as to what makes this new type of neurone unique.
• Play the recording. Ss listen and read the text to find out.
Answer Key
This new type of neurone is unique because it doesn’t appear in
rodents and is making scientists question the similarities between the
rodent and human brain.
11.4.1 11.4.3
Ex. 3 p. 39 To read for specific information (T/F/DS)
• Ask Ss to read the sentences 1-6 and then give them time to read the
text again and decide on their answers. • Check Ss’ answers around
the class.
Answer Key
1 DS 2 F 3 T 4 DS 5 F 6 T
• 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.
11.5.2
Ex. 4 p. 39
To consolidate new vocabulary
Action
Resources
• Explain the task and give Ss time to complete the gaps using the
words in the list and referring back to the text if necessary.
• Check Ss’ answers.
Answer Key
1 characteristics 2 neurones 3 properties 4 fibres 5 abilities 6
neurones
11.2.1 11.2.2
11.2.6
ENDING THE
LESSON
Ex. 5 p. 39 Listening To listen for specific information
(multiple choice) • Ask Ss to read the questions and answer choices
and think about the key words. • Then play the recording and have Ss
choose their answers. • Check Ss’ answers.
Answer Key
1B2A3B
Remember the text theory. Ask Ss to give their own examples of
Neurones work (Ss' own answers)
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
provide support for less able learners in
recounting task in the form of a plot line
template
Reflection
Were the lesson objectives/learning
objectives realistic?
Assessment – how are you
Cross-curricular links
planning to check learners’
Health and safety check
learning?
ICT links
monitor learner language for
Values links
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Did I stick to timings?
What changes did I make from my plan
and why?
Module 3
LESSON: Module 3 Lesson 4
Past modals
Date:
School:
CLASS:
Number present:
Teacher’s name:
absent:
Learning objectives 1.6.12 - 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
that this lesson is
on a wide range of general and curricular topics
contributing to
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
Assessment
criteria
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts
on a wide range of general and curricular topics, including some unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.1 - plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.7 - use independently appropriate layout at text level on a wide range of general and
curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
Learners have used variety of reported speech forms for statements, questions and
commands, using in their own sentences.
ICT skills
Using videos& pictures, working with URLs
Previous learning
Neurones
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
11.6.12
11.1.2 11.1.4
11.1.10 11.3.2
11.3.3 11.3.4
11.3.5 11.3.7
11.5.8
11.4.4 11.4.8
11.5.1 11.5.2
11.5.7 11.6.4
11.6.13 11.6.14
ENDING THE
LESSON
Planned activities (replace the notes below with your planned
activities)
Revise the theory on the form and use of past modals.
Ex. 6 p. 39 Grammar To revise past modals
• Refer Ss to the Grammar Reference section to revise the theory on
the form and use of past modals. • Then explain the task and give Ss
time to complete it. • Check Ss’ answers.
Answer Key
1 must have been 2 due to have been analysed 3 must have been
willing 4 supposed to have written 5 bound to have been proved 6
could have destroyed
Ex. 7 p. 39 To practise reported speech with introductory
verbs • Explain the task and give Ss time to conduct a survey of
the class individually and make notes of the Ss’ answers. • Give Ss
some helpful language they can use (e.g. the majority of, most of, a
few of, some of, etc) and tell Ss they may use charts and graphs if
they desire. Then ask Ss to present their findings to the class.
• After each S presents, have them ask the class for feedback and
have Ss assess each other’s performance.
Suggested Answer Key
In the class, the majority (two thirds) of the students said that they
were in favour of studying the brains of people who donated their
bodies to science. The reasons they gave included that studying
human brains is better than studying animal brains because animal
brains are not the same as ours. They also said that studying the
human brain can help us understand more about how it works and
about brain disorders. Some thought that it was a good opportunity to
study the brain since it is not easy to find human brains to study.
However, some students (a third) said that they were against studying
the brains of people who donated their bodies. The reasons these
students gave included that they believed that donated organs should
be used only to directly help save another life. Writing & Speaking 8
See p. 42(T) For Against View on studying the brains of people who
donate their bodies A bar chart to show the views of students in my
class regarding studying the brains of people who donate their bodies
12 10 8 6 4 2 0 Number of students FO
Ex. 8 p. 39 Writing & Speaking To prepare a presentation on
neurones • Give Ss time to research online and collect information
about the different types of neurones and make notes under the
headings provided. Then give them time to prepare a presentation.
Tell Ss they can use pictures to illustrate their presentation.
• Ask Ss to give their presentations to the class. • Alternatively,
assign the task as HW and ask Ss to give their presentations in the
next lesson.
Suggested Answer Key
Neurones or nerve cells are amazing cells that help send messages
around the body at high speed. While they are incredibly small, we
would not be able to move, think or function without them. Like a
network of tiny cables, neurones carry electrical impulses around our
body and help us to respond to stimuli. There are three main types of
Action
Resources
neurone: ICT Sensory neurones Sensory neurones are found all
around our body. They collect information from the external
environment using our five senses: sight, hearing, smell, taste and
touch. Then, they carry nerve impulses from our sensory organs to
our brain. Relay neurones Relay neurones or interneurones are found
in the brain and the spinal cord. Their job is to pass nerve impulses
through the central nervous system and link up to the correct motor
neurone in order to provide an appropriate response. Motor
neurones Motor neurones can be found throughout our body. They
help us to respond to a stimulus by causing movement. Motor
neurones carry nerve impulses to our muscles to make them contract
or relax. The largest nerve in the human body is the sciatic nerve; it
is made up of both sensory and motor neurones and it stretches from
the spinal cord all the way down the legs. It can carry nerve impulses
up to a speed of 150 m per second! Isn’t that amazing?
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
provide support for less able learners in
recounting task in the form of a plot line
template
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Cross-curricular links
Health and safety check
ICT links
Values links
Did I stick to timings?
What changes did I make from my plan
and why?
Module 3
LESSON: Module 3 Lesson 5
Memory
School:
Date:
Teacher’s name:
CLASS: 11
Number present:
absent:
Learning objectives 11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
that this lesson is
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
contributing to
familiar and some unfamiliar general and curricular topics
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a
range of more complex and abstract general and curricular topics
ICT skills
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Past modals
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
11.4.1
PRESENTATION
AND PRACTICE
11.3.7
11.1.9 11.3.7
11.4.1 11.4.3
Planned activities (replace the notes below with your planned
Action
activities)
Resources
Ex. 1 p. 40 Vocabulary
a) To introduce vocabulary related to brain food • Direct Ss to the
gapped text and read out the list of words. Give Ss time to look up the
meanings of any unknown words in the Word List or in their
dictionaries. • Then have them complete the gaps.
• Play the recording. Ss listen and check their answers.
Answer Key
1 antioxidant 2 loss 3 acids 4 decline 5 radicals 6 function
b) To talk about brain food
• Ask Ss to work in pairs and choose one of the brain foods in the
table and talk about it. • Monitor the activity around the class and
then ask some pairs to tell the rest of the class. • You can play the
recording from Ex. 1a again, if necessary.
Suggested Answer Key
A: Do you eat any of these brain foods?
B: Yes, I eat ‘fatty’ fish. We have salmon or tuna at least once a week
in my house. It’s very tasty.
A: It’s also great for your brain. It can build new brain and nerve
cells and improve your memory and mood.
B: Did you know eating ‘fatty’ fish can also slow down age-related
mental decline? I think it’s amazing how eating this one food can
benefit our brain so much!
c) To expand the topic • Ask Ss to work in small groups and think of
other types of food that can help improve your memory. • Ask
various Ss to tell the class.
Suggested Answer Key
Dark chocolate and blueberries contain antioxidants that can improve
your memory. Nuts can prevent brain disorders and can improve
concentration.
Ex. 2 p. 40 Listening & Reading To introduce the topic; to listen
and read for gist • Read out the title and the first sentences of each
paragraph in the text. • Elicit Ss’ guesses as to what the text is about.
• Play the recording. Ss listen and read to find out.
Suggested Answer Key
I think the text is about memory and how we can improve our brain
function using different tips and techniques.
11.4.7
Ex. 3 p. 40 To read for cohesion and coherence (missing
sentences) • Ask Ss to read the sentences A-F. • Then give them
time to read the text again and match the sentences to the gaps. •
Check Ss’ answers.
Answer Key
1B2F3A4E5D
• 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.
ENDING THE
Ex. 4 p. 40 To consolidate new vocabulary
LESSON
• Read out the words in bold in the text and the words/phrases in the
11.4.5
list and ask Ss to match them using their dictionaries if necessary. •
Check Ss’ answers.
Answer Key
enhanced = improved skill set = a variety of abilities visualisation =
the act of forming a picture of sth in your mind physical = bodily
fundamental = vital attention = concentration beneficial =
advantageous
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
support less able learners in
comprehension task by encouraging them
to scan text quickly to find a section of the
text that contains the answer.
Assessment – how are you
planning to check learners’
learning?
in oral explanation of themes
in the story monitor use of
linkers for delayed corrective
feedback to whole class on
board
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Cross-curricular links
Health and safety check
ICT links
Values links
Module 3
LESSON: Module 3 Lesson 6
Affixes (prefixes and suffixes)
School:
Date:
Teacher’s name:
CLASS: 11
Number present:
absent:
Learning objectives 11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
that this lesson is
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and
contributing to
curricular topics, including talk on a growing range of unfamiliar topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.1.7 - develop and sustain a consistent argument when speaking or writing
Assessment
criteria
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
All learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with support;
Most learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with some support;
Some learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs without support;
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
ICT skills
Using videos& pictures, working with URLs
Lesson objectives
Previous learning
Memory
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
11.6.4
11.2.4 11.2.7
Planned activities (replace the notes below with your planned
activities)
To revise affixes (prefixes and suffixes)
Ex. 5 p. 41 Grammar To practise affixes (prefixes and suffixes)
• Refer Ss to the Appendix to revise affixes. • Then explain the task
and give Ss time to complete it. • Check Ss’ answers.
Answer Key
1 counteract 2 oversleep 3 co-authored 4 forgetfulness 5 alteration
Ex. 6 p. 41 Listening & Speaking To listen for specific
information (multiple choice) • Ask Ss to read the questions 1-5 and
the possible answers and think about what the key words might be. •
Action
Resources
Play the recording. Ss listen and complete the task. • Check Ss’
answers.
Answer Key
1C2A3C4B5C
11.2.6
Ex. 7 p. 41 To listen for key language
• Ask Ss to read the language box, then play the recording again. Ss
listen and say which phrases they hear.
Suggested Answer Key
Well, that’s not the way I see it. I’m of the opinion that … , Don’t
you agree that … ? You have a point.
11.1.7
11.1.9
11.3.3
11.3.7
11.4.4 11.4.8
11.5.7 11.5.8
11.6.13 11.6.14
ENDING THE
LESSON
Ex. 8 p. 41 To ask for/express opinions about techniques to
improve memory • Ask Ss to work in pairs and discuss the
questions using the information in Exs 2 and 6 as well as their own
ideas and the phrases in the language box.
• Monitor the activity around the class and then have some pairs ask
and answer in front of the class.
• Have the class evaluate each pair’s performance and give feedback.
Suggested Answer Key
A: How can we improve our memory?
B: Well, we can do brain exercises or try to eat brain foods, and try
to get good sleep at night.
A: I’m of the opinion that mnemonics are very useful too.
B: I take your point, but I prefer using music because it helps me to
recall lots of information. Would you agree that it is the best
technique?
A: That’s not the way I see it. I prefer using acronyms to remember
things. It really helps me organise information into the right order.
B: I see what you mean. I suppose it depends on the individual. Do
you eat any special food to help you?
A: Well, when I’m studying, I try to snack on nuts and fruit. They
boost my concentration.
B: My thoughts exactly.
Ex. 9 p. 41 Writing & Speaking To write about a memory
technique • Explain the task and give Ss time to research on the
Internet and collect information about a memory technique and
prepare their presentations. • Ask Ss to give their presentations to the
class.
• Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Suggested Answer Key
Spaced Repetition Memory Technique Do you ever find that you
learn something new in class, but have forgotten it by the next day?
This can happen often and so the best thing to do to improve your
memory is to frequently review and revise what you have learnt. This
technique is called spaced repetition. Though at first you may need to
revise the same thing over and over again with a short space of time
in between, for example, a few hours or a couple of days, over time
you can leave larger gaps in between each time you revise it.
However, it’s important not to leave it too long or the memory will
start to fade away. Studies have shown that when we don’t recall and
revise information frequently, we eventually forget it. So it’s
important to keep the information fresh in your mind by revising
regularly. A good way to recall information is by making flash cards.
You can even colour-code them and add pictures. Having flashcards
will make it very easy to just grab your cards and review information
quickly and easily. Just remember that it’s better to spend a short
time each day concentrating on things you need to remember, rather
than sitting down and spending all day revising! So, next time you
have to study for a test why don’t you see if this technique works for
you?
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
Assessment – how are you
planning to check learners’
learning?
support less able learners in
comprehension task by encouraging them
to scan text quickly to find a section of the
text that contains the answer.
in oral explanation of themes
in the story monitor use of
linkers for delayed corrective
feedback to whole class on
board
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Reflection
Were the lesson objectives/learning
objectives realistic?
Cross-curricular links
Health and safety check
ICT links
Values links
Did I stick to timings?
What changes did I make from my plan
and why?
Module 3
LESSON: Module 3 Lesson 7
Giving and following instructions
School:
Date:
Teacher’s name:
CLASS: 11
Number present:
absent:
Learning objectives 11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
that this lesson is
11.4.1 - understand complex and abstract main points in extended texts on a wide range
contributing to
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
ICT skills
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a
range of more complex and abstract general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.6.12 - 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
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
affixes (prefixes and suffixes)
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
11.5.7
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 42 To analyse a rubric
• Give Ss time to read through the Writing Tip and tell them that this
information will help them to write instructional texts successfully. •
Then ask Ss to read the rubric and elicit answers to the questions
from Ss around the class.
Answer Key
1 the forum members 2 informal, but not too chatty 3 present tenses,
the imperative, direct and simple language, diagrams or images
PRESENTATION
AND PRACTICE
11.4.1 11.4.2
11.4.6
Ex. 2 p. 42 To analyse a model text for purpose and content
• Give Ss time to read the model and answer the questions. • Check
Ss’ answers.
Answer Key
The purpose of the text is to tell someone how to pair their
smartwatch with their phone. The writer has used active, imperative
verbs because he/she is giving instructions to the reader.
11.4.7
Ex. 3 p. 42 To read for order of information
Action
Resources
• Ask Ss to read the text again and then read the list of instruction and
put them into the correct order. • Check Ss’ answers.
Suggested Answer Key
A2B1C6D5E3F4
11.5.2
Ex. 4 p. 43 To practise topic-related vocabulary
• Ask Ss to read the list of verbs and then read the text and complete
the gaps with the correct verbs. • Check S’ answers.
Answer Key
1 Tap 2 Open 3 Scroll 4 Click 5 Choose 6 remove
Ex. 5 p. 43 To practise identifying a problem and asking
for/giving instructions
11.2.2 11.3.2
• Ask Ss to look at the Useful Language box. • In pairs, Ss write
11.3.4 11.6.12
down possible ideas of what may gone wrong (possible problems). Ss
can also use ideas from the information in the model text. Elicit
answers from various Ss around the class. • Ss work in pairs and act
out a dialogue using their notes on what may have gone wrong and
the phrases in the Useful language box.
ENDING THE
• Monitor the activity around the class. Suggested Answer Key
LESSON
Possible problems: left it on airplane mode, not getting any signal
from the watch, not having switched on/enabled Bluetooth on the
phone/watch
A: I spent an hour to pair my smartwatch with my phone last night,
but I just couldn’t work it out. I noticed you have a smartwatch, so I
figured you’re bound to have gone through all this before. I’m not
sure what could have gone wrong. Can you help me figure it out?
B: Sure. It’s easy. You should check the settings on your phone. You
may have left it on airplane mode. In that case, it wouldn’t have been
getting any signal from the watch.
A: No, I turned airplane mode off, so I should have received a
notification as soon as I turned on the watch, right?
B: I’m not sure. You might not have switched on Bluetooth on your
phone, or perhaps on the watch itself.
A: Of course, the watch! I never thought of that!
B: That must have caused the problem. You were supposed to have
enabled Bluetooth on the watch before trying to pair it with your
phone.
A: How do I do that?
B: First, you open settings. Then, you tap the Bluetooth option. After
that, you press enable, and you’re all set.
A: Hey, it works! Thanks a lot.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
monitor less able groups and participate
and prompt in their brainstorming activity
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy and range in their
final three tasks. Note
particularly where they
struggle to express connections
between story frames and
events. Give whole class
feedback
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Cross-curricular links
Health and safety check
ICT links
Values links
Did I stick to timings?
What changes did I make from my plan
and why?
Module 3
LESSON: Module 3 Lesson 8
Conditional clauses
Date:
School:
CLASS: 11
Number present:
Teacher’ s name:
absent:
Learning objectives 11.6.15 - use a growing variety of more complex conjunctions to express condition
concession. and contrast on a wide range of general and curricular topics
that this lesson is
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
contributing to
range of general and curricular topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information of the text;
Learners have used vocabulary, read effectively and worked in pair researching online,
Assessment
prepared their own reports about stadiums.
criteria
ICT skills
Using videos& pictures, working with URLs
Previous learning
Giving and following instructions
Plan
Planned timings
BEGINNING THE
LESSON
Planned activities (replace the notes below with your planned
activities)
Revision of the knowledge of Conditional clauses
PRESENTATION
AND PRACTICE
11.6.15
Ex. 6 p. 43 Grammar To learn/revise clauses of concession –
conditional clauses • Ask Ss to read the theory box and refer them to
the Grammar Reference section for more information if necessary. •
Then elicit examples from the text.
Answer Key
clause of concession: however conditional clauses: If yours uses
Android, you can ...; If you download and instal it, you can ...
11.6.15
Ex. 7 p. 43 To practise clauses of concession – conditional
clauses • Explain the task and give Ss time to complete it. • Elicit
answers from Ss around the class.
Suggested Answer Key
1 Updating the system on your smartphone is easy providing that you
connect to a Wi-Fi network.
2 Despite the updates not taking long to download, installing them
can take up to ten minutes.
3 You can check for system updates, even if you haven’t received a
Action
Resources
notification about it, by opening ‘setting’ and choosing ‘system
update.’
4 Most updates are standard, while you can customise some of them.
5 You must restart your device after the system has been updated,
although some devices do this automatically.
1.5.1 11.5.3 11.5.4
11.5.7
11.1.10 11.4.8
11.5.1 11.5.3
11.5.4 11.5.7
ENDING THE
LESSON
Ex. 8 p. 43 a) To prepare for a writing task
• Ask Ss to read the rubric and answer the questions. • Check Ss’
answers around the class.
Answer Key
1 online forum members, in an online forum 2 informal style, but not
chatty 3 present tenses, the imperative, direct and simple languag
b) To write an instructional text
• Give Ss time to research online and find out how to mirror a
smartphone on a smart TV. • Then give Ss time to complete the task
using the information they collected and/or the prompts to help them.
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ answers in the
next lesson.
Suggested Answer Key
How to mirror your smartphone on your smart TV Screen mirroring
or screen casting allows smartphone users to display their device
screen on their smart TV. ICT It’s great for watching videos and
streaming shows on a bigger screen. It is quite simple to set up. • First,
turn on your TV and make sure it is connected to the Internet. Then use
the remote control to open the menu and select ‘Screen Share’ or
‘Screen Mirroring’, depending on the brand of TV. • Next, swipe down
from the top of the screen on your smartphone and select ‘Smart
Share’, ‘Smart View’ or ‘Screen Mirroring’, depending on the brand
of the phone. • Remember that your phone needs to be connected to the
same Wi-Fi network for this to work. • Then, find and select the name
of your TV. • Finally, tap ‘Connect’. Within a few seconds your phone
screen should appear on your TV. That’s all you need to do.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
support less able learners in productive
tasks by preparing prompt or sentence
starter cards
Assessment – how are you
Cross-curricular links
planning to check learners’
Health and safety check
learning?
ICT links
monitor learners’
Values links
pronunciation of new words
and ask learners to mark word
stress
challenge more able learners to link themes in this folktale to themes in others they know
Reflection
Were the lesson objectives/learning
objectives realistic?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Did I stick to timings?
What changes did I make from my plan
and why?
Module 3
LESSON: Module 3 Lesson 9
Culture Corner Sherlock Holmes The
Method of Loci
Date:
School:
CLASS: 11
Number present:
Teacher’s name:
absent:
Learning objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
that this lesson is
familiar and some unfamiliar general and curricular topics
contributing to
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Using videos& pictures, working with URLs
ICT skills
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Conditional clauses
Plan
Planned timings
BEGINNING THE
LESSON
11.1.9
11.3.7
11.5.2
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 44 To introduce the topic and generate topic-related
vocabulary and ideas • Ask Ss to work in small groups and read the
definition and then think of any other mnemonic devices. • Ask
various Ss to tell the class.
Suggested Answer Key
Action
Resources
PRESENTATION
AND PRACTICE
11.1.7 11.4.1
11.4.2 11.4.3
11.2.4 11.2.7
11.4.1 11.4.2
11.4.4 11.4.8
11.5.1 11.5.8
11.6.4
ENDING THE
LESSON
Word or expression mnemonics can help us remember and recall
information. For example, you can remember the colours of the
rainbow in the correct order if you remember the phrase ‘Richard of
York gave battle in vain’ using the first letter of each word to
remember the order of the colours (red, orange, yellow, green, blue,
indigo and violet.)
Ex. 2 p. 44 To read for gist
• Ask Ss to look at the picture and read the title of the text. Elicit
whether Ss recognise the character and their guesses as to how he is
connected to the method of loci. • Tell Ss to then read the first
paragraph and find out.
Suggested Answer Key
The fictional character is Sherlock Holmes. He is related to the method
of loci because he used a mind palace to remember information.
Ex. 3 p. 44 To listen and read for structure and content
• Give Ss time to read the whole text and put the steps A-D in the
correct order. • Play the recording. Ss listen and check their answers.
Answer Key
A3B1C4D2
Think!
• 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. 4
Ex. 4 p. 44 To write about how mnemonic devices have been used
in popular culture in one’s country or another country • Explain the
task and give Ss time to research online to find out information about
how mnemonic devices have been used in popular culture in their
country or another country and write a short text
• Ask various Ss to read their text to the class.
Suggested Answer Key
In the popular TV series The Mentalist, the title character, Patrick
Jane, uses the method of loci to great effect. Jane is a professional
investigator with an amazing understanding of the human brain, and
he specialises in using his knowledge to help the police to catch
criminals. The memory palace technique helps him to remember
interesting details about suspects when investigating crimes so that
he can easily work out what happened. Jane assigns each suspect a
very specific location in his memory palace, so that he can memorise
and recall the details of each person’s profile. In the end, he manages
to find and capture criminals using the method of loci. Patrick Jane is
one of my favourite TV characters; the way he uses this memory
technique is extraordinary, and at times he seems almost
superhuman!
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
monitor learner question writing in groups
and highlight for less able learners where
they should self-correct errors
Assessment – how are you
planning to check learners’
learning?
monitor learner questions for
accuracy and encourage them
to self-correct
Cross-curricular links
Health and safety check
ICT links
Values links
Reflection
Were the lesson objectives/learning
objectives realistic?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Did I stick to timings?
What changes did I make from my plan
and why?
Module 3
LESSON: Module 3 Lesson 10
Curricular: Biology How memories are
formed
Date:
School:
Teacher’s name:
CLASS:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Number present:
absent:
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
ICT skills
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Culture Corner Sherlock Holmes The Method of Loci
Plan
Planned timings
BEGINNING THE
LESSON
11.1.9 11.3.2
PRESENTATION
AND PRACTICE
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 45 To introduce the topic; to listen and read for specific
information • Direct Ss to the picture and the title and elicit their
guesses in answer to the questions. • Play the recording. Ss listen and
read and find out if their guesses were correct.
Answer Key
The hippocampus is a curved part located towards the base of the
brain. It is responsible for creating memories and helping to
consolidate memories from our short-term memory into our longterm memory.
• 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.
Ex. 2 p. 45 To consolidate information in a text
Action
Resources
11.5.2
• Give Ss time to complete the phrases from the text with the words
in the list. • Check Ss’ answers.
Answer Key
1 cortex 2 memory 3 retention 4 facts 5 synapses 6 memory
11.3.6 11.3.7
Ex. 3 p. 45 To consolidate new information
• Ask Ss to work in pairs and tell their partner three things that they
have learnt from the text. • Then ask various Ss to share their answers
with the class.
Suggested Answer Key
I learnt that the brain makes two memories of events at the same
time. I also learnt that short-term memory can hold about six or
seven items for 30 seconds. I didn’t know that the neurones that were
active during our experiences reactivate while we are asleep.
11.4.4 11.4.8
11.5.6 11.5.8
Ex. 4 p. 45 To give a presentation on how human memory
works • Give Ss time to research online and collect more information
about how human memory word and prepare a presentation. Ask
various Ss to present their information to the class.
• Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Suggested Answer Key
Making Memories When the brain creates vivid memories, it collects
information from our sensory organs; smells, sights, tastes, sounds
and sensations are recorded together in the hippocampus. This
process is called encoding and takes a fraction of a second. The
stronger the feelings and sensations, the stronger the memory. This is
especially true of emotional memories. When we remember occasions
when we felt strong emotions, we draw on two types of memory:
implicit and explicit. Implicit memory involves memories of objects
and how to use them, often involving muscle memory. It is stored by
the parts of the brain called the striatum and basal ganglia which are
separate from the hippocampus. Explicit memory involves all
memories that are consciously available. Emotional memories can
produce a powerful unconscious physiological reaction. Are there
any questions? Thank you for listening
ENDING THE
LESSON
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
prompt less able learners to engage in
whole class checking and plenary activity
with supportive questioning
provide sentence starters for final
challenge more able learners to structure
final writing to include key words
Assessment – how are you
planning to check learners’
learning?
monitor for spoken accuracy in
plot prediction task and use a
range of oral correction
techniques
Cross-curricular links
Health and safety check
ICT links
Values links
Reflection
Were the lesson objectives/learning
objectives realistic?
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Did I stick to timings?
What changes did I make from my plan
and why?
Module 3
LESSON: Module 3 Lesson 11
SAT 1
Language in Use
Date:
School:
CLASS:
Number present:
Teacher name:
absent:
ICT skills
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives and
verbs on a wide range of general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Curricular: Biology How memories are formed
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
PRESENTATION
AND PRACTICE
11.5.2
Planned activities (replace the notes below with your planned
activities)
Revision module 3
Writing work SA 3
Ex. 1 p. 46 To present and practice phrasal verbs
• Explain the task and ask Ss to use the phrasal verbs in the diagram
to complete it. • Give Ss time to complete the task and then check Ss’
answers.
Answer Key
1 fill out 2 find out 3 fell out 4 work 5 passing out out 6 pointing out
11.6.13
Ex. 2 p. 46 To practise prepositional phrases Explain the task
and give Ss time to complete it and then check Ss’ answers.
Answer Key
1 to 2 to 3 on 4 with 5 into
11.5.2
Ex. 3 p. 46 To practise collocations Explain the task and give Ss
time to complete it and then check Ss’ answers.
Answer Key
1 palace 3 disorders 5 abilities 2 impulses 4 nerve 6 switch
11.6.4
Ex. 4 p. 46 To practise word formation Explain the task and give
Ss time to complete it and then check Ss’ answers.
Answer Key
1 recognition 2 antioxidant 3 retention 4 usefulness 5 visualisation
Action
Resources
11.5.2
ENDING THE
LESSON
Ex. 5 p. 46 To consolidate words which are often confused
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 electrical 2 active 3 term 4 applications 5 controlled
Kazakhstan in Action!
To present interesting information relating to the study of the brain in
Kazakhstan • Have Ss read the text and choose the correct words. •
Check Ss’ answers.
Answer Key
1 the 2 may 3 with 4 about 5 newly 6 in 7 both 8 term 9 involves 10
disabilities 11 interpret 12 signals 13 mobility 14 strengthen
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
challenge more able learners to explain
connections between different elements in
the story when recounting
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Module 3
LESSON: Module 3 Lesson 12
Mind Over Memory
Date:
School:
Teacher name:
Cross-curricular links
Health and safety check
ICT links
Values links
CLASS: 11
Number present:
absent:
ICT skills
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a
range of more complex and abstract general and curricular topics
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.6.12 - 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
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
11.6.15 - use a growing variety of more complex conjunctions to express condition
concession. and contrast on a wide range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Using videos& pictures, working with URLs
Assessment
criteria
Previous learning
Learners have met the learning objective (C10 / S7) if they can: speak about the
problems and suggest the solutions to some of the problems
Language in Use
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Plan
Planned timings
BEGINNING THE
LESSON
11.4.7
PRESENTATION
AND PRACTICE
11.2.2
11.2.6
Planned activities (replace the notes below with your planned
activities)
Ex. 1 p. 47 Reading To read for cohesion and coherence
(missing sentences) • Ask Ss to read the sentences A-G and think
about the key words. • Give Ss time to read the text and choose the
correct sentence for each gap. • Check Ss’ answers.
Answer Key
1C2F3G4D5A6B
Ex. 2 p. 47 Listening To listen for specific information
(multiple choice) • Ask Ss to read the questions 1-5 and the possible
answers. • Play the recording. Ss listen and choose their answers. •
Check Ss’ answers.
Answer Key
1C2B3A4C5A
Action
Resources
11.5.2
11.6.12
11.6.14
11.6.15
Ex. 3 p. 48 To consolidate vocabulary from the module
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 absorb 2 consolidate 3 comprise 4 stimulate 5 generate 6 fire 7
advocate 8 encode 9 enhance 10 regulate
Ex. 4 p. 48 To practise past modals through sentence
transformations
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 should have done more research 2 is bound to have finished 3 must
have taken the samples 4 was supposed to have checked 5 couldn’t
have tampered 6 should have applied
Ex. 5 p. 48 To practise conjunctions – condition/concession
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 yet 2 up 3 With 4 regardless 5 provided of that
Ex. 6 p. 48 To practise everyday English exchanges relating to
giving instructions
• Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1E2C3A4B5D
11.5.4 11.5.7
ENDING THE
LESSON
Ex. 7 p. 48 To write an instructional text
• Explain the task and give Ss time to plan and complete their work
using the prompts and then check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ answers in the
next lesson.
Suggested Answer Key
Optimising the battery life on your smartphone If your phone battery
is running low and there is nowhere nearby to charge it you can save
your battery by optimising the battery life. • First, tap the ‘Phone
Manager’ icon on your home screen and choose the ‘Battery’ option
from the menu. • Next, scroll down to the bottom of the screen and
select ‘Optimise’. This will close any unnecessary apps that are
running in the background and will help prolong the phone’s battery
life. • Finally, when the process is finished, just click on the ‘Finish’
button. It’s really that simple. Then, try not to use your phone until
you get to somewhere where you can charge it. Check your progress
Ask Ss to assess their own performance in the unit by ticking the
listed activities according to how competent they feel for each one.
Additional information
Differentiation – how do you plan to
give more support? How do you plan to
challenge the more able learners?
challenge more able learners to explain
connections between different elements in
the story when recounting
Assessment – how are you
planning to check learners’
learning?
monitor learner language for
accuracy in opinion feedback
task and ask other learners to
peer correct errors
Reflection
Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Cross-curricular links
Health and safety check
ICT links
Values links
Module 4 “Timekeeping Devices”
Lesson 1(37)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
Vocabulary
Assessment criteria
Value links
The History of «Timekeeping Devices» p.49
Class: 11
11.4.2- understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.2.3- understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11. 1.6 - organise and present information clearly to others;
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on
a range of familiar and some unfamiliar general and curricular topics;
All learners will be able to:
provide an overview of the module;
Most learners will be able to:
provide an overview of the module;
listen and read for coherence & cohesion;
Some learners will be able to:
provide an overview of the module;
listen and read for coherence & cohesion, listen for
specific information
Timekeeping history: stick, disc, shadow, practice, divide, cast, passing, existence,
flow, lit, burned, filled
Learners have met the learning objective if they can:
provide an overview of the module; listen and read for coherence & cohesion, listen
for specific information
Explore the theme of the history of «Timekeeping Devices»
Cross – curricular
links
ICT skills
History
Previous learning
“The Human Brain”
Using videos & pictures, working with URLs
Plan
Planned timings
Beginning the
lesson
5 minutes
Main Activties
10 minutes
Planned activities
Excel
Resourc
es
Student’
s book,
IWB
Module Objectives
Read the title of the module «Timekeeping Devices» and ask Ss to
suggest what they think the module will be about (the module is about
«Timekeeping Devices», the calendar and slideshow presentations). Go
through the objectives list to stimulate Ss’ interest in the module.
Vocabulary Ex.1 p.49
Student’
11.4.2- understand specific information and detail in extended texts on a s book,
wide range of familiar and unfamiliar general and curricular topics;
IWB
Aim: to introduce vocabulary related to timekeeping history
10 minutes
5 minutes
Ending the lesson
5 minutes
• Direct Ss’ attention to the texts and ask them to read the words in the
lists for each one.
• Then have Ss read the texts and use the new vocabulary to fill the gaps.
• Play the recording. Ss listen and check their answers.
Answer Key
1 disc 2 stick 3 shadow 4 divide 5 practice 6 cast 7 existence
8 flow 9 passing 10 filled 11 lit 12 burned
Listening Ex.2 p.49
Student’
11.2.3- understand the detail of an argument in unsupported extended talk s book,
on a wide range of general and curricular topics, including talk on a IWB,
growing range of unfamiliar topics;
Class
11.3.3- explain and justify own and others’ point of view on a range of CD
general and curricular topics, including some unfamiliar topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics.
Aim: to listen for specific information
• Read out the questions and the play the recording.
• Ss listen and answer the questions.
• Ask various Ss to share their answers with the class.
Suggested Answer Key
1 The boy thinks that sundials are too simplistic and there is little to say
about them.
2 The speakers agree that the fact ancient people thought to measure
time by the movement of the sun was inspirational/fascinating.
Did you know? p.49
Student’
Aim: to expand the topic
s book
Read out the “Did you know?” box and elicit whether Ss were aware of
this information or not.
OVER TO YOU! P.49
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11. 1.6 - organise and present information clearly to others;
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on
a range of familiar and some unfamiliar general and curricular topics;
Aim: to test retention of information from a text
Give Ss time to complete the task and then ask Ss to share their answers with the
class.
Suggested Answer Key
Sundials rely on the sun to tell the time. They use a stick and look at the shadow cast
by the stick in order to tell the time. Obelisks are similar to sundials except the stick is
a monument. Even tall buildings like the Washington Monument in Washington,
D.C., USA can be used as an obelisk. Water clocks were stone objects that used the
movement of water to tell the time. Oil-lamp clocks worked by burning oil over time.
You could tell how much time had passed by how much oil had disappeared from the
lamp.
Additional information
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
challenge more able
learners to come up
with a strategy for
effectively recording
different types of
vocabulary presented
in this lesson
Assessment – how are you planning to check learners’ learning?
Check if the students after reading the texts can use the new
vocabulary to fill the gaps.
After listening, ask various Ss to share their answers with the class.
Test retention of information from a text.
Crosscurricular
links
Health and
safety check
ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 4 “Timekeeping Devices” 4A
Lesson 2 (38)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Timekeeping in Ancient Egypt pp.50-51
Class: 11
Lesson objectives
All learners will be able to:
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.2.1- 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;
11.2.2- understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics;
11.2.3- understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics;
11.4.2- understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar and
unfamiliar general and curricular topics;
11.6.7- 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;
11.1.1- use speaking and listening skills to solve problems creatively and cooperatively
in groups;
11.1.3- respect differing points of view;
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.3.2- ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.1.6- organize and present information clearly to others;
11.4.8- select and evaluate paper and digital reference resources to check meaning and
extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics
present vocabulary relating to the merkhet, listen & read for gist, read for specific
information (multiple choice), learn/revise the present perfect and the past perfect
(active/passive voice)
Most learners will be able to:
present vocabulary relating to the merkhet, listen & read for gist, read for specific
information (multiple choice), learn/revise the present perfect and the past perfect
(active/passive voice), talk about problems ancient Egyptians might have faced using
the merkhet
Vocabulary
Assessment criteria
Value links
Some learners will be able to:
present vocabulary relating to the merkhet, listen & read for gist, read for specific
information (multiple choice), learn/revise the present perfect and the past perfect
(active/passive voice), talk about problems ancient Egyptians might have faced using the
merkhet, write/give a presentation about an ancient timekeeping device
The Merkhet: Pole Star, merkhet, sighting, tool, bay, plumb line, observer);
Verbs: accomplish, carve, excavate, depict;
Nouns: alignment, plumb line, meridian
Learners have met the learning objective if they can:
present vocabulary relating to the merkhet, listen & read for gist, read for specific
information (multiple choice), learn/revise the present perfect and the past perfect
(active/passive voice), talk about problems ancient Egyptians might have faced using
the merkhet, write/give a presentation about an ancient timekeeping device
Explore the themes of the history and development of «Timekeeping Devices»
Cross – curricular
links
ICT skills
History
Previous learning
Vocabulary “«Timekeeping Devices»”
Planned timings
Beginning the
lesson
5 minutes
Main Activities
25 minutes
Using videos& pictures, working with URLs
Plan
Planned activities
Excel
Resources
Vocabulary Ex.1 p.50
Student’s
11.5.2- use a wide range of vocabulary, which is appropriate to topic and book,
genre, and which is spelt accurately;
IWB,
Aim: to introduce key vocabulary relating to the topic
Class CD
• Read out the list of words and give Ss time to use them to complete the
diagram.
• Play the recording. Ss listen and check their answers.
Answer Key
1Pole 2 merkhet 3 tool 4 line 5 observer
Listening & Reading
Student’s
Aim: to listen and read for specific information Ex.2 p.50
book,
11.2.1- understand the main points in unsupported extended talk on a wide IWB,
range of general and curricular topics, including talk on a growing range of Class CD
unfamiliar topics;
11.2.2- understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.2.3- understand the detail of an argument in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and
curricular topics;
• Read out the questions.
• Then elicit Ss’ guesses in answer to them.
• Play the recording. Ss listen and read the text to find out if their guesses
were correct.
Suggested Answer Key
The merkhet used the stars to tell the time and could be used at night.
Experts claim that the merkhet was used to accurately establish straight
lines in construction and to align temples and tombs with celestial bodies.
Ex.3 p.51
Aim: to read for specific information (multiple choice)
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
• Ask Ss to read the questions 1-4 and the possible answers.
• Then give Ss time to read the text and choose their answers according
to what they read.
• Check Ss’ answers around the class.
Answer Key
1C2D3A4B
• 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.
Ex.4 p.51
Aim: to consolidate new vocabulary through synonyms
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
• Direct Ss to the words in bold in the text and give them time to match
them to their synonyms in the list using their dictionaries to help them if
necessary.
• Check Ss’ answers around the class.
Answer Key
keep track of = record
civilizations = groups of people who share society,
culture and a way of life
equal = identical
accomplished = achieved
alignments = positions
overcame = surpassed
carved = sculpted
precisely = accurately
imaginary = non-existent
excavated = dug up
preserved = kept safe
depicted = pictured
Grammar
Ex.5 A p.51
11.6.7- 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;
Aim: to revise the present perfect and past perfect (active/passive
voice)
• Refer Ss to the Grammar Reference section to review the theory on the
present perfect and the past perfect (active and passive voice).
Student’s
book,
IWB
Video
Student’s
book,
IWB
Student’s
book,
IWB
• Then elicit examples from the text and when/how we use these sentences
in each tense.
Answer Key
a) have always been recognised/has also been called/have been
proposed/had also been used/have excavated and preserved
b) have been using/had long been tracking
Suggested Answer Key
We use the present perfect for actions which started in the past and
continue to the present, to talk about a past action with a visible result in
the present, for actions which happened at an unstated time in the past and
for recently completed actions, as well as personal experiences or changes.
We use the past perfect for when an action finished before another past
action or before a stated time in the past, and for an action, which finished
in the past but has a visible result at a later time in the past.
We use the active tense for when the subject of the sentence comes first
and performs the action that the rest of the sentence describes.
We use the passive tense for when the person doing the action is
unknown, unimportant or obvious, when the action is more important than
the person doing it, when we want to avoid taking responsibility, to
emphasize the agent and to make statements more formal and polite.
We do not use the passive in the present/past perfect continuous tense.
Ex.5 B p.51
11.6.7- 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;
Aim: to practise the present perfect and past perfect (active/passive
voice)
• Give Ss time to read the email and complete the task.
• Check Ss’ answers.
Answer Key
1 Has everyone already 2 had been planning 3 have just learned 4 has been
working 5 haven’t been chosen 6 had been selected 7 had been researching/
started 8 had been measured 9 has been written 10 had been looking 11
had been used
Speaking & Writing Ex.6 p.51
11.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.1.3- respect differing points of view;
11.1.10- use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.3.2- ask and respond with appropriate syntax and vocabulary to openended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
Aim: to consolidate comprehension of a text; to develop critical
thinking skills
Ask Ss to work in pairs or small groups and discuss
Student’s
book,
IWB
Student’s
book,
IWB
Ending the lesson
10 minutes
the questions. Monitor the activity around the
class and then ask some groups to share their
answers with the rest of the class.
Suggested Answer Key
A: What problems do you think the ancient Egyptians might have faced
when using a merkhet?
B: Well, they can’t be used in the day. So that’s a problem.
A: True, but during the day, the ancient Egyptians could use a sundial.
B: Yes, you’re right.
C: I think another problem might be if the sky was cloudy, you wouldn’t
be able to see the stars.
A: Yes, I don’t think they would have been able to solve that problem.
B: I agree. etc
Writing Ex.7 p.51
Student’s
11.1.6- organize and present information clearly to others;
book,
11.1.10- use talk or writing as a means of reflecting on and exploring a IWB
range of perspectives on the world;
11.4.8- select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to give/write a presentation about an ancient timekeeping device
in Kazakhstan or another country
Give Ss time to research online and find out information about another
ancient timekeeping device used in Kazakhstan or another country, make
notes for the points listed, and use this information to prepare a
presentation.
• Then ask various Ss to present the timekeeping device to the class.
Suggested Answer Key
Candle clocks were an ancient timekeeping device that were used before
the invention of the mechanical clock. They were very simple and
comprised of a candle that had been marked with lines spaced evenly
down them. The spaces between the lines represented equal units of time.
As the candle burned and the wax melted away, the candle would get
shorter until it passed the markings.
Candle clocks are believed to have been used in lots of different
countries. However, we know that they were used in Japan and also in
Great Britain where they were used by King Alfred the Great.
The candle clock is also known as the first timer and alarm clock.
You could put a heavy iron nail into the side of the candle and place the
candle on a metal tray. When enough time had passed, the wax would
melt and the nail would fall onto the tray making a loud sound. However,
the candle wasn’t always the most reliable timekeeping device because if
the candle went out, you would lose track of time!
This task may be given as a HT
Additional information
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
prompt less able
learners to engage in
whole class checking
and plenary activity
with supportive
questioning
provide sentence
starters for final
Assessment – how are you planning to check
learners’ learning?
monitor for spoken accuracy in plot prediction task and
use a range of oral correction techniques
Cross-curricular links:
History
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 4 “Timekeeping Devices” 4B
Lesson 3 (39)
The Calendar p.52-53
Date:
Class: 11
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.2- understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.7- recognize patterns of development in lengthy texts [inter-paragraph level] on a
range of more complex and abstract general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.2.2- understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics;
11.2.3- understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics;
11.1.1- use speaking and listening skills to solve problems creatively and cooperatively
in groups;
11.1.3- respect differing points of view;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.1.6- organize and present information clearly to others;
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.4.8- select and evaluate paper and digital reference resources to check meaning and
extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics
All learners will be able to:
learn vocabulary for time units, listen and read for gist, read for cohesion and
coherence (missing sentences), learn idioms and collocations with time;
Most learners will be able to:
learn vocabulary for time units, listen and read for gist, read for cohesion and
coherence (missing sentences), learn idioms and collocations with time, listen for
specific information (multiple choice), talk about solar time, talk about
calendars;
Some learners will be able to:
learn vocabulary for time units, listen and read for gist, read for cohesion and
Vocabulary
Assessment criteria
Value links
coherence (missing sentences), learn idioms and collocations with time, listen for
specific information (multiple choice), talk about solar time, talk about
calendars, write/give a presentation about ancient calendars
Time units: fortnight, leap second, leap year, lunar month, biennial, decennial,
bicentennial, epoch, era, eon;
Verb: evolve;
Nouns: ritual, millennia, counterpart;
Adjective: [be] derived from;
Adverb: respectively;
Phrases: Waxing Half, Waning Half
Learners have met the learning objective if they can:
learn vocabulary for time units, listen and read for gist, read for cohesion and
coherence (missing sentences), learn idioms and collocations with time, listen for
specific information (multiple choice), talk about solar time, talk about
calendars, write/give a presentation about ancient calendars
Explore the topic of the calendar
Cross – curricular
links
ICT skills
History, Astronomy, ICT
Previous learning
“Timekeeping in Ancient Egypt”
Planned timings
Beginning the
lesson
5 minutes
Main Activities
5 minutes
10 minutes
Using videos& pictures, searching information on different web sites
Plan
Planned activities
Vocabulary Ex. 1 A p.52
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to present vocabulary relating to time units
• Direct Ss to the list of time units and give Ss time to read the definitions
and match them.
• Have Ss check their answers in their dictionaries.
Answer Key
1 f 2 d 3 i 4 b 5 h 6 j 7 a 8 g 9 e 10 c
Vocabulary Ex. 1 B p.52
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary
 Elicit which of the time units in Ex. 1a the picture shows.
Answer Key the lunar month
Listening & Reading Ex.2 p.52
11.4.1 - understand complex and abstract main points in extended texts
on a wide range of familiar and unfamiliar general and curricular topics
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
and curricular topics;
Aim: to read for gist
• Ask Ss to look at the pictures and read the title of the text. Elicit Ss’
guesses as to how the pictures are related and what the text might be
Excel
Resources
Student’s
book,
IWB
Student’s
book,
IWB
Student’s
book,
IWB
about.
• Ss read the text to find out.
Suggested Answer Key
I think the pictures are related because they refer to objects in space.
For example, picture A shows a lunar month and the cycle of the Moon
and picture B shows Babylonian astronomers looking at a comet
shooting through the sky. The title mentions centuries and seven days. I
think the text might be about how the seven-day week began.
Ex.3 p.53
11.4.7- recognize patterns of development in lengthy texts [interparagraph level] on a range of more complex and abstract general and
curricular topics;
Aim: to listen and read for cohesion and coherence (missing
sentences)
Give Ss time to read the sentences A-F and then read the text again and
use them to fill the gaps to make a cohesive text.
• Play the recording. Ss listen and check their answers.
Answer Key
1D2F3A4B5E
• 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.
Student’s
book,
IWB,
Class Cd
Track
2.16, DVD
Ex.4 p.53
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
Student’s
Aim: to consolidate new vocabulary
book,
• Explain the task. Give Ss time to complete it using the Word List or IWB
their dictionaries to help them as necessary.
• Check Ss’ answers around the class.
Answer Key
origins = beginnings
bodies = objects
phases = stages
rituals = practices
Waxing = expanding
movements = positions
Waning = shrinking counterparts = equivalents
Ex.5 p.53
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Student’s
Aim: to consolidate information in a text
book
Read out the task and elicit answers from Ss around the class.
Suggested Answer Key
I have learnt that the seven-day week can be traced back to the
Babylonians and also that the days of the week are named after the
planets, gods and goddesses and the Sun and the Moon.
10 minutes
Ending the lesson
10 minutes
Idioms with times-Collocations Ex.6-7 p.53
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to learn idioms with time
• Explain the task and give Ss time to complete the sentences using the
idioms in the list.
• Check Ss’ answers.
Answer Key
1 against the clock 2 at the 11th hour 3 beat the clock 4 third time is a
charm 5 a matter of time 6 a race against time
Ex.7 p.53
Aim: to learn collocations relating to time
• Explain the task.
• Give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 wasting 2 lose 3 pass 4 marking
Listening & Speaking
Ex.8 A
11.2.2- understand specific information in unsupported extended talk on
a wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.2.3- understand the detail of an argument in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of
unfamiliar topics;
Aim: to listen for specific information (multiple choice)
• Ask Ss to read the questions and answer choices.
• Then play the recording and ask Ss to complete the task by choosing
the correct answers according to what they hear.
• Check Ss’ answers.
Answer Key: 1 B 2 A 3 B
Ex.8 B
11.2.2- understand specific information in unsupported extended talk on
a wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
Aim: to consolidate information in a listening task
• Play the recording again and then have Ss discuss the questions in pairs.
• Elicit answers from Ss around the class.
Answer Key
A: True Solar Time is the time according to the position of the sun in the
sky.
B: That’s right and in 1884, Universal Time and different time zones
around the world were established at the International Meridian
Conference.
Speaking & Writing
Ex.9 p.53
11.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Student’s
book,
IWB
Student’s
book,
IWB,
Class Cd
Track
2.17
Student’s
book,
IWB,
Class Cd
Track
2.17
Student’s
book
11.1.3- respect differing points of view;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
Aim: to expand the topic and develop critical thinking skills
• Ask Ss to work in small groups and talk about calendars in the ancient
world answering the questions in the rubric.
• Monitor the activity around the class, and then ask some groups to
report back to the class.
• Ask Ss to conduct peer assessment, evaluate each other’s performance,
and give feedback.
Suggested Answer Key
A: Why do you think various calendars existed in the ancient world?
B: Well, I think different civilizations chose to measure the passing of
time in different ways. For example, the Babylonians focused on the
Lunar phases for their calendar. But some civilizations used the sun
instead.
C: I agree. Plus, different cultures wanted to use different calendars to
mark special events and celebrations. But what do you think made people
change the way they calculated time?
A: Well, I think some people found early calendars inaccurate, as they
didn’t know when to hold important celebrations. Also, knowledge
increased and they were able to use more advanced methods of measuring
time.
B: That makes sense.
Ex.10 p.53
11.1.6- organize and present information clearly to others;
11.1.10- use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.4.8- select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics
Aim: to prepare a presentation about ancient calendars
Read the rubric aloud and give Ss time to research online and find out
more information about ancient calendars and prepare their
Presentations (as a Home task).
• Ask Ss to give their presentations to the class.
• Then ask Ss to perform peer assessment and evaluate each other’s
presentations and give feedback.
Suggested Answer Key
Back in the ancient world it was more difficult to measure the passing
of time. People measured months and years using a variety of calendars,
each of which used the Sun, Moon or the seasons as a guide.
The Sumerian calendar dates back to about 5,000 years ago. It used 30day months, however the days were divided into 12 parts rather than 24.
Each of these was then divided into 30 parts, each of which equated to
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
challenge more able
learners to explain
connections between
different elements
approximately 4 minutes in modern-day time. The Sumerian calendar
only had 354 days, so an extra month was added every three years or so
to keep it in line with the solar year, similar to a modern leap year!
The Ancient Aztec calendar was a solar calendar that consisted of two
main parts: a 365-day agricultural calendar which was used for farming
and daily life, and a 260-day sacred one which was used for religious
events. Interestingly, the Aztecs had a special period during the year
which was not included in the calendar. This was thought of as 'no
time', and was reserved for the celebration of life.
The people of the ancient world had many different calendars, but
they all relied on the cycles of nature which they could see around them:
the Sun, the Moon and the seasons. Their calendars may seem crude to
us today, but really our own system follows the same basic principles.
The calendar which we use today is a solar calendar, which is based on
an older lunar system.
Additional information
Assessment – how are you planning to check
Cross-curricular links
learners’ learning?
Health and safety check
monitor learner language for accuracy in opinion
ICT links
feedback task and ask other learners to peer correct
Values links
errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 4 “Timekeeping Devices” 4C
Lesson 4 (40)
Date:
Teacher’s name:
Slideshow Presentation pp.54-55
Class: 11
Learning objectives
that this lesson is
contributing to
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on
a range of familiar and some unfamiliar general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics ;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.2- understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.6.6- use a growing variety of impersonal and cleft structures on a wide range of
general and curricular topics;
11.2.3- understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.2.6- deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar
topics;
11.2.8- recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics;
11.1.7- develop and sustain a consistent argument when speaking or writing;
11.1.2- use speaking and listening skills to provide sensitive feedback to peers;
11.1.4- evaluate and respond constructively to feedback from others;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.6.7- 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
All learners will be able to:
learn vocabulary relating to slideshow presentations, listen & read for gist,
read for specific information (comprehension questions), learn/revise impersonal &
cleft sentences;
Most learners will be able to:
learn vocabulary relating to slideshow presentations, listen & read for gist,
read for specific information (comprehension questions), learn/revise impersonal &
cleft sentences, to listen for specific information (gap fill), practise asking for /
giving and responding to advice;
Some learners will be able to:
learn vocabulary relating to slideshow presentations, listen & read for gist,
read for specific information (comprehension questions), learn/revise impersonal &
cleft sentences, to listen for specific information (gap fill), practise asking for /
giving and responding to advice, write rules about slideshow presentations
Lesson objectives
Vocabulary
Assessment criteria
Value links
Cross – curricular
links
ICT skills
Previous learning
Planned timings
Beginning the lesson
10 minutes
Slideshow presentations: stand, put, present, check, select, type, create, know,
overuse, display, stick, end;
Verbs: facilitate, stimulate, distract, generate, complement, reinforce, convey,
incorporate, emerge [from], decipher);
Noun: embellishment;
Adjective: well-executed
Learners have met the learning objective if they can:
learn vocabulary relating to slideshow presentations, listen & read for gist,
read for specific information (comprehension questions), learn/revise impersonal &
cleft sentences, to listen for specific information (gap fill), practise asking for /
giving and responding to advice, write rules about slideshow presentations
Explore the topic of Slideshow Presentations
ICT
Using videos & pictures
Vocabulary “ Slideshow Presentations”
Plan
Planned activities
Excel
Resourc
es
Vocabulary
Student’
Ex.1 A p. 54
s book,
11.5.2- use a wide range of vocabulary, which is appropriate to topic and IWB
genre, and which is spelt accurately;
Aim: to present vocabulary relating to slideshow presentations; to read
for coherence and cohesion
• Read out the list of vocabulary. Tell Ss to look up the meanings of any
unknown words in their dictionaries.
• Then give them time to complete the gaps in the text with the words.
• Check Ss’ answers and elicit which of the points in the text are
illustrated in the pictures.
Answer Key
Do’s
Don’ts
1 check
1 stand
2 know
2 put
3 stick
3 select
4 present
4 overuse
5 create
5 type
6 end
6 display
Picture A – create visual representations of data (infographics, charts,
graphs)
Picture B – don’t stand in front of your slides
Picture C – check your equipment works before you give your
presentation
Ex.1 B p. 54
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
Main Activities
15 minutes
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics ;
Aim: to expand the topic
Ask Ss to work in pairs and think of two more Dos and Don’ts. Then ask
various Ss to tell the class.
Suggested Answer Key
Do
• use contrasting colours so your text is easy to read
• practise your presentation
Don’t
• include too much information on each slide,
• use too many colours on one slide
Listening & Reading
Ex.2 p.54
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to introduce the topic; to listen and read for gist
• Read out the title of the text and the subheadings and elicit how
these tips can help make an effective slideshow from Ss around the
class.
• Play the recording. Ss listen and read to find out.
Suggested Answer Key
The tips can help your audience understand the material you’re
presenting, make your presentation look more professional and get
your message across.
Ex.3 p.55
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
Aim: to read for specific information (comprehension questions)
• Ask Ss to read the questions.
• Then give them time to read the text and answer them according to
what they read.
• Check Ss’ answers.
Answer Key
1 You should use slides with bullet points to reinforce important points.
Use up to five lines of text, each up to five words.
2 Animations can increase the impact of messages when used wisely.
Overuse can distract the audience and make the presentation appear
unprofessional.
3 They may not be able to clearly read the slides. You should use clear
fonts, large enough to be seen from a distance. Font should stand out
from the background, so use contrasting colours.
• Refer Ss to the Check these words box and ask Ss to look them up in
the Word List.
Ex.4 p.55
Student’
s book,
IWB,
Class
CD,
Track
2.18
Student’
s book
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary
• Read out the words in bold and give Ss time to match them to their
meanings in the list using their dictionaries to help them if necessary.
• Check Ss’ answers.
Answer Key
facilitate = help
stimulate = encourage
generating = creating
complement = add to
conveying = communicating
incorporating = including
emerging = appearing
decipher = make out
Ex.5 p.55
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics ;
Aim: to consolidate information in a text
• Ask Ss to discuss what they have learnt in pairs and say how it will
help them with their next presentation. Tell Ss to compare answers
with their partner.
• Then ask various Ss to share their answers with the class.
Suggested Answer Key
A: I have learnt not to put too many words on my slide and to use a
larger font size. I usually try to include too much information on my
slides so next time, I will definitely remember these tips.
B: I learnt to be careful with using animation in a presentation
because it can be distracting if done badly. I also learnt to use
contrasting colours for the background and the text to make the slides
easier to read from a distance.
10 minutes
Student’
s book
Student’
s book
Grammar
Student’
Ex.6 A p.55
s book,
11.6.6- use a growing variety of impersonal and cleft structures on a
IWB
wide range of general and curricular topics;
Aim: to revise impersonal & cleft sentences
• Refer Ss to the Grammar Reference section to revise the theory on
impersonal and cleft sentences if necessary.
• Then give Ss time to read through the text again and find examples.
• Elicit answers.
Answer Key
Impersonal sentences: it seems that, it goes without saying
Cleft sentences: what you need to do is, it is the audience who will be,
What your slides are meant to do is, What people are generally used to is
5 minutes
5 minutes
Ex.6 B p.55
11.6.6- use a growing variety of impersonal and cleft structures on a
wide range of general and curricular topics;
Aim: to practise cleft sentences
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Answer Key
1 before his presentation was check the equipment
2 when the speech on ancient calendars took place was Monday
3 where the presentation was held was at the company’s headquarters
4 why a sighting tool was used was so that the merkhet would be aligned
correctly
Listening & Speaking
Ex.7 p.55
11.2.3- understand the detail of an argument in unsupported extended
talk on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
11.2.6- deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.2.8- recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects, including some unfamiliar
topics;
Aim: to listen for specific information (gap fill)
• Ask Ss to read the gapped text and think about what the missing
information could be.
• Play the recording. Ss listen and fill the gaps.
• Check Ss’ answers.
Answer Key
1confident 2 research 3 mirror 4 open 5 attention 6 fact 7 address
8 visuals
Asking for/Giving/Responding to Advice
Ex.8 p.55
11.1.7- develop and sustain a consistent argument when speaking or
writing;
11.2.3- understand the detail of an argument in unsupported extended
talk on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
11.2.6- deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.2.8- recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects, including some unfamiliar
topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: to roleplay a dialogue asking for/ giving/responding to advice
Student’
s book,
IWB
Student’
s book,
IWB,
Class
CD,
Track
2.19
• Ask Ss to work in pairs. Play the recording again and tell Ss to make
notes and compare them with their partner.
• Then have Ss act out a dialogue to ask for and give advice on how to
make an effective presentation using their notes and the useful
language in the box to help them.
• Monitor the activity around the class.
Ending the lesson
10 minutes
Answer Key
A: I want to give a successful slideshow presentation. There’s a lot of
information. What do you think I should do?
B: Well, why don’t you use visuals such as a graph or chart to represent
your data?
A: Do you really think that would work?
B: Definitely. If you put the information into a chart, it will be much
easier to understand and you won’t have to spend so much time talking
about it either.
A: I suppose you’re right. Thanks.
B: No problem. etc
Writing & Speaking
Student’
Ex.9 p.55
s book,
11.1.2- use speaking and listening skills to provide sensitive feedback to IWB
peers;
11.1.4- evaluate and respond constructively to feedback from others;
11.5.1- plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.6.7- 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
Aim: to write rules for how to give a successful slideshow presentation
• Explain the task and give Ss time to research online and find more
information about giving slideshow presentations and make notes under
the headings and then write a set of rules.
• Ask various Ss to read their text to the class.
• Alternatively, assign the task as HW and ask Ss to share their answers
in the next lesson.
• Have Ss perform peer assessment and evaluate each other’s texts and
give feedback.
Suggested Answer Key
If you’ve ever given a presentation, you’ll know that things don’t
always go to plan. It happens to the best of us, regardless of how
successful you are. Perhaps you had been practising all week, only to find
at the last minute that one of your slides had been deleted somehow.
Maybe you simply spoke a little too quickly for your audience to follow.
Whatever the issue, these simple tips will help you keep your next
presentation on track.
Body Language
– Use open body language when giving a presentation. Stand up straight
and don’t fold your arms.
– Remember to look up at the audience while you are speaking and not
look at the screen or read from your notes.
Layout
– Keep the layout of your presentation simple. Don’t overcrowd slides
with too much information.
– Use a maximum of five bullet points each with up to five words. Ensure
that only the most important information has been included.
Graphics & Design
– Use visuals to help get your message across without the use of words.
– Choose an appropriate colour scheme that makes your slideshow seem
more professional and attractive.
Extra material
– Embed music and videos in your slideshow if it is relevant, but make
sure it works before you give the presentation.
– Provide your audience with handouts if you feel it would be helpful.
This will provide them with the main points so that they aren’t too busy
writing notes to listen.
Extra tips
– Practise your presentation in front of a mirror, a friend or family
member or even record yourself to help you improve.
– Research your topic well so that you are equipped to take questions
from your audience.
– Take opportunities to include your audience in your presentation – a
simple opinion poll or question can really help grab the audience’s
attention.
So that’s it. Just keep these points in mind, and that presentation
you’ve been stressing over is sure to be a breeze!
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning?
Crossdo you plan to give
curricular
more support? How Learners have met the learning objective if they can:
links
learn vocabulary relating to slideshow presentations, listen & read for
do you plan to
gist,
challenge the more
ICT links
read for specific information (comprehension questions), learn/revise
able learners?
Values
provide support for
impersonal & cleft sentences, to listen for specific information (gap
links
less able learners
fill), practise asking for / giving and responding to advice, write rules
through sentence
about slideshow presentations
starters in their written
task
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic? Did I stick to timings?
What changes did I make from my plan and why?
Module 4 “Timekeeping Devices” 4D
Lesson 5 (41)
A for-and-against Essay p.56
Date:
Class: 11
Teacher’s name:
Learning objectives 11.5.5- develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
that this lesson is
curricular topics;
contributing to
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.4- use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
Lesson objectives All learners will be able to:
analyse a rubric, analyse a model essay;
Most learners will be able to:
analyse a rubric, analyse a model essay;
Some learners will be able to:
analyse a rubric, analyse a model essay, practise linkers
Assessment criteria Learners have met the learning objective if they can:
analyse a rubric, analyse a model essay, practise linkers
Explore the theme of Daylight saving time
Value links
ICT skills
Previous learning
Planned timings
Beginning the
lesson
5 minutes
Using videos& pictures, working with URLs
Slideshow presentation
Plan
Planned activities
Excel
Resources
Ex.1 p.56
Student’s
11.5.5- develop with minimal support coherent arguments supported book, IWB
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics;
Aim: to analyse a rubric
• Ask Ss to read the rubric and identify and underline the key
words.
• Give Ss time to answer the questions and then check Ss’ answers.
Answer Key
Key words: daylight saving time (DST), write an essay discussing
the advantages and disadvantages of DST, justifying your
arguments, longer evenings, health, (140-190 words)
1 No, they should be separated into at least two paragraphs.
2 Formal
3 Arguments should be supported with reasons and examples.
Main Activities
5 minutes
Model Analysis
Ex.2 A p.56
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to read a model essay and practice linkers
• Give Ss time to read the model.
• Tell Ss to choose the correct linkers in bold.
• Check Ss’ answers.
Answer Key
1 Although 2 Firstly 3 Moreover 4 As a result 5 On the other
hand 6 To begin with 7 Secondly 8 This means that 9 To conclude
Student’s
book, IWB
Ex.2 B p.56
Student’s
11.5.5- develop with minimal support coherent arguments supported book, IWB
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics;
Aim: to analyse a model for structure
• Ask Ss to read the model again and match the paragraphs to their
contents.
• Check Ss’ answers.
Answer Key
A3B4C2D1
Ex.2 C p.56
Student’s
11.5.4- use style and register to achieve an appropriate degree of
book, IWB
formality in a wide variety of written genres on general and
curricular topics;
11.5.5- develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics;
Aim: to identify and replace topic sentences
• Ask Ss to identify the topic sentences and replace them with
suitable alternatives.
• Check Ss’ answers around the class.
Suggested Answer Key
There are a number of advantages to DST. –
DST offers several benefits.
On the other hand, DST has its drawbacks. –
However, there are some disadvantages to DST.
Ex.2 D p.56
Student’s
11.5.4- use style and register to achieve an appropriate degree of
book, IWB
formality in a wide variety of written genres on general and
curricular topics;
11.5.5- develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics;
Aim: to identify and substitute a technique for starting an essay
• Ask Ss to identify the technique the writer has used to start the
essay and replace it with a suitable alternative.
• Check Ss’ answers around the class.
Answer Key
The writer starts the essay with an interesting statement of fact.
Suggested Answer Key
Did you know that Daylight Saving Time has been used for
over 100 years?
Ending the lesson
10 minutes
Linkers
Ex.3 p.56
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to practise linking words/phrases
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 As a result
2 This means that
3 This is due to the fact that
4 As well as
5 In conclusion
Additional information
Differentiation – how do you plan to give more
Assessment – how are you
support? How do you plan to challenge the more
planning to check learners’
able learners?
learning?
support less able learners by encouraging them to scan Learners have met the learning
text quickly to find a section of the text that contains
objective if they can:
the answer.
analyse a rubric, analyse a model
essay, practise linkers
Reflection
Were the lesson objectives/learning objectives
realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Student’s
book, IWB
Crosscurricular
links
Values links
Use the space below to reflect on your lesson.
Answer the most relevant questions from the
box on the left about your lesson
Module 4 “Timekeeping Devices” 4 D
Module 4
Lesson 6 (42)
Date:
Teacher’s name:
Learning
objectives that
this lesson is
contributing to
Lesson
objectives
Assessment
criteria
Value links
ICT skills
Previous
learning
Planned timings
A for-and-against Essay p.57
Class: 11
11.5.3- write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4- use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.2.3- understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics;
11.5.1- plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.5- develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
All learners will be able to:
analyse a rubric, analyse a model essay;
Most learners will be able to:
analyse a rubric, analyse a model essay, practise linkers;
Some learners will be able to:
analyse a rubric, analyse a model essay, practise linkers, write a for-and-against essay
Learners have met the learning objective if they can:
write a for-and-against essay
Explore the topic of For-and-against essay
Using videos& pictures, working with URLs
Rubric and Model Analysis
Plan
Planned activities
Excel
Resources
Beginning the
lesson
5 minutes
Main Activties
10 minutes
20 minutes
Linkers
Ex.4 p.57
11.5.3- write with grammatical accuracy on a wide range of general
and curricular topics
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
Aim: to practise supporting sentences
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 To begin with, alarm clocks are necessary to start the day on time.
For example, you need to arrive at school or work at a specific time
in order to attend classes or meetings.
2 Firstly, changing from one time zone to another can mean
disrupting the body clock. Consequently, some people may feel
overly tired or even unwell.
3In the first place, a universal calendar would make the same date
fall on the same day every year. This is due to the fact that every
month would have 28 days.
Useful Language
Ex.5 p.57
11.5.3- write with grammatical accuracy on a wide range of general
and curricular topics
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
Aim: to practise writing arguments for and against a topic
• Explain the task and give Ss time to complete
it using phrases from the useful language box
to help them.
• Elicit answers from Ss around the class.
Suggested Answer Key
For
1 To begin with, they help us with time management. For example,
checking the time via the Internet allows us to know when places are
open so we don’t waste time.
2 Furthermore, another benefit is that they help us to manage our
tasks. For instance, using planners on our phones allows us to allocate
hours to specific tasks.
Against
1 One drawback is that they can affect our health. This is because
artificially regulating our sleep with alarms means we don’t complete
our natural sleep cycle which affects our bodily functions and can
result in illness.
2 Secondly, they can cause anxiety. This is due to the fact that
technology is everywhere and we are constantly in a hurry and
worrying about the time which leads to stress.
Your Turn
Ex.6 A p.57
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Aim: to analyse a rubric and prepare for a writing task
• Ask Ss to read the rubric and the arguments 1-6. Then have Ss
decide which arguments are for and which are against the topic.
• Elicit answers from around the class.
Answer Key
For: 1, 4, 6 Against: 2, 3, 5
Ex.6 B p.57
Student’s
11.3.3- explain and justify own and others’ point of view on a range of book, IWB
general and curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics
Aim: to provide justifications for arguments
• Ask Ss to talk in pairs and think of justifications for the arguments
in Ex. 6a.
• Elicit answers from Ss around the class.
Suggested Answer Key
1 This is because it reminds them of what tasks they have to do and
when to do them.
2 As a result, you may have less free time and feel more tired.
3 Therefore you will need to charge your phone or tablet and keep it
with you at all times which can be restrictive.
4 This means that you can plan to do activities with your friends or
family more easily.
5 Because of this, you can feel helpless or useless without them.
6 This is because they give you a structure and a time limit to complete
a task.
Ex.6 C p.57
11.2.3- understand the detail of an argument in unsupported extended
talk on a wide range of general and curricular topics, including talk on
a growing range of unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of
unfamiliar topics;
Aim: to listen for specific information
• Play the recording and ask Ss to make a note of the justifications the
speakers give for the arguments in ex. 6 a.
• Then elicit answers from Ss around the class.
Answer Key
1 The app helps her to use her time more efficiently and she is more
productive.
2 Everyone needs some time to switch off and relax.
3 You never have a tech-free moment with all the notifications from
apps, social media, emails, calls and SMS alerts.
4 Helps to coordinate study groups and social activities with friends.
5 Using the app all the time may lead to you losing the ability to
manage time yourself.
Student’s
book, IWB
Class CD,
Track 2.20
6 Helps to focus on the task they are doing because they have a set
time limit to do it.
Ex.7 p.57
Student’s
11.5.1- plan, write, edit and proofread work at text level independently book, IWB
on a wide range of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general
and curricular topics;
11.5.5- develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics
Ending the
lesson
5 minutes
Aim: to write a for-and-against essay
• Give Ss time to complete the task using the plan, the useful language
and their answers in Ex. 6 to help them.
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ answers in
the next lesson.
Suggested Answer Key
Around 2.7 billion people have smartphones with many different
apps to make life easier. Time management apps promise to make you
more productive, but are they as helpful as they seem?
There are a number of benefits to time management apps. Firstly,
they can make people more efficient. This is because they remind them
what tasks they have to do and when to do them. Furthermore, they
help people coordinate their activities with others. For instance, by
using the same app, friends can coordinate social activities together.
However, time management apps have some disadvantages. To
begin with, you constantly need to use your device. This means that
you never get any time to relax without technology. In addition,
relying on apps can make you feel as if you’re not in control of your
life. As a result, you might feel helpless without them.
To sum up, although there are disadvantages to using time
management apps, I think the advantages outweigh them. As long as
you add some free time into your schedule and have regular breaks
from technology, being more productive can only be a good thing,
can’t it?
Discussion of the structure of Foe-and-against essay
Additional information
Differentiation – how do you plan to give more
support? How do you plan to challenge the
more able learners?
support less able learners in doing the tasks by
encouraging them to scan text quickly to find a
section of the text that contains the answer.
Assessment – how are you
planning to check learners’
learning?
Learners have met the learning
objective if they can:
write a for-and-against essay
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 4 “Timekeeping Devices” 4 E
Lesson 7 (43)
The Royal Observatory p.58 Culture Corner
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Class: 11
Lesson objectives
Vovcabulary
Assessment criteria
11.1.8- develop intercultural awareness through reading and discussion;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics;
11.4.1- understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.2- understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular topics
;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics ;
11.1.6- organize and present information clearly to others;
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.4.8- select and evaluate paper and digital reference resources to check meaning
and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
All learners will be able to:
read for specific information;
Most learners will be able to:
read for specific information, listen & read for cohesion and coherence (open
cloze);
Some learners will be able to:
read for specific information, listen & read for cohesion and coherence (open
cloze), write about an important observatory/science museum in Kazakhstan
Verb: navigate;
Nouns: observatory, hemisphere;
Adjective: refracting
Learners have met the learning objective if they can:
read for specific information, listen & read for cohesion and coherence (open
cloze), write about an important observatory/science museum in Kazakhstan
Value links
Cross – curricular
links
ICT skills
Previous learning
Planned timings
Beginning the lesson
10 minutes
Main Activities
10 minutes
Explore the themes of museums in UK and Kazakhstan
Science/ICT
Using videos& pictures, working with URLs
Writing a For-and-against essay
Plan
Planned activities
Excel
Resources
Ex.1 p.58
Student’s
11.1.8- develop intercultural awareness through reading and book
discussion;
11.3.5- interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.4.1- understand complex and abstract main points in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to read for specific information
• Ask Ss what, if anything, they know about the Royal
Observatory in Greenwich. Then elicit questions from Ss around
the class. Write two of them in the board.
• Have Ss read the text and see if they can answer them.
Suggested Answer Key
How old is it? (It dates from 1675.)
What is special about it? (It is the home of the prime meridian
and a place famous for research into the stars and the planets.)
Ex.2 p.58
11.4.2- understand specific information and detail in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
Aim: to read for cohesion and coherence (open cloze); to
listen and read for confirmation
• Give Ss time to read the text again and complete each gap with
an appropriate word.
• Play the recording. Ss listen, read, and check their answers.
Answer Key
1 than
4 can 7 not 10 each
2 When 5 up
8 for 11 well
3 after 6 order 9 is
12 where
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.
Student’s
book, Class
CD, Track
2.21, DVD
5 minutes
5 minutes
5 minutes
Ex.3 p.58
Student’s
11.4.5- deduce meaning from context in extended texts on a wide book, Class
range of familiar and unfamiliar general and curricular topics;
CD
Aim: to consolidate new vocabulary
• Give Ss time to match the words in bold in the text to the
meanings in the list referring to the Word List or their dictionaries
as necessary to help them.
• Then give Ss time to use the words in bold in sentences of their
own and elicit answers from Ss around the class.
Answer Key
calculated = worked out
imaginary = not real
tricky = difficult
navigate = sail
pinpoint = find the exact position of
brilliant = very intelligent
divides = splits
boasts = has something that it is proud of
Suggested Answer Key
World time is calculated from the prime meridian.
The prime meridian is an imaginary line.
Before GMT, calculating the exact time was tricky, especially for
sailors trying to navigate.
They couldn’t pinpoint their exact position.
The brilliant scientists at the Greenwich Observatory came up with
the answer.
Meridian lines divide the globe into hemispheres.
The Royal Observatory boasts the largest reflecting telescope in
the UK.
Ex.4 p.58
Student’s
11.4.5- deduce meaning from context in extended texts on a wide book, IWB
range of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary through antonyms
• Give Ss time to match the words in bold in the text to the
meanings in the list referring to the Word List or their
dictionaries as necessary to help them.
• Then give Ss time to use the words in bold in sentences of their
own and elicit answers from Ss around the class.
Suggested Answer Key
unknown = famous, real = imaginary
incorrect = accurate, spread = gathered,
changeable = fixed
tiniest = largest, minor = major
Ex.5 p.58
Student’s
11.3.6- navigate talk and modify language through paraphrase and book
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
11.4.1- understand complex and abstract main points in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
Ending the lesson
10 minutes
Aim: to consolidate information in a text
Elicit answers from Ss around the class as to what they have learnt
from the text.
Suggested Answer Key
I learnt that all time is calculated from the position of the sun over
the prime meridian.
I also discovered that the largest refracting telescope in the UK
is located at the Royal Observatory.
I didn’t know navigation at sea was the reason we developed
accurate ways of telling the time.
Ex.6 p.58
Student’s
11.1.6- organize and present information clearly to others;
book
11.1.8- develop intercultural awareness through reading and
discussion;
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics
Aim: to write about an important observatory or science
museum in Kazakhstan
• Explain the task and give Ss time to research online to find out
information about an important observatory or science museum
in Kazakhstan and make notes under the headings and write a
paragraph on it.
• Ask various Ss to read it out to the class.
Suggested Answer Key
An important observatory in Kazakhstan is the Tien Shan
astronomical Observatory. It was found in 1957 and is part of the
National Kazakhstan Space Agency.
The observatory is around 30 km away from Almaty. It sits at
an altitude of 2,735 m above sea level, so it has a good
astroclimate, meaning there is often a good view of the night sky.
The facility also has a one-meter automated telescope, allowing
scientists to collect data for use in collaborative international
projects.
Visitors to the observatory can go on a guided tour of the
building and learn more about what happens there. However,
unlike many observatories, guests can stay in the observatory’s
accommodation, or even have the experience of a lifetime by
sleeping in a tent beneath the stars!
Additional information
Differentiation – how
do you plan to give
more support? How
do you plan to
challenge the more
able learners?
monitor less able
groups and participate
and prompt in their
brainstorming activity
Assessment – how are you planning to check learners’ learning?
monitor learner language for accuracy and range in their final
tasks
Learners have met the learning objective if they can:
read for specific information, listen & read for cohesion and
coherence (open cloze), write about an important
observatory/science museum in Kazakhstan
Crosscurricular
links:
ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 4 «Timekeeping Devices» 4 F
Lesson 8 (44)
Date:
Time Zones p.59 Curricular: Geography
Summative Assessment for the Module 4 “Timekeeping Devices”
Class: 11
Teacher’s name: Penner Natalya Alexandrovna
Learning objectives
that this lesson is
contributing to
Lesson objectives
Vocabulary
11.4.2- understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.4.7- recognize patterns of development in lengthy texts [inter-paragraph level] on
a range of more complex and abstract general and curricular topics;
11.2.1- 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;
11.3.6- navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics;
11.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.1.6- organize and present information clearly to others;
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on
a range of familiar and some unfamiliar general and curricular topics;
11.4.8- select and evaluate paper and digital reference resources to check meaning
and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
All learners will be able to:
read for specific information;
Most learners will be able to:
read for specific information, read for cohesion and coherence (missing sentences)
Some learners will be able to:
read for specific information, read for cohesion and coherence (missing sentences),
write about countries with multiple time zones and the advantages/disadvantages of
living there
Nouns: longitude, increment;
Adjective: spherical
Assessment criteria
Value links
Cross – curricular
links
ICT skills
Learners have met the learning objective if they can:
read for specific information, read for cohesion and coherence (missing sentences),
write about countries with multiple time zones and the advantages/disadvantages of
living there
Explore the theme of Time Zones
Geography
Using videos& pictures, working with URLs
Previous learning
Plan
Planned timings
Beginning the
lesson
5 minutes
Main Activities
15 minutes
Planned activities
Excel
Resources
Ex.1 p.59
Student’s
11.4.2- understand specific information and detail in extended texts book, IWB
on a wide range of familiar and unfamiliar general and curricular
topics;
Aim: to introduce the topic; to listen and read for specific
information
Read out the questions and give Ss time to read the text and see if
they can answer the questions.
Answer Key
UTC stands for ‘Coordinated Universal Time’ and is calculated
from data from the Earth’s rotation and over 400 atomic clocks
worldwide. UTC applies for any country that the prime meridian
passes through. Any countries that are to the left or right of this line
are in different time zones and therefore have a different time for
example, France is UTC+1 because they are just a little to the left of
the prime meridian.
Ex.2 p.59
Student’s
11.4.7- recognize patterns of development in lengthy texts [inter- book, IWB,
paragraph level] on a range of more complex and abstract general and DVD
curricular topics;
Aim: to read for cohesion and coherence (missing sentences)
• Ask Ss to read the sentences A-F and give them time to read the
text again and match the sentences to the gaps 1-5 to make a
cohesive text.
• Check Ss’ answers.
Answer Key
1F2C3A4B5D
• 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.
Ex.3 p.59
11.2.1- 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;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
Student’s
book, IWB,
Class CD,
Track 2.22
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: to consolidate information in a text
Play the recording. Ss listen and read the text again. Elicit what Ss
have learnt from the text from various Ss around the class.
Suggested Answer Key
I learnt that atomic clocks are very accurate. I also learnt that parts
of Antarctica use the same time as the UK, and that there are more
than 24 time zones.
20 minutes
Ex.4 p.59
11.1.1- use speaking and listening skills to solve problems creatively
and cooperatively in groups;
Student’s
11.1.6- organize and present information clearly to others;
book, IWB
11.1.10- use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
11.3.5- interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics
Aim: to expand the topic; to develop critical thinking skills; to
express an opinion
• Give Ss time to research online and collect information about
countries with more than one time zone. Then give Ss time to
consider the advantages and disadvantages of living in these
countries and write a short text expressing their opinions.
• Then ask various Ss to share their answers with the class.
• Alternatively, assign the task as HW and ask Ss to share their
answers in the next lesson.
Suggested Answer Key
Some countries around the world that have more than one time zone
include Kazakhstan, the USA, Canada, Brazil and Russia.
The main advantage of having multiple time zones is that all
people benefit from having the maximum amount of daylight during
the day. This helps people to be more productive during their natural
waking hours, and also gives them access to a natural source of
vitamin D.
The disadvantage of having multiple time zones is that it can make
trade and communication more difficult for businesses. People who
work in companies that trade or communicate with other parts of the
country will need to consider the different zones as it can make it very
difficult to organise national events which have to take place
at the same time, such as meetings.
Overall, I feel that although multiple time zones in one country
can make life a little difficult, they are important because people need
to conduct their daily routines and business activities in daylight.
Summative Assessment for Module 4 Sts do the tasks
Copies of SA
4
Ending the lesson
5 minutes
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
monitor learner
question writing in
groups and highlight
for less able learners
where they should
self-correct errors
Did you know?
Student’s
Aim: to expand the topic
book
Read out the Did you know? box and elicit whether Ss were aware
of this information or not.
Additional information
Assessment – how are you planning to check learners’ learning?
Crosscurricular
links
ICT links
Values links
monitor learner questions for accuracy and encourage them to selfcorrect
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives /learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 4 «Timekeeping Devices»
Lesson 9 (45)
Date:
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Language in Use p.60
Class: 11
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.6.13- use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics;
11.6.4- use a range of affixes with appropriate meaning and correct spelling on a
wide range of general and curricular topics;
Lesson objectives
All learners will be able to:
present/practise phrasal verbs;
Most learners will be able to:
present/practise phrasal verbs, practise collocations, practise word formation;
Some learners will be able to:
present/practise phrasal verbs, practise collocations, practise word formation,
consolidate words often confused
Assessment criteria
Cross – curricular links
Learners have met the learning objective if they can:
present/practise phrasal verbs, practise collocations, practise word formation,
consolidate words often confused
To present interesting information relating to timekeeping and presentation
skills in Kazakhstan
Social life
ICT skills
Using videos& pictures, working with URLs
Previous learning
“Time Zones”
Value links
Planned timings
Beginning the lesson
15 minutes
Plan
Planned activities
Phrasal Verbs/Prepositions
Ex.1 p. 60
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to present and practice phrasal verbs
• Explain the task and ask Ss to use the phrasal verbs in the
diagram to complete it.
• Give Ss time to complete the task and then check Ss’ answers.
Excel
Resources
Student’s
book, IWB
Answer Key
1 pay ... off 2 calling off 3 put off 4 show off 5 dropped off
6 take off
Main Activities
5 minutes
10 minutes
Ending the lesson
10 minutes
Ex.2 p. 60
11.6.13- use a variety of dependent prepositions with less
common nouns, adjectives and verbs on a wide range of general
and curricular topics;
Aim: to practise prepositional phrases
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 from 2 on 3 into 4 to 5 on 6 of
Collocations
Ex.3 p.60
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to practise collocations
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 perfect 2 visual 3 standardised 4 sighting 5 well-executed
Word Formation
Ex.4 p.60
11.6.4- use a range of affixes with appropriate meaning and
correct spelling on a wide range of general and curricular
topics;
Aim: to practise word formation
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 ineffective 2 alignment 3 rotation 4 uselessness
5 embellishments
Words often Confused
Ex. 5 p.60
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to consolidate words which are often confused
Explain the task and give Ss time to complete it
and then check Ss’ answers.
Answer Key
1 civilisation 2 equal 3 skill 4 accurate
Kazakhstan in Action!
Aim: to present interesting information relating to
timekeeping and presentation skills in Kazakhstan
• Have Ss read the text and choose the correct words/fill the
gaps with the correct words.
• Check Ss’ answers.
Answer Key
1 quality 2 by 3 to 4 Not 5 been 6 has 7 on 8 well 9 as 10 up
11 to12 skills
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Additional information
Differentiation – how
Assessment – how are you planning to check learners’
Crossdo you plan to give
learning?
curricular
more support? How do Learners have met the learning objective if they can:
links
present/practise phrasal verbs, practise collocations, practise
you plan to challenge
the more able learners? word formation,
Values links
prompt less able learners consolidate words often confused
to engage in whole class
checking and plenary
activity with supportive
questioning
provide sentence starters
for final challenge more
able learners to structure
final writing to include
key words
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 4 «Timekeeping Devices»
Lesson 10 (46)
Date:
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Lesson objectives
Assessment criteria
The Dawn of Horology p.61 (Progress Check)
Class: 11
11.4.2- understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.2.2- understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.2.3- understand the detail of an argument in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of general
and curricular topics, including talk on a growing range of unfamiliar topics;
11.2.6- deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar
topics
All learners will be able to:
understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
Most learners will be able to:
understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics;
Some learners will be able to:
understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics; deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar
topics
Learners have met the learning objective if they can:
understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics; deduce meaning from context in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
Value links
Time Measurement
Cross – curricular links
Social life
ICT skills
Using videos& pictures, working with URLs
Previous learning
Phrasal Verbs/Prepositions, Collocations
Planned timings
Beginning the lesson
10 minutes
Main Activities
5 minutes
Ending the lesson
10 minutes
Plan
Planned activities
Excel
Resources
Student’s
book, IWB,
Reading
Ex.1 p.61
11.4.2- understand specific information and detail in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
Aim: to read for specific information (T/F/DS)
• Ask Ss to read the statements 1-8 and give Ss time to read the
text and mark them according to what they read.
• Check Ss’ answers.
Answer Key
1 T 2 T 3 F 4 F 5 DS 6 T 7 DS 8 T
Listening
Student’s
Ex. 2 p.61
book, IWB,
Aim: to listen for specific information (multiple matching)
Class CD
• Ask Ss to read the sentences A-H.
Track 2.22
• Play the recording. Ss listen and match the speakers to the
sentences.
• Check Ss’ answers.
Answer Key
1G2D3B4F5C
Summing up the results of the lesson, giving and getting feedback
Additional information
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
prompt less able learners
to engage in whole class
checking and plenary
activity with supportive
questioning
provide sentence starters
for final challenge more
able learners to structure
final writing to include
key words
Assessment – how are you planning to check learners’
learning?
Learners have met the learning objective if they can:
understand specific information and detail in extended texts on
a wide range of familiar and unfamiliar general and curricular
topics; understand specific information in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics; deduce
meaning from context in unsupported extended talk on a wide
range of general and curricular topics, including talk on a
growing range of unfamiliar topics
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 4 «Timekeeping Devices»
Lesson 11 (47)
Date:
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Summative assessment for Term 2 (Listening, Reading, Writing)
Class: 11
All learners will be able to:
use some target vocabulary successfully in tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in tasks, read effectively for gist and
identify all specific information
Learners have met the learning objective if they can: present the project about
living in the city and in the country
Value links
Explore the themes of native places
Cross – curricular links
Science, Geography
ICT skills
Using videos& pictures, working with URLs
Previous learning
“Timekeeping Devices”
Planned timings
Beginning the lesson
1 minute
Main Activities
39 minutes
Ending the lesson
Plan
Planned activities
Explain the goals of the lesson
Excel
Resources
Summative Assessment for Term 2
Copies of SA 4
Sts do the tasks of SA for Term 2 –Listening, Reading, Writing
Ss give feedback on written task
Additional information
Differentiation – how do Assessment – how are you planning to check learners’
Crossyou plan to give more
learning?
curricular
support? How do you
monitor learner language for accuracy in opinion feedback task links
plan to challenge the
and ask other learners to peer correct errors
Health and
more able learners?
safety check
monitor learner question
ICT links
writing in groups and
Values links
highlight for less able
learners where they
should self-correct errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 4 «Timekeeping Devices»
Lesson 12 (48)
Progress Check pp.62
Date:
Class: 11
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Summative Assessment-Speaking
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.6.6- use a growing variety of impersonal and cleft structures on a wide range
of general and curricular topics;
11.6.7- 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;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.5- develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
All learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics; 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;
Most learners will be able to:
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
Some learners will be able to:
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics; 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;
plan, write, edit and proofread work at text level independently on a wide range
Value links
of general and curricular topics;
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Explore the theme of social problems and volunteering
Cross – curricular links
Global problems
ICT skills
Using videos& pictures, working with URLs
Previous learning
Social problems
Plan
Planned timings
Planned activities
Excel
Resources
Beginning the lesson
20 minutes
Summative Assessment-Speaking
Main Activities
5 minutes
Ex.3 p.62
Student’s
11.5.2- use a wide range of vocabulary, which is appropriate to book, IWB
topic and genre, and which is spelt accurately;
Aim: to consolidate vocabulary from the module
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1rely 2 excavate 3 facilitate 4 navigate 5 evolve 6 depict 7
complement 8 adopt 9 accomplish 10 stimulate
5 minutes
Ex.4 p.62
11.6.6- use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics;
Aim: to practise cleft sentences
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 Berik has been doing all day is rehearse his presentation
2 where we gave the presentation was the Atakent
International Exhibition Centre
3 that Professor Jameson wanted to explain was how the
system worked
4 energy storage that Ulan’s presentation was about
5 are what you should use in your presentation
6 Aizhan enjoys most of all is designing websites
Ex.5 p.62
11.6.7- 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;
Aim: to practise the present perfect and the past perfect
(active & passive)
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
5 minutes
Student’s
book
Student’s
book, IWB
Ending the lesson
5 minutes
Answer Key
1have been looking
2had been used
3 Have you finished
4 had been travelling
5Had Michael been trained
6 have been working
7 had you been waiting
8 had not been checked
Ex.6 p.62
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.5.5- develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in
familiar general and curricular topics
Aim: to write a for-and-against essay
• Explain the task and give Ss time to plan and complete their work and then
check Ss’ answers.
• Assign the task as HW and check Ss’ answers in the next lesson.
Suggested Answer Key
We live in an increasingly visual world, and it is estimated that 65% of people
are visual learners. Without a doubt, slides are a popular tool for presentations,
but do they add or detract from the overall effect?
There are a number of benefits to using slides in presentations. To begin with,
slides facilitate understanding. For example, describing a set of data is timeconsuming and confusing, but a simple chart can express the information
clearly.
Furthermore, slides can easily be converted into handouts. This means that the
audience has something physical to take away with them, which adds value to
the presentation.
On the other hand, using slides has its drawbacks. Firstly, the right
equipment is necessary. Most venues can provide this, but sometimes the
presenter can find themselves responsible for bringing a laptop, projector and
screen. Secondly,
technical difficulties can arise. For instance, a presentation which relies too
much on slides can be ruined by a power cut.
To conclude, although there are drawbacks to using slides in presentations,
I believe the benefits outweigh them. It makes presentations more interesting
and effective.
Check your progress
Ask Ss to assess their own performance in the unit by ticking the listed
activities according to how competent they feel for each one.
Additional information
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
monitor learner question
writing in groups and
highlight for less able
learners where they
should self-correct errors
Assessment – how are you planning to check learners’
learning?
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately; use a growing variety of
impersonal and cleft structures on a wide range of general and
curricular topics; 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;
plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions”
Lesson 1(49)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
Investigating in the World of Work p.63
Class: 11
11.4.1- understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.1.5 - use feedback to set personal learning objectives;
11.1.6- organise and present information clearly to others;
11.1.8- develop intercultural awareness through reading and discussion;
11.2.2- understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics;
11.2.3- understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics ;
11.3.7 use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.6.1 use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics;
11.6.5- use a range of transitive and intransitive verb complementation patterns on a wide
range of general and curricular topics;
11.1.9- use imagination to express thoughts, ideas, experiences and feelings;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general and curricular topics
11.5.6-- write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
All learners will be able to:
Vocabulary
Assessment criteria
Value links
provide an overview of the module; learn vocabulary related to investigating the world
of work;
Most learners will be able to:
provide an overview of the module; learn vocabulary related to investigating the
world of work, listen for specific information;
Some learners will be able to:
provide an overview of the module; module; learn vocabulary related to investigating
the
world of work, listen for specific information, talk about what factors are important in
a career
Office personalities: adaptor, workaholic, procrastinator, multitasker, delegator, yesman;
Investigating the world of work: working environment, salary/wage, level of
responsibility, supervisor, creativity, general job satisfaction, job recognition, future
prospects, collaborative work environment, good job security, extra benefits
Learners have met the learning objective if they can:
provide an overview of the module; module; learn vocabulary related to investigating
the
world of work, listen for specific information, talk about what factors are important in
a career
Explore the world of work
Cross – curricular
links
ICT skills
Social Science, ICT
Previous learning
“Timekeeping Devices”
Using videos & pictures, working with URLs
Plan
Planned timings
Beginning the
lesson
5 minutes
Main Activties
10 minutes
Planned activities
Excel
Resources
Module Objectives
Read the title of the module Work & Inventions and ask Ss to suggest
what they think the module will be about (the module is about office
personalities, work, success in business, special talents, inventions and big
ideas). Go through the objectives list to stimulate Ss’ interest in the
module.
Vocabulary Ex.1 p.63
11.4.1- understand complex and abstract main points in extended texts on
a wide range of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and
curricular topics;
Aim: to introduce vocabulary related to investigating the world of
work
• Direct Ss’ attention to the pictures and the speech bubbles, have Ss read
what they say and then match the people to the office personalities in the
list.
• Check Ss’ answers.
Answer Key
1A2E3C4B5D6F
• Play the video for Ss and elicit their comments.
Student’s
book,
IWB
Student’s
book,
IWB,
DVD
10 minutes
5 minutes
Listening Ex.2 p.63
11.1.5 - use feedback to set personal learning objectives;
11.1.6- organise and present information clearly to others;
11.1.8- develop intercultural awareness through reading and discussion;
11.2.2- understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.2.3- understand the detail of an argument in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics ;
11.3.7 use appropriate subject-specific vocabulary and syntax to talk about
a range of familiar and some unfamiliar general and curricular topics;
11.6.1 use a variety of pre- and post- modifying noun structures on a wide
range of general and curricular topics;
11.6.5- use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics;
Aim: to listen for specific information
• Ask Ss to read the list of job benefits and then play the recording.
• Ss listen and decide which benefits each speaker’s job offers.
• Check Ss’ answers.
Suggested Answer Key
1 working environment, creativity, general job satisfaction
2 collaborative work environment, general job satisfaction
3 level of responsibility, general job satisfaction
OVER TO YOU! p.63
11.1.6- organise and present information clearly to others;
11.1.9- use imagination to express thoughts, ideas, experiences and
feelings;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics ;
11.3.7 use appropriate subject-specific vocabulary and syntax to talk about
a range of familiar and some unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.6-- write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.6.1 use a variety of pre- and post- modifying noun structures on a wide
range of general and curricular topics;
11.6.5- use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics;
Aim: to personalise the topic; to express an opinion
Read out the question and elicit answers from Ss around the class.
Suggested Answer Key
The most important factor for me in a career is having general job
Student’s
book,
IWB,
Class CD,
Track 3.1
Student’s
book
Ending the lesson
10 minutes
satisfaction. It’s true that having a large salary is very nice, but if y ou don’t
enjoy the work or hate the working environment then what’s the point?
Personally, I think it’s much better to be happy with what you’re doing, and
to have positive working relationships with your colleagues. I can’t think
of anything better than a job you love that has a nice collaborative work
environment where you feel satisfied and part of a winning team!
Aim: to develop research skills; to expand on the topic
• Ss research online to find out how people from various countries around
the world value employee benefits. Ss present their findings to the class.
• Then have the class perform peer assessment and give feedback for Ss to
use to improve their performance.
Suggested Answer Key
Different countries have different cultures, so the way people value
employee benefits varies from country to country. These are just a few
examples of places where employees think differently.
In the USA, for example, there is a competitive business culture, so people
prefer jobs, which offer lots of future prospects. It is also quite a modern
country, so people would rather work under a supervisor who allows them
to be flexible and creative with their work.
In Australia, the cost of living is quite high, so people definitely need jobs
with good salaries. People there are quite relaxed by nature, so they want a
collaborative environment where they can share opinions and come up with
new ideas.
In Japan, careers are considered extremely important, so people look
for jobs that offer them responsibility and lots of future prospects.
Teamwork is heavily emphasised in workplaces there, too, so people prefer
to work in a collaborative environment.
When it comes to work, people’s preferences vary a lot. In my opinion,
it is the culture of a country that determines an employee’s expectations of
a job, as well as what he or she hopes to achieve from
working at a particular company.
OVER TO YOU! p.63
11.1.6- organise and present information clearly to others;
11.1.9- use imagination to express thoughts, ideas, experiences and feelings;
11.3.6- navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics ;
11.3.7 use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general and curricular topics;
11.5.6-- write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.6.1 use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics;
11.6.5- use a range of transitive and intransitive verb complementation patterns on a wide
range of general and curricular topics;
Aim: to develop research skills; to expand on the topic
• Ss research online to find out how people from various countries around the world
value employee benefits. Ss present their findings to the class.
• Then have the class perform peer assessment and give feedback for Ss to use to
improve their performance.
Suggested Answer Key
Different countries have different cultures, so the way people value employee benefits
varies from country to country. These are just a few examples of places where employees
think differently.
In the USA, for example, there is a competitive business culture, so people prefer jobs,
which offer lots of future prospects. It is also quite a modern country, so people would
rather work under a supervisor who allows them to be flexible and creative with their
work.
In Australia, the cost of living is quite high, so people definitely need jobs with good
salaries. People there are quite relaxed by nature, so they want a collaborative
environment where they can share opinions and come up with new ideas.
In Japan, careers are considered extremely important, so people look for jobs that
offer them responsibility and lots of future prospects. Teamwork is heavily emphasised
in workplaces there, too, so people prefer to work in a collaborative environment.
When it comes to work, people’s preferences vary a lot. In my opinion, it is the
culture of a country that determines an employee’s expectations of a job, as well as what
he or she hopes to achieve from
working at a particular company.
Additional information
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
challenge more able
learners to come up
with a strategy for
effectively recording
different types of
vocabulary presented
in this lesson
Assessment – how are you planning to check learners’ learning?
Learners have met the learning objective if they can:
provide an overview of the module; module; learn vocabulary related
to investigating the
world of work, listen for specific information, talk about what
factors are important in a career
Crosscurricular
links
ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions” 5A
Lesson 2 (50)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Considering Success in Business pp.64-65
Class: 11
11.2.4- implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics;
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.2- understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.4.9 - recognize inconsistencies in argument in extended texts on a range of more
complex and abstract general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar and
unfamiliar general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.1.8 - develop intercultural awareness through reading and discussion;
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics;
11.4.8- select and evaluate paper and digital reference resources to check meaning and
extend understanding;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
Lesson objectives
Vocabulary
Assessment criteria
Value links
All learners will be able to:
listen and read for gist, read for specific information (multiple matching), learn
verb complementation;
Most learners will be able to:
listen and read for gist, read for specific information (multiple matching), learn
verb complementation, talk about advantages and disadvantages of jobs;
Some learners will be able to:
listen and read for gist, read for specific information (multiple matching), learn
verb complementation, talk about advantages and disadvantages of jobs, write/give a
presentation about a successful young entrepreneur from Kazakhstan or another country
Nouns: hydroponics, jumble, entrepreneurship, fleet, conversion, fiver;
Phrasal verb: branch out [into] sth;
Adjective: carbon neutral;
Adverb: naively;
Phrases: brick-and-mortar store, joint venture
Learners have met the learning objective if they can:
listen and read for gist, read for specific information (multiple matching), learn
verb complementation, talk about advantages and disadvantages of jobs, write/give a
presentation about a successful young entrepreneur from Kazakhstan or another
country
Explore the topic “Considering Success in Business”
Cross – curricular
links
ICT skills
ICT
Previous learning
Vocabulary “Work and Inventions”
Using videos& pictures, working with URLs
Plan
Planned timings
Beginning the
lesson
5 minutes
Main Activities
25 minutes
Planned activities
Excel
Resources
Vocabulary Ex.1 p.64
Student’s
11.2.4- implied meaning in unsupported extended talk on a wide range of book,
general and curricular topics, including talk on a growing range of IWB,
unfamiliar topics;
Class CD,
11.4.1 - understand complex and abstract main points in extended texts on Track 3.2
a wide range of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and
curricular topics;
Aim: to listen and read for gist
• Ask Ss to look at the title and the subheadings and elicit which of the
young entrepreneurs stands out from various Ss around the class.
• Then play the recording. Ss listen and read thetext and find out more
about them.
Answer Key
Arman Toskanbayev stands out for me because he started more than one
business.
Reading & Listening
Ex.2 p.64
11.4.1 - understand complex and abstract main points in extended texts on
a wide range of familiar and unfamiliar general and curricular topics;
Student’s
book,
IWB,
DVD
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.4.9 - recognize inconsistencies in argument in extended texts on a range
of more complex and abstract general and curricular topics;
Aim: to read for specific information (multiple matching)
• Give Ss time to read the questions and the read the text again and
complete the task.
• Check Ss’ answers around the class.
Answer Key
1B2B3A4C5C 6A7C
• 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.
Ex.3 A p.64
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary through antonyms
• Read out the list of words and then give Ss time to find the antonyms in
the text.
• Check Ss’ answers.
Answer Key
Text A: unambitious ≠ aspiring
poverty-stricken ≠ wealthy
Text B: order ≠ chaos
loss ≠ profit
Text C: immovable ≠ portable
increasing ≠ reducing
Ex.3 B p.64
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary
• Ask Ss to work in pairs and explain the meaning of the highlighted
phrases in the text using their dictionaries to help them.
• Elicit answers from Ss around the class.
Suggested Answer Key
to get stuck in a rut = to be unable to break a pattern or routine
see the bigger picture = to have a clear overview
Grammar Verb complementation
Ex.4 p.65
11.6.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics;
Aim: to learn/revise verb complementation
• Ask Ss to look at the underlined examples in the text and elicit the type
of verb complementation pattern.
• Refer Ss to the Grammar Reference section to check their answers.
Answer Key
has a luxurious home: transitive verb + direct object
enjoyed learning about computers: transitive verb + - ing phrase
opened (a brick-and-mortar store) in his local town: transitive verb
(+direct object) + adverb/adverbial phrase (open is also intransitive e.g. The
shop has just opened. – no object)
Student’s
book,
IWB
Student’s
book,
IWB
Student’s
book,
IWB
allows people to grow plants indoors without soil: transitive verb +
indirect object + infinitive phrase
think that you need capital: transitive verb + clause (think is also
intransitive e.g. I’m sorry, I wasn’t thinking clearly. – no object)
graduated in modern history: intransitive verb + prepositional phrase (no
object)
has (since) started another company: verb + direct object (start is both
transitive and intransitive – in this case it’s transitive BUT also intransitive
e.g. What time does the seminar start? – no object)
seem ludicrous: linking verb + subject complement (adjective)
Speaking Ex.5 p.65
Student’s
11.1.9 - use imagination to express thoughts, ideas, experiences and book,
feelings;
IWB
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
Aim: to talk about advantages/ disadvantages of jobs; to express an
opinion
• Ask Ss to work in pairs and discuss what they think are the
advantages/disadvantages of the jobs in the texts.
• Then ask various Ss to share their answers with the class.
Suggested Answer Key
A: I think that in text A, the advantages are that his businesses are
successful and he is making money.
B: Yes, and he is also making a difference to Kazakhstan by introducing
new technology that will have a positive impact. However, he didn’t get
any help in the beginning. What about the advantages in text B?
A: I think the advantages are that he received lots of investment from his
friends and family and created a carbon-neutral taxi business and made
a lot of profit. But what about the disadvantages?
B: Hmm, probably just that he doesn’t have time to enjoy his hobbies. What
about text C?
A: Well, the good things are that he has helped to reduce plastic waste and
has helped communities in Africa get access to water.
B: Definitely, although unfortunately, he doesn’t make much money from
his work.
Ex.6 A p.65
11.1.8 - develop intercultural awareness through reading and discussion;
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics;
Aim: to find specific information in a text
• Give Ss time to read the texts again to find each person’s inspiration and
make some notes.
• Ask various Ss to explain using their own words.
Suggested Answer Key
Arman Toskanbayev’s inspiration for starting his business was that he
understood his talent was related to computers and technology.
Nicko Williamson’s inspiration for his company was his love of cars
and seeing a garage that offered environmentally-friendly car conversions.
Edwin Broni-Mensah’s inspiration was the realization that he was
spending a lot of money on bottled water when tap water is free.
Ex.6 B p.65
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics;
11.5.8 - communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range of general
and curricular topics;
Aim: to personalise the topic
• Refer to the four young entrepreneurs and read out the questions.
• Give Ss a few minutes to think of their answers, then ask various Ss to
tell the class.
Suggested Answer Key
The person that impressed me the most was Edwin Broni-Mensah
because he uses his business to help those in need and that he managed to
do it while still studying. The secret to his success is his time management
skills to make sure he spent time on his business and still completed his
education.
Ending the lesson
10 minutes
Student’s
book,
IWB
Writing &Speaking Ex.7 p.65
Student’s
11.4.8- select and evaluate paper and digital reference resources to check book,
meaning and extend understanding;
IWB
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.5.8 - communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range of general
and curricular topics;
Aim: to prepare a presentation on another successful young
entrepreneur from Kazakhstan or another country
• Give Ss time to research online and find out more information about
another young entrepreneur. Then give them time to use this information
to prepare a presentation. The task may be given as HT.
• Ask Ss to give their presentations to the class. Have the class perform
peer assessments and give feedback for Ss to use to improve their
performance if so desired.
Suggested Answer Key
My parents always say that it is never too early to make a success of
yourself and in the case of Maulen Akhmetov, they’re right. He was just
15 years old when he started his first business. He is hardworking and
ambitious and he wants to make a difference in the world. He is the CEO
of Kunde Café. This is a business that provides adults with mental
disabilities the opportunity to work and join a community. He managed to
convince the national government to provide subsidies to help pay Kunde
Café workers. As a result, 115 marginalised individuals have received
training through the Kunde Café so far.
Another of his businesses is Farmil, which develops innovative
indoor farming technologies. The idea is that supermarkets will be able to
grow a huge variety of fruit and vegetables indoors using aeroponics.
There will be no soil, no pesticides, no herbicides, 95% less water usage
and no logistics costs. Maulen’s idea is not only great for the people
living in Kazakhstan, but also for the planet too!
Additional information
Differentiation –
Assessment – how are you planning to check
Cross-curricular links:
how do you plan to learners’ learning?
ICT
give more support? Learners have met the learning objective if they can:
How do you plan to listen and read for gist, read for specific information
challenge the more (multiple matching), learn
verb complementation, talk about advantages and
able learners?
prompt less able
disadvantages of jobs, write/give a presentation about a
learners to engage in successful young entrepreneur from Kazakhstan or
whole class checking another country
and plenary activity
with supportive
questioning
provide sentence
starters for final
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions” 5B
Lesson 3 (51)
Special Talents & Inventions pp.66-67
Date:
Class: 11
Teacher’s name:
Learning objectives 11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
that this lesson is
11.4.1 - understand complex and abstract main points in extended texts on a wide range
contributing to
of familiar and unfamiliar general and curricular topics;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.2- understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
11.1.7 - develop and sustain a consistent argument when speaking or writing;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
Lesson objectives
Vocabulary
Assessment
criteria
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics;
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics;
11.1.1- use speaking and listening skills to solve problems creatively and cooperatively
in groups;
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.1.3- respect differing points of view;
11.1.5 - use feedback to set personal learning objectives;
11.1.6- organize and present information clearly to others;
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.4.8- select and evaluate paper and digital reference resources to check meaning and
extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
a wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect; use a variety of multi-word verbs of different
syntactic types on a wide range of general and curricular topics
All learners will be able to:
learn vocabulary relating to special talents, listen and read for specific information,
read for specific information (T/F/DS), revise clauses of concession and multi-word
verbs, learn/revise pre-and post-modifying noun structures;
Most learners will be able to:
learn vocabulary relating to special talents, listen and read for specific information,
read for specific information (T/F/DS), revise clauses of concession and multi-word
verbs, learn/revise pre-and post-modifying noun structures, listen and make notes;
Some learners will be able to:
learn vocabulary relating to special talents, listen and read for specific information,
read for specific information (T/F/DS), revise clauses of concession and multi-word
verbs, learn/revise pre-and post-modifying noun structures, listen and make notes,
write/give a presentation on a scientist with many talents who left their mark on history
Special talents: study, draw, design, paint, invent, sketch;
Verbs: define, embody;
Nouns: concept, dissection, proportion, mastery;
Phrase: be apprenticed to
Learners have met the learning objective if they can:
learn vocabulary relating to special talents, listen and read for specific information,
Value links
read for specific information (T/F/DS), revise clauses of concession and multi-word
verbs, learn/revise pre-and post-modifying noun structures, listen and make notes,
write/give a presentation on a scientist with many talents who left their mark on history
Explore the topic of inventions
Cross – curricular
links
ICT skills
History
Previous learning
“Considering Success in Business”
Planned timings
Beginning the
lesson
5 minutes
Main Activities
15 minutes
Using videos& pictures, searching information on different web sites
Plan
Planned activities
Vocabulary Ex. 1 p.66
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to introduce vocabulary related to special talents
• Direct Ss to the pictures and read out the verbs in the list. Give Ss time
to complete the phrases under the pictures.
• Check Ss’ answers and elicit which talents Leonardo da Vinci possessed.
Answer Key
1 painted 2 invented 3 designed 4 sketched 5 studied 6 drew
Leonardo da Vinci was able to paint, invent machines, design buildings
and bridges, sketch plants and animals, study human anatomy and draw
maps.
Reading Ex. 2 p.66
11.4.1 - understand complex and abstract main points in extended texts on
a wide range of familiar and unfamiliar general and curricular topics;
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
and curricular topics;
Aim: to read for gist
• Elicit what else, if anything, Ss know about Leonardo da Vinci and elicit
questions about him from Ss around the class.
• Write four of them on the board.
• Ss read the text to see if they can answer them.
Suggested Answer Key
1 What is Leonardo da Vinci’s most famous painting? (‘Mona Lisa’)
2 What sorts of things did Leonardo da Vinci invent? (a robotic knight, a
parachute, a calculator, musical instruments, a bicycle and flying machines)
3 What was the name of the famous sketch of the human body that he drew?
(‘Vitruvian Man’)
4 What subjects did Leonardo da Vinci study? (art, human anatomy,
engineering, botany, geology, music and more)
Ex. 3 p.67
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
Aim: to read for specific information (T/F/DS)
• Ask Ss to read the sentences 1-5 and then give them time to read the text
again and decide on their answers.
• Check Ss’ answers around the class.
Excel
Resources
Student’s
book,
IWB
Student’s
book,
IWB
Student’s
book,
IWB,
DVD
Answer Key
1 DS 2 T 3 F 4 DS 5 F
• 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.
Ex. 4 p.67
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general and Student’s
curricular topics;
book,
11.5.4 - use style and register to achieve an appropriate degree of formality IWB
in a wide variety of written genres on general and curricular topics;
Aim: to consolidate new vocabulary and practise collocations
• Explain the task and give Ss time to fill in the words to make phrases.
• Then give Ss time to use the phrases to write sentences based on the text.
• Elicit answers from Ss around the class.
Answer Key
1 dissections 2 Renaissance 3 intellectual 4 accurate 5 detailed 6 seek
Suggested Answer Key
Da Vinci carried out dissections to aid his study of human anatomy.
A lot of da Vinci’s work demonstrates Renaissance philosophy.
His intellectual capabilities allowed him to design successful inventions.
He had a talent for drawing accurate maps.
He drew lots of detailed illustrations along with his notes.
He studied a lot because he was always seeking knowledge.
Ex. 5 p.67
11.1.7 - develop and sustain a consistent argument when speaking or
writing;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.2.7 - understand speaker viewpoints and extent of explicit agreement Student’s
between speakers on a range of general and curricular topics, including book,
some unfamiliar topics;
IWB
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety
of talk contexts on a wide range of general and curricular topics, including
some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about
5 minutes
a range of familiar and some unfamiliar general and curricular topics;
Aim: to express an opinion
Give Ss time to consider their answers to the questions and then ask various
Ss to share their opinion with the rest of the class.
Suggested Answer Key
The achievements that impress me the most are the designs for a canal
system and bridges which have been built and work. I was also impressed
by the design for the robotic knight. This is because his
design worked despite being created so long before we had the technology
to create a robot.
Grammar Clauses of concession- Multi-word verbs
Student’s
Ex.6 p.67
book,
11.6.14 - use a growing variety of more complex prepositional phrases
IWB
including those relating to concession and respect; use a variety of multiword verbs of different syntactic types on a wide range of general and
curricular topics;
Aim: to revise clauses of concession and multi-word verbs
• Refer Ss to the Grammar Reference section to revise the theory on
clauses of concession and multi-word verbs.
• Then give Ss time to find examples in the text.
• Elicit answers from Ss around the class.
Answer Key
clauses of concession: But, despite the fact that, Although
multi-word verbs: came up with, carry out
Ex.7 A p.67
11.6.14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect; use a variety of multiword verbs of different syntactic types on a wide range of general and
curricular topics;
Aim: to practise clauses of concession
• Explain the task and give Ss time to complete it.
• Elicit answers from Ss around the class.
Suggested Answer Key
1 Leonardo da Vinci designed a lot of machines, though few were ever
actually built.
2 15 of da Vinci’s works can still be seen today, but most of them have
been lost.
3 Da Vinci was a successful engineer and architect, yet he is mainly
remembered as a painter.
4 Even though he lived over 500 years ago, da Vinci is still one of the
world’s most famous artists.
5 While few of da Vinci’s designs were built in his lifetime, several have
been built in the 21st century.
Ex.7 B p.67
11.6.14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect; use a variety of multiword verbs of different syntactic types on a wide range of general and
curricular topics;
Aim: to practise multi-word verbs
• Explain the task and give Ss time to complete it.
Student’s
book,
IWB
Student’s
book,
IWB
• Check Ss’ answers.
Answer Key
1 did away with 2 got round to 3 came up with 4 fell back on about 5
brought
5 minutes
5 minutes
Grammar Pre-and Post-modifying noun structures
Student’s
Ex.8 A p.67
book,
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide IWB
range of general and curricular topics;
Aim: to learn/revise pre- and post- modifying nouns structures
• Explain the task and give Ss time to read the summary and find and
underline examples.
• Check Ss’ answers.
Suggested Answer Key
Pre-modifying noun structures: Renaissance period, fourteen-year-old
boy, painting apprenticeship, leather notebooks,
Post-modifying noun structures: woman with a haunting smile, people
who come from all over the world
Ex.8 B p.67
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide
range of general and curricular topics;
Aim: to identify types of pre-/post- modifying noun structures
• Read out the list of types of pre-/post-modifying noun structures and
have Ss match the underlined ones from Ex. 7a to them.
• Check Ss’ answers.
Answer Key
1 (woman) with a haunting smile
2 painting apprenticeship
3 fourteen-year-old boy
4 people who come from all over the world
5 Renaissance period
6 leather notebooks
Listening & Speaking
Ex.9 p.67
11.1.2 - use speaking and listening skills to provide sensitive feedback to
peers;
11.1.3- respect differing points of view;
11.1.5 - use feedback to set personal learning objectives;
11.1.6- organize and present information clearly to others;
11.2.2 - understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics;
Aim: to listen and make notes
• Play the recording and ask Ss to make notes and then ask ss to use their
notes to present da Vinci to the class.
• Have the class perform peer assessments and give feedback for Ss to use
to improve their performance.
Suggested Answer Key
Student’s
book,
IWB
Student’s
book,
IWB,
Class Cd
Track 3.3
Ending the lesson
5 minutes
Leonardo da Vinci was a man of many talents who mastered a huge
variety of subjects. Let’s take a look at some of those areas where da Vinci
excelled.
Painting
Da Vinci started painting at age 15 and became so good that he later
produced the ‘Mona Lisa’ which is one of the most famous paintings in the
world. He also is the painter of the world’s most expensive piece of art,
‘Salvator Mundi’, which was sold in 2017 for a huge $450.3 million.
Engineering and Architecture
We can thank da Vinci for Florence’s canal system and also for a
bridge built in Norway in 2001, but these aren’t his only achievements in
this field. He designed lots of buildings and working machines during his
life.
Science
Da Vinci had a keen interest in human anatomy and through his
dissections and study he was able to produce the ‘Vitruvian Man’ which is
possibly the most well-known drawing in the world.
Inventions
Da Vinci’s notes contain designs for a number of inventions including
flying machines, a robot, a calculator and a bicycle. Despite these notes
being written so long ago, they can still be clearly understood. In fact, in
2002 a scientist used da Vinci’s design for a ‘robotic knight’ and produced
a working robot!
Study
Da Vinci studied lots of different subjects such as art, engineering, botany,
geology, music and many more. This just goes to show what a genius da
Vinci was. It’s no wonder that he is still regarded as one of the most
intelligent and interesting people who ever lived.
Writing & Speaking
Student’s
Ex.10 p.67
book
11.1.8 - develop intercultural awareness through reading and;
11.4.8- select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently on
a wide range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.4 - use style and register to achieve an appropriate degree of formality
in a wide variety of written genres on general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.6.3 - use a variety of adjectives complemented by that, infinitive and
wh- clauses on a wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics;
11.6.14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect; use a variety of multiword verbs of different syntactic types on a wide range of general and
curricular topics
Aim: to prepare a presentation on another scientist with many talents
• Give Ss time to research online and collect information about another
scientist with many talents and make notes under the headings provided.
Then give them time to prepare a presentation.
• Ask Ss to give their presentations to the class.
• Assign the task as HW and ask Ss to give their presentations in the
next lesson.
Suggested Answer Key
Benjamin Franklin
Benjamin Franklin was born on 17th January 1706 in Boston, in the
USA. He had 16 siblings and was the 15th child in a poor family.
Franklin started to read at a very young age, but, despite doing well in
school, left at age 10 to help out in his father’s candle and soap making
business. Other than this, he had no formal education.
Franklin achieved many things throughout his life. His work in
science is based in electricity. Despite risking his life during his
experiments, Franklin was determined to continue his research. He
invented the lightning rod and noted lots of phenomena surrounding
electricity, even creating new words such as ‘battery’, ‘charge’ and
‘conductor’. Franklin was also an excellent writer and began writing
pieces that were featured in a newspaper from the age of 12. He
eventually opened his own print shop and featured proverbs, witty writing
and poetry in his work. He later went on to print money. In addition to
doing all of this, Franklin enjoyed inventing new things. He is known for
the Franklin stove, bifocal lenses, the armonica, the rocking chair and
even the American penny. In fact, the armonica, his musical instrument,
was so successful that even Beethoven composed a piece to be played on
it! Finally, Franklin was also a well-known political figure. He helped
draw up the American Declaration of Independence, the US Constitution
and the Treaty of Paris.
I think we can all agree that Benjamin Franklin was a man with many
talents whose contributions have made a huge impact on the world.
During his life his political work helped to end a war and his inventions
still play a valuable part in today’s world.
Additional information
Differentiation – how
Assessment – how are you planning to check
Cross-curricular links
do you plan to give
learners’ learning?
History
more support? How
Learners have met the learning objective if they ICT
do you plan to
can:
Values links
earn vocabulary relating to special talents, listen
challenge the more
and read for specific information, read for specific
able learners?
challenge more able
information (T/F/DS), revise clauses of concession
learners to explain
and multi-word verbs, learn/revise pre-and postconnections between
modifying noun structures, listen and make notes,
different elements
write/give a presentation on a scientist with many
talents who left their mark on history
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions” 5C
Lesson 4 (52)
Date:
Teacher’s name:
Big Ideas p.68
Class: 11
Learning objectives 11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
that this lesson is
11.4.2- understand specific information and detail in extended texts on a wide range
contributing to
of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
Lesson objectives All learners will be able to:
listen and read for gist
Most learners will be able to:
listen and read for gist, read for specific information
Some learners will be able to:
listen and read for gist, read for specific information (multiple matching)
Nouns: nanoparticle, tumour, tissue, hammer, evaporation;
Vocabulary
Phrase: scrap materials
Assessment
Learners have met the learning objective if they can:
listen and read for gist, read for specific information (multiple matching)
criteria
Explore the topic of “Big Ideas”
Value links
Cross – curricular ICT
links
Using videos & pictures
ICT skills
Previous learning
Planned timings
Beginning the
lesson
15 minutes
“Special Talents & Inventions”, Grammar: Clauses of concession- Multi-word
verbs, Pre-and Post-modifying noun structures
Plan
Planned activities
Excel
Resour
ces
Reading & Listening
Studen
Ex. 1 p.68
t’s
11.4.1 - understand complex and abstract main points in extended texts on a book,
wide range of familiar and unfamiliar general and curricular topics;
IWB,
11.4.2- understand specific information and detail in extended texts on a
Class
wide range of familiar and unfamiliar general and curricular topics;
Cd,
Track
3.4
Main Activities
15 minutes
Ending the lesson
10 minutes
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
and curricular topics;
Aim: to listen and read for gist
• Ask Ss to read the introduction and the titles and look at the pictures.
• Elicit why each person may be described as a ‘bright spark’.
• Play the recording. Ss listen and read the text and find out.
Answer Key
I think each person can be described as a bright spark because they are
all intelligent in different ways; Angela Zhang is a scientist, Emily Cummins
is an inventor and Derreck Kayongo is a community project leader.
Listening & Reading
Ex.2 p.68
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
Aim: to read for specific information (multiple matching)
• Ask Ss to read the questions.
• Then give them time to read the text and match the people to the
questions.
• Check Ss’ answers.
Answer Key
1B 2A3C4A5B6B7A8C
• 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.
Ex.3 p.68
11.4.5- deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary
• Read out the words in bold in the text and the words/phrases in the list
and ask Ss to match them using their dictionaries if necessary.
• Check Ss’ answers.
Answer Key
stunned = shocked
decode = solve
promising = likely to be successful
portable = easily moved
potential = capability
sanitise = clean
Ex.4 p.68
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
Aim: to develop critical thinking skills; to express an opinion
• Give Ss time to consider their answers and then write a few sentences in
response.
• Ask various Ss to share their answer with the class.
Studen
t’s
book,
IWB,
DVD
Studen
t’s
book
Studen
t’s
book,
IWB
Suggested Answer Key
I admire Derreck Kayongo. He is successful because he heard something
that shocked him and tried to do something about it and make a difference.
We can be inspired by him to make a change in world, to help others and to
be more resourceful by trying to reuse or recycle materials rather than being
wasteful and throwing them away.
Additional information
Differentiation –
Assessment – how are you planning to check learners’ learning?
Crosshow do you plan
curricul
to give more
Learners have met the learning objective if they can:
ar links
support? How do listen and read for gist, read for specific information (multiple matching)
you plan to
ICT
challenge the
links
more able
Values
learners?
links
provide support for
less able learners
through sentence
starters in their
written task
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions” 5C
Lesson 5 (53)
Big Ideas p.69
Date:
Class: 11
Teacher’s name:
Learning objectives 11.6.3- use a variety of adjectives complemented by that, infinitive and wh- clauses
on a wide range of general and curricular topics;
that this lesson is
11.2.2- understand specific information in unsupported extended talk on a wide
contributing to
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of general
and curricular topics, including talk on a growing range of unfamiliar topics;
11.2.7- understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics;
11.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.1.7- develop and sustain a consistent argument when speaking or writing;
11.1.9- use imagination to express thoughts, ideas, experiences and feelings;
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.4- evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on
a range of familiar and some unfamiliar general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics;
11.4.8- select and evaluate paper and digital reference resources to check meaning
and extend understanding;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.4- use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.6.5- use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
Lesson objectives
Vocabulary
Assessment criteria
Value links
ICT skills
Previous learning
Planned timings
Beginning the
lesson
10 minutes
11.6.14-use a growing variety of more complex prepositional phrases including
those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of
general and curricular topics
All learners will be able to:
learn/revise adjective complements, listen for specific information (multiple
choice), to compare and contrast ideas;
Most learners will be able to:
learn/revise adjective complements, listen for specific information (multiple
choice), to compare and contrast ideas, invent a device;
Some learners will be able to:
learn/revise adjective complements, listen for specific information (multiple
choice), to compare and contrast ideas, invent a device, write/give a presentation
about an invention by a young person in Kazakhstan or another country
Nouns: nanoparticle, tumour, tissue, hammer, evaporation;
Phrase: scrap materials
Learners have met the learning objective if they can:
learn/revise adjective complements, listen for specific information (multiple
choice), to compare and contrast ideas, invent a device, write/give a presentation
about an invention by a young person in Kazakhstan or another country
Explore the theme of “Big Ideas”
Using videos& pictures, working with URLs
Comparing, analyzing & ranking inventions
Plan
Planned activities
Grammar Adjective complements
Ex.5 A p.69
11.6.3- use a variety of adjectives complemented by that, infinitive
and wh- clauses on a wide range of general and curricular topics;
Aim: to revise adjective complements
• Refer Ss to the Grammar Reference section to revise adjective
complements.
• Then elicit examples in the text and have Ss check in the
Grammar Reference section.
Answer Key
was very shocked to be told
‘to be told’ is the passive form of the infinitive ‘to tell’
Ex.5 B p.69
11.6.3- use a variety of adjectives complemented by that, infinitive
and wh- clauses on a wide range of general and curricular topics;
Aim: to practise adjective complements
• Explain the task and give Ss time to match the two columns.
• Check Ss’ answers.
Answer Key
1c2e3a4f5d6b
Excel
Resources
Student’s
book, IWB
Student’s
book, IWB
Main Activities
5 minutes
Ending the lesson
25 minutes
Listening
Ex.6 p.69
11.2.2- understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.2.7- understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
topics, including some unfamiliar topics;
Aim: to listen for specific information (multiple choice)
• Ask Ss to read the questions 1-5 and the possible answers and
think about what they key words might be.
• Play the recording. Ss listen and complete the task.
• Check Ss’ answers.
Answer Key
1A2C3B4C5A
Speaking & Writing
Ex.7 A p.69
11.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups;
11.1.7- develop and sustain a consistent argument when speaking or
writing;
11.1.9- use imagination to express thoughts, ideas, experiences and
feelings;
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.3.3- explain and justify own and others’ point of view on a range
of general and curricular topics, including some unfamiliar topics;
11.3.4- evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular
topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
Aim: to compare and contrast ideas
• Ask Ss to work in small groups and compare and contrast the
projects in the text in Ex. 2 and then rank them in order of
importance.
• Ask various Ss to share their answers with the class and give
justification.
Suggested Answer Key
A: I think the idea to cure cancer is probably the most important
one. It will save many lives if it works.
Student’s
book, IWB,
Class CD,
Track 3.5
Student’s
book, IWB
B: Yes, I agree. And I think the least important one is the recycled
soap. I mean it’s useful, but not as important as curing cancer.
C: I see what you’re saying. But wouldn’t it be great for people in
developing countries to have access to better hygiene? It could
prevent a lot of diseases.
A: Hmmm, I see your point. Do you think it is more important than
the portable fridge?
C: I’m not sure. Tackling hygiene will save a huge amount of
lives. And the idea reduces waste which will help the environment.
But then the portable fridge can keep food and medicines cool
so potentially could also save lives.
B: You’re right, but I think the cancer cure is the most important,
then the recycled soap and then the portable fridge.
A: I agree.
C: Yeah. Me too.
Ex.7 B p.69
11.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups;
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.3.3- explain and justify own and others’ point of view on a range
of general and curricular topics, including some unfamiliar topics;
11.3.4- evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular
topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
Student’s
book, IWB
Aim: to invent a device that could deal with a major problem
• Ask Ss to work in small groups and discuss ideas for a life-saving
device that needs inventing.
• Give Ss time to discuss their ideas and then write a few sentences.
• Then ask various Ss to read their sentences to the class.
Suggested Answer Key
Our invention is a device that can test, purify and add vitamins to
water. We want to invent a portable device similar to a vacuum
flask to keep water cool. The reusable metal flask will have the
ability to test water for any dangerous substances and pathogens
such as bacteria and viruses. It will also be able to filter and purify
water, before running it through large vitamin stores that can
dispense vitamins into the water before someone drinks it. This
would help prevent people dying from diseases related to dirty
water and help reduce malnutrition by providing vitamins which
will also help keep people healthy. It is also reusable, so it doesn’t
create a lot of waste.
Ex.8 p.69
Student’s
book, IWB
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general
and curricular topics;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and
curricular topics
11.6.5- use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics;
11.6.14-use a growing variety of more complex prepositional
phrases including those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a
wide range of general and curricular topics
Aim: to write about an invention by a young person in
Kazakhstan or another country
• Explain the task and give Ss time to research on the Internet and
collect information about an invention by a young person in
Kazakhstan or another country and prepare a presentation.
• Ask Ss to give their presentations to the class.
• Assign the task as HW and ask Ss to give their presentations
in the next lesson.
Suggested Answer Key
Gabit Nurumbetov
Gabit Nurumbetov is a young scientist from the Kazakh-British
Technical University who has been working in a research lab at the
University of Warwick in the UK. While testing medicines for the
pharmaceutical industry, he found the procedure to be expensive
and time-consuming. Due to these difficulties, he began working on
a new testing method with a view to making the process more
efficient.
Gabit produced some drawings and with the authorisation of the
chief researcher went on to build a device that can help with the
testing of pharmaceuticals. Although it does the same job as
the original testing process, Gabit’s device does it better and faster.
Gabit hopes to take his knowledge and ideas back to Kazakhstan
when he gains enough experience. He is a very ambitious scientist
and wants to use his research and ideas to improve the
pharmaceutical industry of Kazakhstan.
Additional information
Differentiation – how do you plan to give more
support? How do you plan to challenge the more
able learners?
support less able learners by encouraging them to
compare and contrast the ideas in the text in Ex.1 p.68.
Assessment – how are you
Crossplanning to check learners’
curricular
learning?
links:
Learners have met the
ICT
learning objective if they can:
Values links
learn/revise adjective
complements, listen for specific
information (multiple choice), to
compare and contrast ideas,
invent a device, write/give a
presentation
about an invention by a young
person in Kazakhstan or another
country
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions” 5 D
Module 4
Lesson 6 (54)
Date:
Teacher’s name:
Learning
objectives that
this lesson is
contributing to
Lesson
objectives
Assessment
criteria
Value links
ICT skills
Previous
learning
Planned timings
Beginning the
lesson
15 minutes
Letters to the Editor p.70
Class: 11
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.5.4- use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
All learners will be able to:
analyse a rubric, to practise register
Learners have met the learning objective if they can:
analyse a rubric, practise register
Explore the topic of For-and-against essay
Using videos& pictures, working with URLs
Adjective Complements, Collecting and presenting information about an Invention
Plan
Planned activities
Letters to the editor
Writing Tip
Give Ss time to read through the Writing Tip and tell them that this
information will help them to write a letter to the editor successfully.
Excel
Resources
Student’s
book, IWB
Main Activties
10 minutes
Ending the
lesson
15 minutes
Rubric analysis
Ex. 1 p.70
11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics;
• Give Ss time to read through the Writing Tip and tell them that this
information will help them to write a letter to the editor successfully.
• Then ask Ss to read the rubric and underline the key words. Then
elicit answers to the questions from Ss around the class.
Answer Key
Key words: job fairs, obsolete, dead, recruiters favouring online
applications, waste of time, disagree, write a letter to the editor,
explaining your views, giving reasons for your opinion, 150-200
words
1 the editor and readers of the science magazine
2 to explain my views on the points raised in the article and give
reasons for my opinions
3 formal style
4 2-3 – first second/third viewpoints with examples/reasons/results
Rubric analysis
Ex. 2 p.70
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
Aim: to analyse a model text and practise register
• Give Ss time to read the model and the list of phrases A-H.
• Then have Ss replace the underlined phrases in the model with
suitable alternatives from the list.
• Check Ss’ answers.
Answer Key
1F2H3A4G5D 6C7B8E
Additional information
Differentiation – how do you plan to give more
support? How do you plan to challenge the
more able learners?
support less able learners in doing the tasks by
encouraging them to scan text quickly to find a
section of the text that contains the answer.
Assessment – how are you
planning to check learners’
learning?
Learners have met the learning
objective if they can:
analyse a rubric, practise register
Student’s
book, IWB
Student’s
book, IWB
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions” 5D
Lesson 7 (54)
Date:
Teacher’s name:
Letters to the Editor p.71
Class: 11
Learning objectives
that this lesson is
contributing to
Lesson objectives
Assessment criteria
11.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.1.7- develop and sustain a consistent argument when speaking or writing;
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.4- evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics;
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics;
11.1.4 - evaluate and respond constructively to feedback from others;
11.1.5 - use feedback to set personal learning objectives;
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.4.8 - select and evaluate paper and digital reference resources to check meaning
and extend understanding;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics;
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics;
11.5.8 - communicate and respond to news and feelings in correspondence through
a variety of functions on a wide range of general and curricular topics;
11.6.3 - use a variety of adjectives complemented by that, infinitive and whclauses on a wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics;
11.6.14 - use a growing variety of more complex prepositional phrases including
those
relatingwill
to concession
All learners
be able to:and respect;
use
a
variety
of
multi-word
of different
a wide
range
of
analyse a rubric, to practise verbs
register,
commentsyntactic
on/react types
to an on
article,
write
a letter
general
and curricular topics
to the editor
Learners have met the learning objective if they can:
analyse a rubric, to practise register, comment on/react to an article, write a letter
to the editor
Value links
ICT skills
Previous learning
Planned timings
Beginning the lesson
10 minutes
Main Activities
10 minutes
Explore the theme of “Letters to the editor”
Working with URLs
Rubric analysis
Plan
Planned activities
Excel
Resources
Student’s
book, IWB
Commenting on/Reacting to an article
Ex.3 p.71
11.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups;
11.1.7- develop and sustain a consistent argument when speaking
or writing;
11.2.7 - understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
topics, including some unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a
range of general and curricular topics, including some unfamiliar
topics;
11.3.4- evaluate and comment on the views of others in a
growing variety of talk contexts on a wide range of general and
curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase
and correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
Aim: to practise commenting on/reacting to an article
Ask various Ss to express their opinions on job fairs using the
ideas in the model letter and their own ideas as well as the useful
language.
Suggested Answer Key
Personally, I don’t think that job fairs have become obsolete.
Considering the fact that they provide an excellent opportunity
for jobseekers to make connections and for employers to evaluate
potential candidates, it’s obvious that they have value. I say this
because we all know the value of a first impression and human
interaction.
Your turn
Student’s
Ex.4 p.71
book, IWB
11.5.7 - use independently appropriate layout at text level on a
wide range of general and curricular topics;
Aim: to prepare for a writing task
• Ask Ss to read the rubric and answer the questions.
• Check Ss’ answers around the class.
Answer Key
Key words: employment agencies are in decline, jobseekers
turning to job boards and social networking, employment
agencies, waste of time, disagree, write a letter to the editor,
explaining your views, giving reasons for your opinion, 150-200
words
1 I am writing to the editor of a science magazine.
2 I will write in a formal style because I am writing to someone I
do not know.
3 B because it is the most formal and polite.
Ending the lesson
20 minutes
Ex.5 p.71
11.5.5 - develop with minimal support coherent arguments
supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics;
Aim: to match viewpoints to examples/results
• Explain the task and give Ss time to match the reasons and the
examples/results.
• Then ask Ss to expand their answers into full sentences using
phrases from the Useful Language box.
• Elicit answers from Ss around the class.
Answer Key 1 b 2 c 3 a
Suggested Answer Key
Employment agencies can help jobseekers save time.
For example, they can search the job market for suitable positions.
As a result, applicants have more time to focus on other parts of
the application process.
Employment agencies give jobseekers increased exposure. In
particular, they have a direct line to potential employers.
Therefore, they can make sure that the application has not been
overlooked.
Employment agencies can provide constructive feedback. The
reason I say this is that they can give candidates advice about their
applications and interviews which will improve their performance.
Ex.6 p.71
11.1.4 - evaluate and respond constructively to feedback from
others;
11.1.5 - use feedback to set personal learning objectives;
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.4.8 - select and evaluate paper and digital reference resources
to check meaning and extend understanding;
11.5.2 - use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of
general and curricular topics;
11.5.4 - use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and
curricular topics;
11.5.5 - develop with minimal support coherent arguments
supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors
Student’s
book, IWB
Student’s
book, IWB
on a wide range of familiar general and curricular topics;
11.5.8 - communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range of
general and curricular topics;
11.6.3 - use a variety of adjectives complemented by that,
infinitive and wh- clauses on a wide range of general and
curricular topics;
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and
curricular topics;
11.6.14 - use a growing variety of more complex prepositional
phrases including those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a
wide range of general and curricular topics
Aim: to write a letter to the editor
• Give Ss time to complete the task using their answers in Ex. 5
and the rubric in Ex. 4 as well as the useful language box and the
plan to help them.
• Check Ss’ answers.
• Assign the task as HW and check Ss’ answers in the next
lesson.
Suggested Answer Key
Dear Sir/Madam,
I am writing in response to the article about employment
agencies you recently published in your science magazine. I am
totally opposed to the main points raised in the article.
Firstly, employment agencies can help jobseekers save time.
For example, they can look out for suitable positions. As a result,
applicants are free to focus on other parts of the application
process.
Secondly, employment agencies give jobseekers increased
exposure. In particular, they have a direct line to potential
employers. Therefore, they can make sure that the application
has not been overlooked.
Finally, employment agencies can provide constructive
feedback. This way, they can give candidates advice about their
applications and interviews which will improve their
performance.
In conclusion despite the popularity of online resources, I feel
that employment agencies are still highly effective as they save
jobseekers’ time, give them increased exposure and provide
constructive feedback. Thank you for considering my views.
Yours faithfully,
Aidar Zhaparov
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning?
monitor learner language for accuracy and range in their final
do you plan to give
more support? How tasks
do you plan to
Learners have met the learning objective if they can:
analyse a rubric, to practise register, comment on/react to an
challenge the more
article, write a letter to the editor
able learners?
Crosscurricular
links:
ICT links
Values links
monitor less able
participate and prompt
in their brainstorming
activity
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions” 5 E
Lesson 8 (56)
Made in the U.K. p.72 Culture Corner
Date:
Class: 11
Teacher’s name: Penner Natalya Alexandrovna
Learning objectives
that this lesson is
contributing to
Lesson objectives
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.2- understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics;
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on
a range of familiar and some unfamiliar general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics;
11.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.1.7 - develop and sustain a consistent argument when speaking or writing;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.1.6- organize and present information clearly to others;
11.1.8 - develop intercultural awareness through reading and discussion;
11.4.8- select and evaluate paper and digital reference resources to check meaning
and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
11.6.14 - use a growing variety of more complex prepositional phrases including
those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of
general and curricular topics
All learners will be able to:
read for specific information, listen and read for cohesion and coherence (open
cloze);
Most learners will be able to:
read for specific information, listen and read for cohesion and coherence (open cloze),
rank inventions in order of importance;
Some learners will be able to:
Vocabulary
Assessment criteria
Value links
read for specific information, listen and read for cohesion and coherence (open cloze),
rank inventions in order of importance, prepare a poster with a timeline of important
scientists/inventors
Verb: fund;
Adjectives: composite, obscure;
Phrase: dispense cash
Learners have met the learning objective if they can:
read for specific information, listen and read for cohesion and coherence (open cloze),
rank inventions in order of importance, prepare a poster with a timeline of important
scientists/inventors
Explore the theme of history of inventions
Cross – curricular
links
ICT skills
History, ICT
Previous learning
“Letters to the Editor”
Using videos& pictures, working with URLs
Plan
Planned timings
Beginning the
lesson
5 minutes
Main Activities
25 minutes
Planned activities
Excel
Resources
Ex.1 p.72
Student’s
11.1.10- use talk or writing as a means of reflecting on and exploring book, IWB
a range of perspectives on the world;
11.1.8 - develop intercultural awareness through reading and
discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to introduce the topic and read for specific information
• Ask Ss to look at the pictures and the headings. Then elicit what, if
anything, Ss know about these inventions.
• Elicit various questions about them from Ss and write two of them
on the board.
• Then give Ss time to read the text and see if they can answer them.
Suggested Answer Key
I know that reflecting telescopes allowed astronomers to see into
space. I also know that Alexander Graham Bell invented the
telephone.
Questions:
1 What were the first bicycles like? (They had one large wheel and
one small one and were very dangerous.)
2 Who invented the ATM? (James Goodfellow)
Ex.2 p.72
Student’s
11.4.2- understand specific information and detail in extended texts book, IWB
on a wide range of familiar and unfamiliar general and curricular
topics;
Aim: to read for cohesion and coherence (open cloze)
• Ask Ss to read the text again and give them time to complete the
gaps with an appropriate word.
• Check Ss’ answers.
Answer Key
1 since 2 by 3 instead 4 the 5 made 6 This 7 the/its 8 last/past 9 such
10 took 11 addition 12 which/that 13 was 14 order
• 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.
Ex.3 p.72
11.2.7 - understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
topics, including some unfamiliar topics;
11.3.3 - explain and justify own and others’ point of view on a range
of general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular
topics, including some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: to express an opinion
• Ask Ss to work in small groups.
• Give Ss time to consider the questions and discuss their answers
and rank the inventions in order of importance.
• Then ask various groups to tell the class.
Suggested Answer Key
The invention that impressed us the most is the jet engine
because the inventor was only 22 years old.
1 Telephone
2 ATM
3 Jet engine
4 Bicycle
5 Reflecting telescope
We think the telephone is the most important invention because it
allows us to communicate with one another. Without the telephone,
we wouldn’t have smartphones or the Internet. ATMs are very
important and are used widely all over the world. Jet engines are next
because they help us travel and transport goods all around the world,
next is bicycles
Ex.4 p.59
11.1.1- use speaking and listening skills to solve problems creatively
and cooperatively in groups;
11.1.7 - develop and sustain a consistent argument when speaking or
writing;
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings
11.1.10- use talk or writing as a means of reflecting on and exploring
Student’s
book, IWB
Student’s
book, IWB
Ending the lesson
10 minutes
a range of perspectives on the world;
11.3.5 - interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: to present another important invention
• Give Ss time to think of another invention that is important and
write a few sentences about it.
• Then ask various Ss to present their inventions to the class.
Suggested Answer Key
Another important invention is the Internet. People use it every
day at work, to help with homework, check social media, watch TV
shows and much more. The World Wide Web was invented in 1989
by a British inventor called Tim Berners-Lee. Since then, though, the
Internet has come a long way and is much easier and more fun to use
than it used to be.
Ex.5 p.72
Student’s
11.1.6- organize and present information clearly to others;
book
11.1.8 - develop intercultural awareness through reading and
discussion;
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
11.5.4 - use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics;
11.6.14 - use a growing variety of more complex prepositional
phrases including those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a
wide range of general and curricular topics
Aim: to prepare a poster about important scientists/inventors
from Kazakhstan or another country
• Explain the task and give Ss time to research online to find out
information about important scientists or inventors from Kazakhstan
or another country and prepare a poster.
• Tell Ss to include a timeline with the facts in the rubric as well as
pictures.
• Ask various Ss to present their posters to the class.
• Assign the task as HW and ask Ss to present their posters in
the next lesson.
Additional information
Assessment – how are you planning to check learners’ learning?
Learners have met the learning objective if they can:
read for specific information, listen and read for cohesion and
coherence (open cloze), rank inventions in order of importance,
prepare a poster with a timeline of important scientists/inventors
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
Crosscurricular
links
ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives /learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions” 5F
Lesson 9 (57)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
How to Stand Out from the Crowd p.73
Class: 11
11.1.9- use imagination to express thoughts, ideas, experiences and feelings;
11.2.4- implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.1- understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
Lesson objectives
Vocabulary
Assessment criteria
Value links
Cross – curricular
links
ICT skills
Previous learning
Planned timings
Beginning the
lesson
15 minutes
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.4.8- select and evaluate paper and digital reference resources to check meaning and
extend understanding;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.4- use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.5.8- communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics;
11.6.5- use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics
All learners will be able to:
listen and read for gist, read for specific information (T/F);
Most learners will be able to:
listen and read for gist, read for specific information (T/F), talk about how to stand
out from the crowd when looking for a job;
Some learners will be able to:
listen and read for gist, read for specific information (T/F), talk about how to stand
out from the crowd when looking for a job, prepare a presentation on standing out from
the crowd when job-hunting
Verbs: trawl, tailor;
Nouns: jargon, branding, perseverance;
Adjectives: clichéd, elusive
Learners have met the learning objective if they can:
listen and read for gist, read for specific information (T/F), talk about how to stand
out from the crowd when looking for a job, prepare a presentation on standing out
from the crowd when job-hunting
Telling about Looking for a Job
Social life
Using videos& pictures, working with URLs
Culture Corner “Made in UK”
Plan
Planned activities
Excel
Resources
Ex.1 p. 73
Student’s
11.1.9- use imagination to express thoughts, ideas, experiences and book, IWB,
feelings;
Class CD,
11.2.4- implied meaning in unsupported extended talk on a wide range Track 3.7
of general and curricular topics, including talk on a growing range of
unfamiliar topics;
Main Activities
5 minutes
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to introduce the topic; to listen and read for gist
• Direct Ss to the title and the subheadings in the text and elicit what
they think it is about and what some ways of standing out from the
crowd are.
• Play the recording. Ss listen and read and find out.
Answer Key
I think the text is about how to be noticed more than other applicants
when applying for a job.
Some ways of standing out from the crowd are by having an interesting
CV that shows your skills clearly, by getting some relevant work
experience or by having a good reputation online with business social
networks.
Ex.2 p. 73
11.4.1- understand complex and abstract main points in extended texts
on a wide range of familiar and unfamiliar general and curricular
topics;
Aim: to read for specific information (T/F)
• Ask Ss to read the pieces of advice and then give them time to read
the text again and decide which ones are true.
• Elicit answers from Ss around the class and ask them to justify their
answers.
Answer Key
1 False – You should tailor your CV to the job.
2 False – You should avoid using jargon and cliched wording.
3 True – You should be able to prove you claims with concrete
examples.
4 False – The article does not mention volunteering or other unpaid
work.
5 True – You should market yourself and you can showcase your
work.
• 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
Ex.3 p.73
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: to consolidate information in a text
• Ask Ss to read the text again and make notes.
• Then have Ss work in pairs and tell their partner how to stand out
from the crowd when looking for a job.
• Monitor the activity around the class.
Suggested Answer Key
You can stand out from the crowd by creating an interesting CV that
Student’s
book, IWB,
DVD
Student’s
book, IWB
demonstrates your skills clearly. Remember to adapt it to the job you
are applying for. You can also stand out from other applicants by
proving yourself by getting some relevant work experience or even by
finding a way to showcase your skills. Another tip is to boost your
reputation online by using business social networks. Last but not least,
having a good attitude is likely to make you stand out. Stay positive
and persevere even if you are rejected a few times at first.
Ending the lesson Ex.4 p.73
Student’s
11.4.8select
and
evaluate
paper
and
digital
reference
resources
to
10 minutes
book, IWB
check meaning and extend understanding;
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general
and curricular topics;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.5.6- write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.5.8- communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range of
general and curricular topics;
11.6.5- use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics
Aim: to present information on standing out from the crowd when
job-hunting
• Give Ss time to research online and collect more information about
how to stand out from the crowd when job-hunting and prepare a
presentation. Ask various Ss to present their information to the class.
• Assign the task as HW and ask Ss to give their presentations in
the next lesson.
Suggested Answer Key
One way to stand out from the crowd when job-hunting is to make sure
your CV is as good as it possibly can be. There are lots of things you
can do to make sure yours makes a good impression.
Firstly, emphasise your results, not your responsibilities.
Explain why employers should choose you and highlight any progress
you’ve made or targets you’ve met. Demonstrating this effectively to
potential employers will show them what they can expect from you in
the future. Another great way to impress companies is to share your
industry knowledge. If you don’t have much experience yet, you can
do some research online about the job and what it involves.
First impressions count so make sure your CV is error-free and easy on
the eye. Using easy-to-read fonts like Arial help employers read about
you easily with little effort. But don’t forget to proofread your CV –
spelling and grammatical errors can put an employer off and cause you
to miss out on a job offer.
Finally, you could include a cover letter with your CV. A cover letter
gives you the opportunity to provide the company with some
background information about yourself. Here, you can also include
some details of why you want that specific job and why they should
consider you. Oh, and don’t forget to include the details of someone
who can provide you with a glowing reference!
Additional information
Differentiation –
Assessment – how are you planning to check learners’ learning?
Crosshow do you plan
Learners have met the learning objective if they can:
curricular
listen and read for gist, read for specific information (T/F), talk about links
to give more
support? How do how to stand out from the crowd when looking for a job, prepare a ICT
presentation on standing out from the crowd when job-hunting
you plan to
Values links
challenge the
more able
learners?
prompt less able
learners to engage
in whole class
checking and
plenary activity
with supportive
questioning
provide sentence
starters for final
challenge more
able learners to
structure final
writing to include
key words
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions”
Lesson 10 (58)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Language in Use p.74
Class: 11
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.6.13- use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics;
11.6.4- use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
Lesson objectives
Value links
All learners will be able to:
present/practise phrasal verbs, practise prepositional phrases, to practise
collocations, practise word formation, to consolidate words often
confused
Learners have met the learning objective if they can:
present/practise phrasal verbs, practise prepositional phrases, to practise
collocations, practise word formation, to consolidate words often
confused
Science achievement of Kazakhstani students
ICT skills
Using pictures, working with URLs
Previous learning
Telling about Looking for a Job
Assessment criteria
Planned timings
Beginning the
lesson
10 minutes
Main Activities
5 minutes
5 minutes
Plan
Planned activities
Phrasal Verbs/Prepositions
Ex.1 p.74
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to present and practice phrasal verbs
• Explain the task and ask Ss to use the phrasal verbs in the diagram
to complete it.
• Give Ss time to complete the task and then check Ss’ answers.
Answer Key
1 carried over 2 blow over 3 win over 4 sign over 5 get over
6 go over
Ex. 2 p74
11.6.13- use a variety of dependent prepositions with less common
nouns, adjectives and verbs on a wide range of general and curricular
topics;
Aim: to practise prepositional phrases
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key 1 in 2 from 3 to 4 to
Collocations
Ex. 3 p74
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to practise collocations
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 potential 2 aspiring 3 joint 4 collaborative
Word Formation
Ex.4 p.74
11.6.4- use a range of affixes with appropriate meaning and correct
spelling on a wide range of general and curricular topics
Aim: to practise word formation
Explain the task and give Ss time to complete it and then check Ss’
answers.
Excel
Resources
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Answer Key
1 evaporation 2 conversion 3 wasteful 4 perseverance
5 minutes
Ending the lesson
10 minutes
Ending the lesson
5 minutes
Words often confused
Ex.5 p.74
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to consolidate words which are often confused
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 survive 2 rejection 3 achieve 4 proportions
Kazakhstan in Action!
Aim: to present interesting information relating to inventions
and simulated job interviews in Kazakhstan
• Have Ss read the text and fill the gaps with the correct words.
• Check Ss’ answers.
Answer Key
1 at 2 Their 3 for 4 of 5 been 6 by 7 have 8 which/ that 9 their
10 has 11 from 12 with 13 which 14 of 15 In 16 won/ earned
Summing up the results of the lesson, giving and getting feedback
Student’s
book, IWB
Student’s
book, IWB
Additional information
Differentiation –
Assessment – how are you planning to check learners’ learning? Crosshow do you plan to Learners have met the learning objective if they can:
curricular
give more support? present/practise phrasal verbs, practise prepositional phrases, to
links
How do you plan to practise collocations, practise word formation, to consolidate words
challenge the more often confused
Values links
able learners?
prompt less able
learners to engage in
whole class checking
and plenary activity
with supportive
questioning
provide sentence
starters for final
challenge more able
learners to structure
final writing to
include key words
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions”
Lesson 11 (59)
Date:
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Into the Unknown p.75
Summative Assessment for the Module 5 “Work and Inventions”
Class: 11
11.4.7- recognize patterns of development in lengthy texts [inter-paragraph level]
on a range of more complex and abstract general and curricular topics;
11.2.2- understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of general
and curricular topics, including talk on a growing range of unfamiliar topics
Lesson objectives
Assessment criteria
All learners will be able to:
use some target vocabulary successfully in tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in tasks, read effectively for gist and
identify all specific information
Learners have met the learning objective if they can: present the project about
living in the city and in the country
Value links
Exploration of unknown
Cross – curricular links
Traveling
ICT skills
Using videos& pictures, working with URLs
Previous learning
Phrasal Verbs/Prepositions, Collocations
Plan
Planned activities
Reading
Ex.1 p.75
11.4.7- recognize patterns of development in lengthy texts [interparagraph level] on a range of more complex and abstract general
and curricular topics;
Aim: to read for cohesion and coherence (missing sentences)
• Ask Ss to read the statements A-F and think about the key
words.
• Give Ss time to read the text and choose the correct sentence
for each gap.
• Check Ss’ answers.
Answer Key 1 C 2 F 3 A 4 E 5 D
Listening
Ex.2 p.75
11.2.2- understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a
wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics
Aim: to listen for specific information (multiple choice)
• Ask Ss to read the questions 1-5 and the possible answers.
• Play the recording. Ss listen and choose their answers.
• Check Ss’ answers.
Answer Key 1 B 2 C 3 B 4 C 5 C
Summative Assessment for the Module 5 “Work and
Inventions”
Planned timings
Beginning the lesson
10 minutes
5 minutes
Main Activities
20 minutes
Excel
Resources
Student’s
book, IWB
Student’s
book, IWB,
Class CD,
Track 3.8
Copies of SA
Ending the lesson
5 minutes
Ss give feedback on written task
Additional information
Differentiation – how do Assessment – how are you planning to check learners’
Crossyou plan to give more
learning?
curricular
support? How do you
monitor learner language for accuracy in opinion feedback task links
plan to challenge the
and ask other learners to peer correct errors
Health and
more able learners?
safety check
monitor learner question
ICT links
writing in groups and
Values links
highlight for less able
learners where they
should self-correct errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions”
Lesson 12 (60)
Progress Check p.76
Date:
Class: 11
Teacher’s name:
ICT skills
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.6.3- use a variety of adjectives complemented by that, infinitive and whclauses on a wide range of general and curricular topics;
11.6.5- use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics;
11.6.1- use a variety of pre- and post- modifying noun structures on a wide range
of general and curricular topics;
11.5.3- write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.4- use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics;
11.5.5- develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.5.6- write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics;
11.5.7- use independently appropriate layout at text level on a wide range of
general and curricular topics;
11.5.8- communicate and respond to news and feelings in correspondence
through a variety of functions on a wide range of general and curricular topics;
11.5.9- punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy
All learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics; 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;
Most learners will be able to:
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
Some learners will be able to:
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics; 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;
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Working with URLs
Previous learning
“Into the Unknown”
Learning objectives that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Plan
Planned timings
Beginning the lesson
5 minutes
Main Activities
10 minutes
Planned activities
Excel
Resources
Ex.3 p.76
Student’s
11.5.2- use a wide range of vocabulary, which is appropriate to book, IWB
topic and genre, and which is spelt accurately;
Aim: to consolidate vocabulary from the module
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 sanitised 2 tailored 3 invested 4 decoded 5 bent 6 sought 7
embodied 8 obscured 9 achieved 10 imported
Ex.4 A p.76
Student’s
11.6.3- use a variety of adjectives complemented by that, book, IWB
infinitive and wh- clauses on a wide range of general and
curricular topics;
11.6.5- use a range of transitive and intransitive verb
complementation patterns on a wide range of general and
curricular topics;
Aim: to practise adjective complements and transitive &
intransitive verb
complementation patterns
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key 1 d 2 e 3 b 4 a 5 c
Ex.4 B p.76
Student’s
11.6.3- use a variety of adjectives complemented by that, book, IWB
infinitive and wh- clauses on a wide range of general and
curricular topics;
11.6.5- use a range of transitive and intransitive verb
complementation patterns on a wide range of general and
curricular topics;
Aim: to practise adjective complements and transitive &
intransitive verb complementation patterns
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key A 2 B 3 C 5 D 1 E 4
10 minutes
Ex.5 p.76
Student’s
11.6.1- use a variety of pre- and post- modifying noun structures book, IWB
on a wide range of general and curricular topics;
Aim: to practise pre-modifying and post-modifying noun
structures
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
pre-modifying: five-minute break, university lab, rogramming
Ending the lesson
15 minutes
course
post-modifying: spectrometer which is linked to a tablet, tablet
with pre-installed apps
Writing
Student’s
Ex.6 p.76
book, IWB
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of
general and curricular topics;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and
curricular topics;
11.5.5- develop with minimal support coherent arguments
supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics
11.5.6- write coherently at text level using a variety of
connectors on a wide range of familiar general and curricular
topics;
11.5.7- use independently appropriate layout at text level on a
wide range of general and curricular topics;
11.5.8- communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range
of general and curricular topics;
11.5.9- punctuate written work at text level on a wide range of
general and curricular topics with a good degree of accuracy
Aim: to write a letter to the editor
• Explain the task and give Ss time to plan and complete their
work using the prompts and then check Ss’ answers. You can
write the points discussed in the Suggested Answer Key
on the whiteboard to help Ss.
• Assign the task as HW and check Ss’ answers in the next
lesson.
Suggested Answer Key
Dear Sir/Madam,
I am writing in response to the article about face-to-face job
interviews you recently published on your news website. I am
totally opposed to the main points raised in the article.
Firstly, interviews allow the person to be screened properly.
For example, in an online interview a person can give false
information about age, gender or race. In a face-to-face
interview it is not possible to lie about these things.
Secondly, conventional interviews allow employers to read
non-verbal communication. For instance, the interviewer can
read the applicant’s body language and their level of nthusiasm
for the position more easily when the applicant is sitting
opposite them.
Finally, the interviewee has a better chance to make a good
impression in a face-to-face meeting. I say this because they
can expand on any points and use positive gestures and body
language to impress the interviewer. This is simply not possible
online.
In conclusion, I feel that face-to-face interviews are highly
effective as they screen candidates, show body language and
allow candidates to make a good impression. I hope to see other
readers’ opinions on the topic.
Yours faithfully,
John Smith
Check your progress
Ask Ss to assess their own performance in the unit by ticking the listed
activities according to how competent they feel for each one.
Additional information
Ending the lesson
5 minutes
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
monitor learner question
writing in groups and
highlight for less able
learners where they
should self-correct errors
Assessment – how are you planning to check learners’
learning?
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately; use a growing variety of
impersonal and cleft structures on a wide range of general and
curricular topics; 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;
plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM” MODULE PAGE
Lesson 1(61)
Date:
Teacher’s name:
STEM is Part of Modern World p.77
Class: 11
Learning objectives
that this lesson is
contributing to
Lesson objectives
Vocabulary
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.3.7 use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.2.1 - 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;
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics;
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics ;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.1.9- use imagination to express thoughts, ideas, experiences and feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.6-- write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on
a wide range of general and curricular topics
All learners will be able to:
provide an overview of the module;
Most learners will be able to:
provide an overview of the module; to listen and read for coherence & cohesion
STEM: developer, engineer, science, advisor, network
Assessment criteria
Learners have met the learning objective if they can:
provide an overview of the module; to listen and read for coherence & cohesion
Value links
Explore the world of STEM
Cross – curricular
links
ICT skills
Social Science, ICT
Previous learning
“Work & Inventions”
Using videos & pictures, working with URLs
Plan
Planned timings
Beginning the
lesson
5 minutes
Main Activties
20 minutes
Planned activities
Excel
Resourc
es
Student’
s book,
IWB
Module Objectives
Read the title of the module STEM and ask Ss to suggest what they think
the module will be about (the module is about STEM, intelligent energy
storage, energy storage solutions and analysing academic language). Go
through the objectives list to stimulate Ss’ interest in the module.
Vocabulary
Student’
Ex.1 p.77
s book,
11.3.5 - interact with peers to make hypotheses and evaluate alternative IWB
proposals on a range of familiar and some unfamiliar general and curricular
topics;
11.3.7 use appropriate subject-specific vocabulary and syntax to talk about
a range of familiar and some unfamiliar general and curricular topics;
Aim: to introduce the topic of STEM
• Direct Ss’ attention to the title. Elicit which academic subjects/fields
STEM includes.
• Elicit what else Ss know about STEM.
Suggested Answer Key
STEM includes the fields of science, technology, engineering and
mathematics because that is what the letters stand for. Jobs related to STEM
are growing in popularity.
Vocabulary
Ex.2 p.77
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to introduce vocabulary related to STEM
• Direct Ss’ attention to the text and ask them to read the words in the list.
• Then have Ss read the text and use the vocabulary to fill the gaps.
• Play the recording. Ss listen and check their answers.
Answer Key
1 science 2 developer 3 network 4 engineer 5 advisor
• Play the video for Ss and elicit their comments.
Student’
s book,
IWB,
DVD
Ex.3 p.77
11.1.2 - use speaking and listening skills to provide sensitive feedback to
peers;
11.2.1 - understand the main points in unsupported extended talk on a wide Student’
range of general and curricular topics, including talk on a growing range of s book,
unfamiliar topics;
IWB
11.2.7 - understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics, including
some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a range
of general and curricular subjects, including some unfamiliar topics;
11.3.1 - use formal and informal language registers in talk on a range of
general and curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics ;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and
curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently on
a wide range of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to consolidate information in a text
• Ask Ss to work in pairs to prepare a presentation about STEM using the
information in the pie chart.
• Ss give their presentations and provide feedback to other pairs.
Suggested Answer Key
STEM is a group of subjects in the fields of science, technology,
engineering and mathematics. STEM helps us to develop ideas about the
world around us and create something new. It also helps us to understand
and analyse various phenomena.
Employment in STEM fields has grown in recent years with the USA
showing an increase of 79% since 1990. There are lots of jobs in STEM
fields, from laboratory-based jobs such as biochemists and forensic
science technicians to financial advisors and accountants.
The most common area is computer occupations with 45% of STEM
employment falling into this area. However, other areas such as
engineering and architecture come in second place, with 29% of STEM
employment. The lowest areas of employment in STEM fields, according
to the US Bureau of Labor Statistics, are college and university teachers
and mathematical occupations.
However, looking into the future, it is estimated that around 75% of
careers will require STEM skills, which means that studying a STEM
subject is more important than ever before!
Ex.4 p.77
11.1.9- use imagination to express thoughts, ideas, experiences and
feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open- Student’
ended higher-order thinking questions on a range of general and curricular s book,
topics, including some unfamiliar topics;
IWB
11.3.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
Ending the lesson
15 minutes
topics;
Aim: to expand the topic; to develop critical thinking skills
• Ask Ss to talk in pairs and discuss which of the STEM careers in the text
are popular in Kazakhstan and around the world.
• Monitor the activity around the class and then ask some pairs to share
their answers with the class.
Suggested Answer Key
A: What do you think are the most popular STEM jobs here in Kazakhstan?
B: Hmm … I think probably mathematical careers such as accountants and
financial advisors. Especially in areas such as Nur-Sultan where we
have the Astana International Financial Centre.
A: That’s true. I also think engineering and technology careers are popular
too. For example, my dad is a computer programmer, and it’s a
very popular job.
B: Yes, I agree. The technology industry is definitely growing in
Kazakhstan. I also heard that careers relating to nanotechnology are
becoming more popular. I think that's probably a global trend.
A: Yes, technology jobs are getting more popular around the world.
OVER TO YOU! p.77
11.1.9- use imagination to express thoughts, ideas, experiences and
feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.3.2 - ask and respond with appropriate syntax and vocabulary to openended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety
of talk contexts on a wide range of general and curricular topics, including
some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
11.5.1 - plan, write, edit and proofread work at text level independently on
a wide range of general and curricular topics;
11.5.6-- write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing
number of more nuanced contrasts [past and perfective aspect/simple and
progressive aspect] on a wide range of general and curricular topics
Aim: to personalise the topic
Ask Ss to work in pairs to create a survey asking their classmates which
STEM career(s) they would be interested in and why. Ss present their
findings to the class.
Suggested Answer Key
There are plenty of STEM careers to choose from but what types of STEM
careers are people in our class interested in? I asked my classmates if they
had ever considered a STEM career, and if so, which one.
Student’
s book
Well, five students, or 25% of the class, have told me they’d be interested
in a computer occupation. This is because they enjoy working with
computers and think it is an exciting area that has been developing rapidly
in recent years. However, this wasn’t the most popular choice in this class.
40% of the students said they are interested in a STEM career as a scientist
or science technician. The reasons for this were a love of working in a lab
and the desire to discover new things.
Three students chose the teaching option because they were interested in
education, two chose engineering and only one student said they had been
thinking of choosing a mathematical occupation. This was because they
enjoy analysing data. No one in the class opted for STEM sales.
Personally, I am interested in science. I would love to be a biomedical
scientist because I want to research information about illnesses and
medicines in the lab. I think it would be an amazing job!
Additional information
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
challenge more able
learners to come up
with a strategy for
effectively recording
different types of
vocabulary presented
in this lesson
Assessment – how are you planning to check learners’ learning?
Learners have met the learning objective if they can:
provide an overview of the module; to listen and read for coherence
& cohesion
Crosscurricular
links
ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM” 6A
Lesson 2 (62)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Intelligent Energy Storage pp.78-79
Class: 11
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
Lesson objectives
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.2.1 - 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;
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.2- understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics;
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on
a wide range of general and curricular topics;
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.1.4 - evaluate and respond constructively to feedback from others;
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.4.8- select and evaluate paper and digital reference resources to check meaning and
extend understanding;
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
range of general and curricular topics
All learners will be able to:
listen for specific information (answer questions), read for specific information
(multiple choice);
Vocabulary
Assessment criteria
Value links
Most learners will be able to:
listen for specific information (answer questions), read for specific information
(multiple choice), revise verb complementation and present/past tenses;
Some learners will be able to:
listen for specific information (answer questions), read for specific information
(multiple choice), revise verb complementation and present/past tenses, give a
presentation about energy storage benefits.
Energy sources - Renewable: solar power, wind power, hydro(electric) power,
geothermal energy, wave power, biomass, biofuels, biogas;
Non-renewable: coal, petroleum, natural gas;
Verbs: fluctuate, outweigh;
Nouns: decarbonisation, decentralisation, grid;
Adjectives: intermittent
Learners have met the learning objective if they can:
listen for specific information (answer questions), read for specific information
(multiple choice), revise verb complementation and present/past tenses, give a
presentation about energy storage benefits
Explore the topic “Intelligent Energy Storage”
Cross – curricular
links
ICT skills
ICT
Previous learning
Vocabulary “Intelligent Energy Storage”
Planned timings
Beginning the
lesson
5 minutes
Using videos& pictures, working with URLs
Plan
Planned activities
Excel
Resourc
es
Vocabulary
Student’
Ex.1 p.78
s book,
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk IWB
about a range of familiar and some unfamiliar general and curricular topics;
Aim: to introduce key vocabulary relating to the topic
• Read out the list of renewable and non-renewable energy sources.
• Give Ss time to think about the difference between them and elicit
answers from Ss around the class.
Suggested Answer Key
The difference between renewable and non-renewable energy sources is
that renewable energy sources do not run out, whereas non-renewable
energy sources are only available in a limited amount.
Ex.2 p.78
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
Student’
11.3.2 - ask and respond with appropriate syntax and vocabulary to open- s book,
ended higher-order thinking questions on a range of general and curricular IWB
topics, including some unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
Aim: to develop critical thinking skills
Main Activities
25 minutes
• Ask Ss to look at the picture and elicit which types of renewable energy
wind turbines and photovoltaic cells use. (Wind power and solar power).
• In groups, Ss discuss how the other renewable energy sources from Ex.
1 are produced.
• Monitor the activity around the class and then ask some groups to share
their answers with the class.
Suggested Answer Key
A: I know hydroelectric power is produced using dams, waterfalls or in
any place where water flows downhill. But I don’t know anything about
geothermal energy.
B: Geothermal energy is produced using the heat from the Earth’s core. It
heats up water, turns it into steam and turns a turbine.
C: That’s fascinating! I think I once saw machines in the sea that help
generate energy using wave power. Every time there was a wave, the
machine moved and turned a turbine.
A: I’ve never seen that. Although, I do know a little bit about biomass and
biofuels. They are both produced using organic matter from plants.
C: I don’t know much about biogas, but I know they have a biogas tank at
the local farm. The farmer puts the waste in there and it's broken down by
bacteria to produce a really smelly gas.
Listening & Reading
Ex.3 p.78
11.2.1 - 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;
11.2.2 - understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and
curricular topics;
Aim: to introduce the topic; to listen and read for specific information
• Read out the definition and elicit whether Ss have heard of 'energy
storage' before.
• Ask Ss to write down two questions they have about energy storage.
• Play the recording. Ss listen and check if they can answer their questions.
• Ask various Ss to share their questions and answers with the class.
Suggested Answer Key
1 How can we store energy? (We can use batteries such as lithiumion batteries.)
2 What are the benefits of using energy storage? (We can have energy
any time we need it.)
Ex.4 A p.79
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended
Student’
s book,
IWB,
Class
CD,
Track
3.10
texts on a range of more complex and abstract general and curricular
topics;
Student’
Aim: to read for specific information (multiple choice)
s book,
• Ask Ss to read the questions 1-5 and the possible answers.
IWB
• Then give Ss time to read the text and choose their answers according to
what they read.
• Check Ss’ answers around the class.
Answer Key
1D2B3A4C5B
Ex.4 B p.79
11.4.6 - recognize the attitude, opinion or tone of the writer in extended
texts on a range of more complex and abstract general and curricular
topics;
11.2.7 - understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics, including
some unfamiliar topics;
Aim: to read for writer's opinion
• Ask Ss to read the text again and think about whether the writer is in
favour of or against energy storage.
• Then give Ss time to find justifications for their answers in the text.
• Elicit answers from Ss around the class.
Suggested Answer Key
I believe that the writer is in favour of energy storage because they use
strong language such as ‘High capacity energy storage is imperative…’ and
share a positive view about pumped hydro storage when they say that
‘Despite being the oldest form of energy storage technology, they are still
efficient today.’ The writer also refers to lithium-ion batteries as ‘the ideal
candidate’.
• 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.
Student’
s book,
IWB,
DVD
Ex.5 p.79
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary through synonyms
• Direct Ss to the words in bold in the text and give them time to match
them to their synonyms in the list using their dictionaries to help them if
necessary.
• Check Ss’ answers around the class.
Answer Key
Student’
generated – produced
s book,
offshore – not on land
IWB
grid – a network of electricity
fluctuate – change
outweighs – is more than
reliable – stable
reservoirs – places where water is stored
capacity – available space
supply – quantity produced
demand – quantity required
overheating – becoming too warm
Grammar Verb complementation
Ex.6 p.79
11.6.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics;
To revise verb complementation
Refer Ss to the Grammar Reference section to review the theory on verb
complementation.
Then read the sentences and ask Ss to identify the type of verb
complementation used in the underlined words/phrases.
• Check Ss’ answers around the class.
Answer Key
1 transitive verb + direct object
2 transitive verb + indirect object + infinitive phrase
3 transitive verb + -ing phrase
4 transitive verb + direct object + adverbial phrase
5 intransitive verb (no object) (BUT ‘enter’ is also transitive e.g. They
entered the building by the side door. – direct object: the building)
Present/Past tenses
Ex.7 p.79
11.6.9 - use a wide variety of present and past forms, including a growing
number of more nuanced contrasts [past and perfective aspect/simple and
progressive aspect] on a wide range of general and curricular topics;
Aim: to revise present and past tenses
• Refer Ss to the Grammar Reference section to review the theory on
present and past tenses.
• Then elicit examples in the text (had already discovered, has evolved, are
committing, are moving, have been using, have developed) and when/how
we use different present/past tenses.
• Give Ss time to complete the email with the correct present/past tense.
• Check Ss' answers around the class. Ss justify their answers.
Answer Key
1 received (past simple, action happened at a stated time – last week)
2 have been researching (present perfect continuous, emphasis on the
duration of an action that started in the past and continues up to the present
– for three days now)
3 had been looking into (past perfect continuous, an action which started
and finished in the past, before another action – before my company's
lithium-ion battery production took off)
4 had expressed (past perfect, an action which finished before another past
action – prior to our expansion in this field)
5 hadn’t considered (past perfect, an action which finished before another
past action – before I read your proposal)
6 are thinking (think is a stative verb – when used in a continuous tense it
means ‘consider’)
7 want (present simple, stative verb in the present)
8 had intended (past perfect, an action which finished in the past and whose
result was visible at a later point in the past – but the weather forced me to
cancel it)
9 forced (past simple, an action which happened at a stated time in the past
– a few hours ago)
10 hasn’t arrived (present perfect – an action which started in the past and
Student’
s book,
IWB
Student’
s book,
IWB
Ending the lesson
10 minutes
continues up to the present – the time word 'yet')
Speaking & Writing
Student’
Ex.8 p.79
s book,
11.1.2 - use speaking and listening skills to provide sensitive feedback to IWB
peers;
11.1.4 - evaluate and respond constructively to feedback from others;
11.2.8 - recognize inconsistencies in argument in extended talk on a range
of general and curricular subjects, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety
of talk contexts on a wide range of general and curricular topics, including
some unfamiliar topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to consolidate understanding of a text
• Ask Ss to read the text and write three questions based on it.
• Ss swap papers with a partner, answer each other's questions and evaluate
the answers.
• Monitor the activity around the class.
Suggested Answer Key
1 What is the oldest energy storage solution?
(Pumped hydroelectric facilities are the oldest energy storage solution.
They involve pumping water uphill from one area to another and
generating energy as it flows downhill again.)
2 Why are lithium-ion batteries considered one of the best energy storage
solutions? (They can store and deliver energy and are very efficient. They
are also becoming less expensive to produce and purchase.)
3 How has the problem of overheating been addressed? (Experts have
developed software that regulates the speed of charging.)
Ex.9 p.79
11.4.8- select and evaluate paper and digital reference resources to check Student’
meaning and extend understanding;
s book,
11.5.1 - plan, write, edit and proofread work at text level independently on IWB
a wide range of general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range
of general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy;
11.6.8 - use a wide variety of future forms, including future perfect forms
on a wide range of general and curricular topics
Aim: to expand the topic
• Give Ss time to research online and find out more information about
energy storage benefits. Then give them time to use this information to
prepare a presentation.
• Then ask various Ss to give their presentations to the class.
• Assign the task as HW and ask Ss to share their answers in the next
lesson.
Suggested Answer Key
The world is finally embracing green energy; yet by the end of decade we
will still have spent trillions on wasted energy. Producing lots of energy
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
prompt less able
learners to engage in
whole class checking
and plenary activity
with supportive
questioning
provide sentence
starters for final
from renewable sources is good, however, being able to store that energy
for use at a later time is also very important. So, what are the benefits of
energy storage solutions?
Well, to begin with, it’s better for the environment. Using energy storage
solutions will allow us to store energy rather than waste it, which leads to
a reduction in the use of fossil fuels and greenhouse gas emissions.
Secondly, energy storage can reduce electricity bills and save us money.
Many electricity companies charge extra for electricity used at peak times.
However, energy storage allows the grid to use stored energy to help
improve the supply and meet the high demand.
Finally, energy storage can provide us with a backup supply in times of
power outages when power stations are unable to generate energy. For
example, if there is no wind, then there will be no reliable supply of energy
from wind farms. In this case, the energy storage solutions will be able to
release their energy until the regular supply can be resumed as they will
have been holding surplus energy for such a situation.
All things considered, the usefulness of energy storage solutions is beyond
question, as they provide a variety of benefits while solving potential issues
in numerous areas. It seems clear that we are all going to start using them
before long.
Additional information
Assessment – how are you planning to check
Cross-curricular links:
learners’ learning?
ICT
Learners have met the learning objective if they can:
listen for specific information (answer questions), read
for specific information (multiple choice), revise verb
complementation and present/past tenses, give a
presentation about energy storage benefits
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM” 6B
Lesson 3 (63)
Energy Storage Solutions pp.80-81
Date:
Class: 11
Teacher’s name:
Learning
objectives that
this lesson is
contributing to
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a
range of more complex and abstract general and curricular topics;
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
range of general and curricular topics;
11.2.1 - 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;
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
Lesson
objectives
Vocabulary
Assessment
criteria
Value links
speakers on a range of general and curricular topics, including some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.5.1- plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
range of general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on
a wide range of general and curricular topics
All learners will be able to:
listen and read for cohesion and coherence (missing sentences), revise future tenses;
Most learners will be able to:
listen and read for cohesion and coherence (missing sentences), revise future tenses,
listen for specific information (multiple matching);
Some learners will be able to:
listen and read for cohesion and coherence (missing sentences), revise future tenses,
listen for specific information (multiple matching), talk about energy storage
solutions, write about energy storage solutions.
Energy storage solutions: hydrogen, batteries, air, tower, hydro); Nouns (capacity,
kinetic energy, crane;
Adjectives: surplus, pressurised;
Phrases: off the grid, concrete blocks
Learners have met the learning objective if they can:
listen and read for cohesion and coherence (missing sentences), revise future tenses,
listen for specific information (multiple matching), talk about energy storage
solutions, write about energy storage solutions.
Explore the topic of Energy Storage Solutions
Cross –
curricular links
ICT skills
Science
Previous
learning
“Intelligent Energy Storage”
Using videos& pictures, searching information on different web sites
Planned timings
Beginning the
lesson
5 minutes
Main Activities
15 minutes
Plan
Planned activities
Excel
Resourc
es
Vocabulary Ex. 1 p.80
Student’
11.5.2- use a wide range of vocabulary, which is appropriate to topic and s book,
genre, and which is spelt accurately;
IWB
Aim: to introduce vocabulary related to the topic
• Direct Ss to the pictures and the list of words.
• Give Ss time to label the pictures using the words in the list. Then, check
Ss' answers.
Answer Key
1 hydro 2 tower 3 air 4 batteries 5 hydrogen
Reading Ex. 2 p.80
Student’
11.4.3 - skim a range of lengthy texts with speed to identify content s book,
meriting closer reading on a range of more complex and abstract, general IWB
and curricular topics;
Aim: to read for specific information (comprehension question)
• Ask Ss to read the text.
• Elicit how each energy storage solution works from Ss around the class.
Suggested Answer Key
Batteries contain chemicals that help store energy. Pumped hydro storage
pumps water uphill in order to generate energy as it runs down again.
Hydrogen energy storage keeps the energy generated by solar power as
hydrogen in tanks.
The energy storage tower works by storing energy by building blocks up
and releasing it as they are lowered.
Compressed energy storage works by compressing air underground then
heating and releasing it to turn a generator.
Ex. 3 p.80
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular
topics;
Aim: to read for cohesion and coherence (missing sentences)
• Ask Ss to read the statements A-F and think about the key words.
• Give Ss time to read the text and choose the correct sentence for each
gap.
• Check Ss’ answers.
Answer Key
1E2B3F4A5D
• 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.
Ex. 4 p.81
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to consolidate new vocabulary
• Explain the task. Give Ss time to complete the sentences using the
words from the list.
• Check Ss’ answers around the class.
Answer Key
Student’
s book,
IWB,
Class
CD,
Track
3.11,
DVD
1 electricity 2 impact 3 energy 4 capacity 5 consumption 6 excess
7 access 8 ambient
5 minutes
Student’
s book,
IWB
Grammar Future Tenses (Future Simple/continuous, Future
Student’
Perfect/continuous)
s book,
Ex.5 A p.81
IWB
11.6.8 - use a wide variety of future forms, including future perfect forms
on a wide range of general and curricular topics;
Aim: to identify future tenses
• Explain the task and give Ss time to read through the text again and
identify the future tenses it contains.
• Ask Ss to explain how each future tense in the text is used. Refer Ss to
the Grammar Reference section at the back of their books for more
details.
Answer Key
will have almost doubled (future perfect – for actions that will be
completed by a certain time in the future)
will have been generating (future perfect continuous – for actions that
will continue to happen up until a certain time in the future)
will we be using (future continuous – for actions that will continue to
happen for a period of time in the future)
Ex.5 B p.81
11.6.8 - use a wide variety of future forms, including future perfect forms Student’
on a wide range of general and curricular topics;
s book,
Aim: to revise/practise future tenses
IWB
• Explain the task.
• Give Ss time to complete it.
Suggested Answer Key
1 will have been working (future perfect continuous, to emphasise the
duration of an action up to a certain time in the future – for three years),
won’t give up (future simple, future prediction – I'm sure)
2 will be using (future continuous, action in progress at a stated future
time – this time next week), will certainly make (future simple, future
prediction – with 'certainly')
3 will you be staying (future continuous, asking politely about sb's plans
for the near future – Excuse me, sir), won’t be leaving (future continuous,
action which will definitely happen as a result of an arrangement – at 6
o'clock)
4 Will they have finished (future perfect, an action finished before a
stated time in the future – by he end of the week), will have been testing
(future perfect continuous, to emphasise the duration of an action up to a
certain time in the future – for almost a month)
5 won’t have edited (future perfect, an action finished before a stated
time in the future – by tomorrow morning), Will you have completed
(future perfect, an action finished before a stated time in the future – by
then)
Student’
s book,
IWB,
Class
CD,
Track
3.12
5 minutes
Listening
Ex.6 p.81
11.2.1 - 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;
11.2.7 - understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics, including
some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a range
of general and curricular subjects, including some unfamiliar topics;
Aim: to listen for specific information (multiple matching)
• Ask Ss to read the sentences A-F.
• Play the recording. Ss listen and match the speakers to the sentences.
• Check Ss’ answers.
Answer Key 1 C 2 D 3 A 4 F 5 E
5 minutes
Speaking
Student’
Ex.7 p.81
s book,
11.1.9 - use imagination to express thoughts, ideas, experiences and IWB
feelings;
11.3.2 - ask and respond with appropriate syntax and vocabulary to openended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety
of talk contexts on a wide range of general and curricular topics, including
some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
Aim: to expand and personalize the topic; to develop critical thinking
skills
• Ask Ss to work in pairs and think of other energy storage solutions and
which ones they use in their everyday lives.
• Monitor the activity around the class, then ask some pairs to report back
to the class.
Suggested Answer Key
A: Can you think of any other energy storage solutions?
B: Well, I read something about chemical energy storage. It’s a little
similar to hydrogen energy storage, but I don’t use this in my everyday life.
A: The only energy storage solutions I use in my everyday life are
batteries. I use lithium-ion batteries in my smartphone and my digital
camera.
B: Me too. I also use alkaline batteries in my TV remote control. My
parents have got a lead battery in their car too.
Ending the
lesson
5 minutes
Writing & Speaking
Student’
Ex.8 p.81
s book
11.1.2 - use speaking and listening skills to provide sensitive feedback to
peers;
11.1.10 - use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.5.1- plan, write, edit and proofread work at text level independently on
a wide range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.6.8 - use a wide variety of future forms, including future perfect forms
on a wide range of general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing
number of more nuanced contrasts [past and perfective aspect/simple and
progressive aspect] on a wide range of general and curricular topics
Aim: to research and present energy storage solutions
• Read the rubric aloud and give Ss time to research online and find out
about energy storage solutions used in Kazakhstan and another country.
• Ask Ss to give their presentations to the class.
• Assign the task as HW and ask Ss to share their answers in the next
lesson.
Suggested Answer Key
In the last decade, Kazakhstan has been producing more energy from
renewable energy sources than it had ever produced before. However,
when surplus energy is produced, it needs to be stored.
Kazakhstan is using a few of the energy storage solutions we have
looked at to improve on old systems the country had been using
previously.
Firstly, Samruk Energy have teamed up for two projects with Primus
Power to introduce EnergyPod storage technology to Kazakhstan. These
are types of flow battery that have a large capacity and before long, they
will have made the grid more efficient.
Kazakhstan also uses pumped hydro storage. This is especially
popular in the Almaty region which is home to the majority of
Kazakhstan’s hydropower plants.
In Sweden, electricity use per person is very high, but it has one of
the lowest CO2 emission rates per capita. This is because more than half
of the country's electricity is from renewable sources and generation is
almost completely decarbonised. This clean energy is mainly stored in
batteries, and many Swedish companies are leading the way in
developments in battery technology.
Battery storage is probably the most popular solution in countries with a
high population density, but in Kazakhstan we have the luxury of space.
This means we will be able to build different types of storage facilities,
like pumped hydro, which do not contain chemicals like batteries do. In a
couple of years, Kazakhstan will have been working on renewable energy
solutions for a decade. Who knows how much more progress will have
been made by then?
Additional information
Differentiation – Assessment – how are you planning to check
Cross-curricular links
how do you plan learners’ learning?
to give more
Learners have met the learning objective if they can: ICT
listen and read for cohesion and coherence (missing
support? How
Values links
sentences), revise future tenses, listen for specific
do you plan to
information (multiple matching), talk about energy
challenge the
storage solutions, write about energy storage solutions.
more able
learners?
challenge more
able learners to
talk about energy
storage solutions,
write about
energy storage
solutions
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM” 6C
Lesson 4 (64)
Date:
Teacher’s name:
Analysing Academic Language p.82
Class: 11
Learning objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
that this lesson is
reading on a range of more complex and abstract, general and curricular topics;
contributing to
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a
wide range of general and curricular topics;
Lesson objectives
Vocabulary
Assessment
criteria
Value links
Cross – curricular
links
ICT skills
Previous learning
Planned timings
Beginning the
lesson
15 minutes
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
11.4.2- understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics;
11.1.2- use speaking and listening skills to provide sensitive feedback to peers;
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.3.1- use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
All learners will be able to:
listen and read for specific information (answer questions)
Nouns : joint, infection, inflammation;
Adjectives: objective, subjective
Learners have met the learning objective if they can:
listen and read for specific information (answer questions)
Explore the topic of “Big Ideas”
ICT
Using videos & pictures
Energy Storage Solutions, Future Tenses
Plan
Planned activities
Vocabulary &Reading
Ex. 1 p.82
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
11.6.4 - use a range of affixes with appropriate meaning and correct
spelling on a wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics;
Aim: to introduce the topic; to read for specific information; to listen and read
for gist
• Elicit guesses from Ss as to what the prefix 'arthr-' and the suffix '-itis' mean
and when we use them.
• Elicit any other technical terms or characteristics of scientific writing Ss are
familiar with.
Excel
Resour
ces
Studen
t’s
book,
IWB,
Class
CD,
Track
3.13
Main Activities
15 minutes
Ending the lesson
10 minutes
• Play the recording for Ss to check their answers.
Suggested Answer Key
The prefix ‘arthr’ means joint and the suffix ‘itis’ means inflammation or
infection. We join them with other word parts; ‘arthr’ could be used in
medicine or taxonomy and ‘itis’ is often used in medicine. Other
characteristics of scientific writing are that it has irregular plurals, uses
passive voice and contains facts and figures, and not many descriptive
adjectives.
Ex.2 p.82
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended
texts on a range of more complex and abstract general and curricular
topics;
Aim: to read for specific information (answer questions)
• Read out the questions and give Ss time to read the text again and find
the answers.
• Check Ss' answers around the class.
Answer Key
1 A lot of scientific language comes from the Greek and Latin languages.
2 Forming plurals is different in scientific writing because many of them
are irregular. Instead of using common plural endings such as -s, -es or -ies,
scientific words often end with -i, -a, or -ae in the plural.
3 The characteristics of scientific texts include use of the passive voice,
statistics and objective statements.
4 The writer feels that learning technical vocabulary can be difficult, but
that lots of people find it tricky and so should practise and not give up.
• 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.
Ex.3 p.82
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about
a range of familiar and some unfamiliar general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to practise collocations
Explain the task and give Ss time to complete it and then check Ss’ answers.
Answer Key
1 common 2 scientific 3 technical 4 sentence 5 objective 6 personal
Ex.4 p.83
11.1.2- use speaking and listening skills to provide sensitive feedback to
peers;
11.1.10- use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.3.1- use formal and informal language registers in talk on a range of
general and curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about
a range of familiar and some unfamiliar general and curricular topics
Studen
t’s
book,
IWB,
DVD
Studen
t’s
book,
IWB
Studen
t’s
book,
IWB
Aim: to consolidate understanding of a text
• Ask Ss to write two things they have learnt from the text.
• Ss swap papers with a partner and compare their answers.
• Monitor the activity around the class.
Suggested Answer Key
A: I see that you have learnt that lots of prefixes and suffixes originate from
the Latin or Greek languages. I already knew this, but I discovered
that the rules surrounding forming plurals are different for many words in
STEM subjects.
B: Yes, I knew about that from words such as 'bacteria' and 'algae', but we
both learnt that we should avoid words like 'almost', 'about' and 'nearly' in
scientific texts because they suggest inaccuracy.
Additional information
Differentiation –
Assessment – how are you planning to check learners’ learning?
Crosshow do you plan
curricul
to give more
Learners have met the learning objective if they can:
ar links
listen
and
read
for
specific
information
(answer
questions)
support? How do
you plan to
ICT
challenge the
links
more able
Values
learners?
links
provide support for
less able learners in
answering
questions
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM” 6C
Lesson 5 (65)
Analysing Academic Language p.83
Date:
Class: 11
Teacher’s name:
Learning objectives 11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a
wide range of general and curricular topics;
that this lesson is
11.2.2- understand specific information in unsupported extended talk on a wide
contributing to
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics;
Lesson objectives
Vocabulary
Assessment criteria
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.2.1 - 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;
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.2.7- understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics;
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics;
11.3.2 - 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;
11.3.6- navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics;
11.4.8- select and evaluate paper and digital reference resources to check meaning
and extend understanding;
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics;
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a
wide range of general and curricular topics;
11.6.5- use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
All learners will be able to:
listen and read for specific information (answer questions), learn/revise affixes
(prefixes and suffixes)
Most learners will be able to:
listen and read for specific information (answer questions), learn/revise affixes
(prefixes and suffixes), listen for specific information (gap fill), practise giving
reasons, highlighting and introducing an opposing point
Some learners will be able to:
listen and read for specific information (answer questions), learn/revise affixes
(prefixes and suffixes), listen for specific information (gap fill), practise giving
reasons, highlighting and introducing an opposing point, write about characteristics
of scientific language/writing.
Nouns : joint, infection, inflammation;
Adjectives: objective, subjective
Learners have met the learning objective if they can:
listen and read for specific information (answer questions), learn/revise affixes
(prefixes and suffixes), listen for specific information (gap fill), practise giving
reasons, highlighting and introducing an opposing point, write about characteristics
of scientific language/writing.
Value links
Explore the theme of “Teaching & Learning Scientific Language”
ICT skills
Previous learning
Using pictures, working with URLs
Analysing Academic Language
Plan
Planned activities
Planned timings
Beginning the
lesson
5 minutes
Main Activities
10 minutes
Grammar Adjective complements
Ex.5 p.83
11.6.4 - use a range of affixes with appropriate meaning and correct
spelling on a wide range of general and curricular topics;
Aim: to practise affixes (prefixes and suffixes)
• Refer Ss to the Appendix to revise affixes.
• Then explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 misunderstood 2 non-members 3 lengthen 4 understaffed 5
trainee 6 interactive
Listening
Ex.6 p.83
11.2.2- understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects, including some unfamiliar
topics;
Aim: to listen for specific information (gap fill)
• Ask Ss to read the sentences 1-8.
• Play the recording. Ss listen and fill in the missing information.
• Check Ss’ answers.
Answer Key
1 science 2 scientific 3 new words 4 different meaning 5 keywords
terminology 6 (common) roots 7 wall display
8 define
Listening & Speaking
Ex.7 p.83
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.2.1 - 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;
11.2.2 - understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics;
11.2.7- understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
topics, including some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects, including some unfamiliar
topics;
Aim: to listen for gist
Excel
Resources
Student’s
book, IWB
Student’s
book, IWB,
Class CD,
Track 3.14
Student’s
book, IWB,
Class CD,
Track 3.15
• Read the questions in the rubric.
• Play the recording. Ss listen and decide on the answers.
• Elicit answers from Ss around the class.
Suggested Answer Key
The first student thinks that playing memory games is a good idea,
whereas the second student thinks they are only suitable for younger
children. Both students agree that visuals, such as picture
dictionaries and props, can help students to remember new words.
They also both believe that it’s a good idea to teach vocabulary
through learning prefixes, suffixes and roots of scientific words.
Ex.8 A p.83
11.2.2 - understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics;
Aim: to identify phrases in a dialogue for giving reasons,
highlighting and introducing an opposing point
• Give Ss time to read the phrases in the Useful Language box.
• Play the recording again. Ss listen and mark which phrases they
can hear.
• Check Ss' answers.
Answer Key
‘The main reason is…’
‘As a matter of fact…’
‘owing to the fact that…’
‘While you have a point, I nevertheless think that...’
‘I take your point, but…’
‘I strongly believe that…’
‘Another equally important reason...’
‘In reality, …’
‘...on the other hand,’
‘Consequently, ...’
Ex.8 B p.83
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.3.1 - use formal and informal language registers in talk on a
range of general and curricular topics, including some unfamiliar
topics;
11.3.2 - 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;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
Aim: to practise language for giving reasons, highlighting and
introducing an opposing point
• Read the Study Skills box and the rubric aloud. Remind Ss to use
phrases from the Useful Language box.
Student’s
book, IWB,
Class CD,
Track 3.15
Student’s
book, IWB
Ending the lesson
25 minutes
• Give Ss time to complete the task in pairs.
• Monitor the activity around the class and then ask some pairs to
share their dialogues with the class.
Suggested Answer Key
A: Have you got any ideas about the best ways to teach scientific
language to students?
B: Hmmm, well, I think that playing memory games might help,
owing to the fact that it will help them remember more vocabulary.
In fact, it’s probably the way I find most effective.
A: I agree. I feel that using picture dictionaries is very effective too,
due to the fact that it helps visual learners to learn words more
easily.
B: I respect your point, but I think that maybe it’s better to use
props to help students grasp new vocabulary.
A: That’s a good idea, but it could be expensive. I strongly believe
that teaching students scientific prefixes and suffixes could really
help them to recognise and understand a whole range of terms.
B: I agree that teaching them the roots of scientific words would be
helpful too. Maybe it’s better to teach the students how to
understand scientific words rather than teaching keywords one by
one.
A: I definitely agree.
Writing & Speaking
Student’s
Ex.9 p.83
book, IWB
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11.5.1 - plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general
and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors
on a wide range of familiar general and curricular topics;
11.6.4 - use a range of affixes with appropriate meaning and correct
spelling on a wide range of general and curricular topics;
11.6.5- use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics;
Aim: to expand the topic; to give a presentation on scientific
language/writing
• Read the rubric aloud and give Ss time to research online and
collect information on other characteristics of scientific language/
writing.
• Ask Ss to give their presentations to the class.
• Assign the task as HW and ask Ss to share their answers in
the next lesson.
Suggested Answer Key
What do scientific articles, research papers and science reports all
have in common? That’s right, they are all types of scientific
writing. This means that they also have some common
characteristics.
For example, a lot of scientific literature references the work of
other scientists when it makes claims or states scientific facts. This
helps scientists back up what they are saying with evidence and also
allows readers to find out more about the topic if they wish.
Another characteristic is that scientific writing is impartial. This
means that the writer doesn’t tend to state their opinion. The writing
is usually more informative than it is persuasive, and the writer
doesn’t tend to use imagery or strong adjectives to evoke emotion in
the reader, but rather states facts.
Finally, scientific writing will often include some type of visuals,
whether that is a diagram, a chart or even a photograph. Scientific
texts are often accompanied by pictures in order to help readers
understand better, especially as some scientific phenomena,
experimental procedures or processes are difficult to describe
without the use of visuals.
So, now that we know even more about scientific texts, are we
willing to give writing one of them a try?
Additional information
Differentiation – how do you plan to give more
Assessment – how are you
Crosssupport? How do you plan to challenge the more
planning to check learners’
curricular
able learners?
learning?
links:
support less able learners by encouraging them to
Learners have met the
ICT
listen and read for specific information (answer
learning objective if they can:
Values links
questions), learn/revise affixes (prefixes and suffixes), listen and read for specific
listen for specific information (gap fill), practise giving information (answer questions),
reasons, highlighting and introducing an opposing
learn/revise affixes (prefixes and
point, write about characteristics of scientific
suffixes), listen for specific
language/writing.
information (gap fill), practise
giving reasons, highlighting and
introducing an opposing point,
write about characteristics of
scientific language/writing.
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM” 6 D
Module 4
Lesson 6 (66)
Date:
Teacher’s name:
Learning
objectives that
this lesson is
contributing to
Public Speaking p.84-85
Class: 11
11.3.2 - 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;
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on
a range of familiar and some unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.4- use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
Lesson
objectives
Assessment
criteria
Value links
ICT skills
Previous
learning
Planned timings
Beginning the
lesson
15 minutes
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics;
11.2.1 - 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;
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics;
All of the learners will be able to:
analyse a rubric, analyse a model speech
Learners have met the learning objective if they can:
analyse a rubric, analyse a model speech
Explore the topic of Public Speaking – Giving a speech/presentation
Using tables & pictures, working with URLs
Academic Language
Plan
Planned activities
Rubric analysis
Writing Tip Ex.1 p.84
11.3.2 - 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;
11.3.3 - explain and justify own and others’ point of view on a range
of general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular
topics, including some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics;
Aim: to analyse a rubric
• Ask Ss to read the Writing Tip box. Explain any points Ss are
unsure about.
Excel
Resources
Student’s
book, IWB
Main Activties
10 minutes
Ending the
lesson
15 minutes
• Ask Ss to read the rubric, identify, and underline the key words.
• Give Ss time to answer the questions and then check Ss’ answers.
Answer Key
Key words: you work for, renewable energy company,
speech, students, storing energy in flow batteries,
Kazakhstan, 200-250 words
1 I will be giving my speech to students.
2 My speech will be about storing energy in flow batteries in
Kazakhstan.
4 The purpose of the speech is to inform.
Model Analysis
Ex. 2 p.84
11.2.1 - 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;
11.2.7 - understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
topics, including some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects, including some unfamiliar
topics;
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to listen and read for gist
• Play the recording. Ss follow in their books and decide which
paragraph (A-C) contains the ideas listed.
• Check Ss’ answers.
Answer Key 1 C 2 B 3 A
Ex.3 p.83
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
11.3.1 - use formal and informal language registers in talk on a range
of general and curricular topics, including some unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended
texts on a range of more complex and abstract general and curricular
topics;
Aim: to learn about emotional language
• Read the Study Skills box aloud and elicit how the speaker uses
emotional language in the opening of the model.
• Elicit what emotions/reactions this technique triggers in the
audience.
Suggested Answer Key
The speaker uses emotional language in the opening of the
presentation by using negative adjectives such as ‘dark’ and
‘contaminated’. They also use imagery to make the audience picture
pollution in the place where they live. This will draw the audience’s
Student’s
book, IWB,
Class CD
Track 3.16
Student’s
book, IWB
attention to the issue and also make them feel concerned.
Additional information
Differentiation – how do you plan to give more
support? How do you plan to challenge the
more able learners?
support less able learners in doing the tasks by
encouraging them to analyse a rubric, analyse a
model speech
Assessment – how are you
planning to check learners’
learning?
Learners have met the learning
objective if they can:
analyse a rubric, analyse a model
speech
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM” 6 D
Module 4
Lesson 7 (67)
Date:
Teacher’s name:
Learning
objectives that
this lesson is
contributing to
Public Speaking p.85
Class: 11
11.5.4- use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a range
of more complex and abstract general and curricular topics;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics;
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics;
Lesson
objectives
Assessment
criteria
Value links
ICT skills
Previous
learning
Planned timings
Beginning the
lesson
15 minutes
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.5.1 - plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of general and
curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
All of the learners will be able to:
analyse a rubric, analyse a model speech
Most of the learners will be able to:
analyse a rubric, analyse a model speech, revise/learn about opening/closing
techniques, match benefits to justifications;
Some learners will be able to:
analyse a rubric, analyse a model speech, revise/learn about opening/closing
techniques, match benefits to justifications, write a speech
Learners have met the learning objective if they can:
analyse a rubric, analyse a model speech, revise/learn about opening/closing
techniques, match benefits to justifications, write a speech
Explore the topic of Public Speaking – Giving a speech/presentation
Using tables & pictures, working with URLs
Academic Language
Plan
Planned activities
Opening/Closing techniques
Ex.4 A p.85
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
Aim: to identify introductions and conclusions of a speech
• Ask Ss to read the extracts (A-D) and decide which ones are from
introductions and which are from conclusions.
• Check Ss’ answers around the class.
Answer Key Introductions: A, D Conclusions: B, C
Excel
Resources
Student’s
book, IWB
Ex.4 B p.85
Student’s
11.4.6 - recognize the attitude, opinion or tone of the writer in extended book, IWB
texts on a range of more complex and abstract general and curricular
topics;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
Aim: to identify opening and closing techniques
• Ask Ss to read the extracts (A-D) again and match them to the
opening/closing techniques (1-4).
• Check Ss’ answers around the class.
Answer Key 1 B 2 D 3 A 4 C
Main Activties
10 minutes
Ex.4 C p.85
11.4.6 - recognize the attitude, opinion or tone of the writer in extended
texts on a range of more complex and abstract general and curricular
topics;
Aim: to identify opening and closing techniques in a model speech
• Give Ss time to read the introduction and conclusion of the model
again and decide which techniques the speaker uses.
• Check Ss’ answers around the class.
Answer Key
Opening technique: narrate a story
Closing technique: ask a rhetorical question
Your Turn
Ex. 5 p.85
11.3.2 - 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;
11.3.3 - explain and justify own and others’ point of view on a range
of general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular
topics, including some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics;
Aim: to analyse a rubric
• Ask Ss to read the rubric and answer the questions.
• Check Ss’ answers around the class.
Answer Key
1 I will be talking to students.
2 I will talk about energy storage towers.
3 The purpose of the speech is to inform.
Student’s
book, IWB
Ex. 6 A p.85
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Student’s
book, IWB
Student’s
book, IWB
Aim: to prepare for a writing task; to expand ideas into
sentences
• Explain the task and give Ss time to expand the ideas into
sentences.
• Check Ss’ answers around the class.
Answer Key
2 It requires a crane that is 120 metres tall with six arms and concrete
blocks that weigh 35 tons each.
3 The system is controlled by innovative software.
4 When the electricity demand decreases, the crane uses surplus
power to build a tower of blocks.
5 When demand increases, the crane lowers the blocks using gravity.
6 The potential energy in the blocks is converted into electricity by a
turbine.
Ending the
lesson
15 minutes
Ex. 6 B p.85
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to match benefits to justifications
• Explain the task and give Ss time to match the benefits (1-4) to
their justifications (A-D).
• Check Ss' answers around the class.
Answer Key 1 C 2 D 3 B 4 A
Ex. 7 p.85
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics;
11.3.1 - use formal and informal langage registers in talk on a range of
general and curricular topics, including some unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended
texts on a range of more complex and abstract general and curricular
topics;
11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of
general and curricular topics with a good degree of accuracy
Aim: to write and give a speech
• Give Ss time to complete the task using the plan, the useful
language and their answers in Exs 5 and 6 to help them.
• Ss give their speeches to the class.
• Assign the task as HW and Ss give their speeches in the next
lesson.
Suggested Answer Key
Good morning! I’m Aidar Yerner and I work for Kazakh Energy
Storage Solutions Ltd. For years I had been evaluating the
Student’s
book, IWB
Student’s
book, IWB
effectiveness of different energy storage solutions, so when I heard
Student’s
about this amazing idea, I was excited to finally bring it to
book, IWB
Kazakhstan.
Every year in Kazakhstan we are increasing the amount of energy we
are producing and storing, but what about if, rather than using
batteries, we tried something a little different? This alternative
solution is called an energy storage tower.
The revolutionary energy storage solution is based on simple
physics. The tower requires a crane that is 120 metres tall and has six
arms as well as a set of huge concrete blocks that weigh 35 tons each.
As the demand for electricity decreases, the crane uses the surplus
energy to build a tower from the blocks.
Then, when the demand increases again, the crane lowers the blocks
it had used to build the tower. Gravitational potential energy is then
harnessed and converted into electricity.
So, why are energy storage towers a great solution for Kazakhstan?
Well, they are efficient – they store enough energy to power 2,000
homes for a day. They are also cheap because the blocks can be made
from waste materials, and these blocks are durable - they last between
30 and 40 years. In addition, no chemicals are required for this
method of storage, so it’s environmentally-friendly.
Do you think these towers are a viable solution for our future? I’d
be interested to hear your thoughts after the Q&A session. Thank you
for listening.
Additional information
Differentiation – how do you plan to give more
support? How do you plan to challenge the
more able learners?
support less able learners in doing the tasks by
encouraging them to analyse a rubric, analyse a
model speech, revise/learn about opening/closing
techniques, match benefits to justifications, write a
speech
Assessment – how are you
planning to check learners’
learning?
Learners have met the learning
objective if they can:
analyse a rubric, analyse a model
speech, revise/learn about
opening/closing
techniques, match benefits to
justifications, write a speech
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM” 6 E Culture Corner
Lesson 8 (68)
MIT p.86
Date:
Class: 11
Teacher’s name: Penner Natalya Alexandrovna
Learning objectives
that this lesson is
contributing to
Lesson objectives
Vocabulary
Assessment criteria
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on
a range of more complex and abstract general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics;
11.1.6- organize and present information clearly to others;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
All learners will be able to:
read for specific information;
Most learners will be able to:
read for specific information, listen and read for cohesion and coherence (missing
sentences);
Some learners will be able to:
read for specific information, listen and read for cohesion and coherence (missing
sentences), write a text about an institute of technology in Kazakhstan
Verbs: diagnose, detect);
Nouns: field work, gene editing);
Phrase: research facilities
Learners have met the learning objective if they can:
read for specific information, listen and read for cohesion and coherence (missing
sentences), write a text about an institute of technology in Kazakhstan
Value links
Explore the theme of MIT in the USA
Cross – curricular
links
ICT skills
History, ICT
Previous learning
“Public Speaking”
Using videos& pictures, working with URLs
Plan
Planned timings
Beginning the
lesson
5 minutes
Planned activities
Excel
Resources
Ex.1 p.86
Student’s
11.4.3 - skim a range of lengthy texts with speed to identify content book, IWB
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Main Activities
25 minutes
11.4.7 - recognize patterns of development in lengthy texts [interparagraph level] on a range of more complex and abstract general and
curricular topics;
Aim: to introduce the topic; to read for specific information
• Ask Ss what, if anything, they know about MIT in the USA.
• Then elicit questions from Ss around the class.
Write two of them on the board.
• Have Ss read the text and see if they can answer them.
Suggested Answer Key
I know that MIT in the USA is a technology university.
1 When was MIT founded? (1861)
2 What sorts of things can you study there? (aeronautics,
architecture, chemical engineering, genetics)
Ex.2 p.86
11.4.7 - recognize patterns of development in lengthy texts [interparagraph level] on a range of more complex and abstract general and
curricular topics;
Aim: to read for cohesion and coherence (missing sentences)
• Ask Ss to read the statements A-F and think about the key words.
• Give Ss time to read the text and choose the correct sentence for
each gap.
• Play the recording. Ss listen and check their answers.
Answer Key 1 E 2 A 3 F 4 B 5 C
• 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.
Student’s
book, IWB,
Class CD,
Track 3.17,
DVD
Ex.3A p.86
11.5.2 - use a wide range of vocabulary, which is appropriate to topic Student’s
and genre, and which is spelt accurately;
book, IWB
Aim: to consolidate new vocabulary
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 field 2 medicines 3 challenges 4 solution 5 disorders 6 worlds 7
facilities 8 gene 9 funding 10 applications
Ex.3B p.86
11.3.1 - use formal and informal language registers in talk on a range Student’s
of general and curricular topics, including some unfamiliar topics;
book, IWB
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: to practise collocations
• Explain the task and give Ss time to think of sentences using the
phrases from Ex. 3a.
• Ask various Ss to share their sentences with the class.
Suggested Answer Key
MIT receives an enormous number of student applications each year.
It is popular because the research facilities at MIT are state-of-theart. Students at MIT do a lot of field work during their research
projects, and they also receive funding for research. MIT is using
technology to develop medical solutions. Scientists at MIT want to
use AI to test medicines, and using CRISPR will make it easier to
detect disorders. It's possible that gene editing will soon be used to
treat a variety of disorders.
MIT's researchers are also trying to help deal with energy challenges
in Egypt, and working on space technology. It is hoped that we can
find other habitable worlds in the future, perhaps using some of MIT's
inventions.
Ending the lesson
10 minutes
Ex.4 p.86
Student’s
11.1.6- organize and present information clearly to others;
book
11.1.8 - develop intercultural awareness through reading and
discussion;
11.1.10- use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
11.5.1- plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on
a wide range of familiar general and curricular topics;
11.6.4 - use a range of affixes with appropriate meaning and correct
spelling on a wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics;
Aim: to write about an institute of technology in Kazakhstan
• Explain the task and give Ss time to research online to find out
information about an institute of technology in Kazakhstan and
write a short text.
• Ask various Ss to read their text to the class.
Suggested Answer Key
The International Information Technology University – IITU
The International Information Technology University, or IITU, is
located in the Almaty region of Kazakhstan and was founded in April
2009. It is one of the leaders in training IT experts in Central
Asia.
The university accepts student applications from all over the world
and offers a range of courses across seven different departments
including information systems, mathematical and computer
modelling, and computer engineering and telecommunications.
The university has also got state-of-the-art labs, well-equipped
computing facilities and an extensive library.
Students and staff can choose independently to become involved
with research at the institute, with previous projects creating
‘EcoStation’ – a smart bus station – and ‘Starbus’ which have been
successfully used in Kazakhstan. As well as research, one in eight
students chooses to take part in apprenticeships and work placements
during their undergraduate studies.
All in all, IITU ranks among the best universities in the world. With
such great facilities and opportunities, students are guaranteed the
best chance of entering their chosen career after graduation!
Additional information
Assessment – how are you planning to check learners’ learning?
Learners have met the learning objective if they can:
read for specific information, listen and read for cohesion and
coherence (missing sentences), write a text about an institute of
technology in Kazakhstan
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
Crosscurricular
links
ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives /learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM” 6F Curricular: Physics
Lesson 9 (69)
Date:
Teacher’s name:
Types of Energy p.87
Class: 11
Learning objectives 11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
that this lesson is
11.2.1 - understand the main points in unsupported extended talk on a wide range of
contributing to
general and curricular topics, including talk on a growing range of unfamiliar topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.2 - understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.1.9- use imagination to express thoughts, ideas, experiences and feelings;
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.1.6 - organize and present information clearly to others;
11.4.8- select and evaluate paper and digital reference resources to check meaning and
extend understanding;
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on
a wide range of general and curricular topics
Lesson objectives All learners will be able to:
listen and read for specific information;
Most learners will be able to:
listen and read for specific information, read for specific information (multiple
matching);
Some learners will be able to:
listen and read for specific information, read for specific information (multiple
matching), research and present types of energy
Types of energy: sound, thermal, light, mechanical, magnetic, gravitational;
Vocabulary
Nouns: particle, molecule, photon, vacuum, matter
Assessment criteria Learners have met the learning objective if they can:
listen and read for specific information, read for specific information (multiple
matching), research and present types of energy
Value links
Cross – curricular
links
ICT skills
Previous learning
Planned timings
Beginning the
lesson
5 minutes
Main Activities
5 minutes
10 minutes
5 minutes
Types of Enregy
Social science
Using videos& pictures, working with URLs
Culture Corner “MIT in the USA”
Plan
Planned activities
Excel
Resources
Ex.1 p. 87
Student’s
11.5.2- use a wide range of vocabulary, which is appropriate to topic book, IWB,
and genre, and which is spelt accurately;
Class CD,
Aim: to introduce vocabulary for the topic
Track 3.18
• Direct Ss to the pictures 1-6 and give them time to label them with the
words in the list.
Tell them that they can look up the meanings of any unknown words in
their dictionaries.
• Play the recording. Ss listen and check their answers.
Answer Key
1 light 2 gravitational 3 mechanical 4 sound 5 magnetic 6 thermal
Ex.2 p. 87
Student’s
11.2.1 - understand the main points in unsupported extended talk on a book, IWB,
wide range of general and curricular topics, including talk on a growing Class CD,
range of unfamiliar topics;
Track 3. 19
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to listen and read for specific information
• Give Ss time to discuss the question in pairs.
• Play the recording. Ss listen and check if their answer was correct.
Suggested Answer Key
Kinetic energy is the energy that moving objects have whereas
potential energy is the energy that is stored in objects.
Ex.3 p.87
Student’s
11.4.2 - understand specific information and detail in extended texts book, IWB,
on a wide range of familiar and unfamiliar general and curricular DVD
topics;
Aim: to read for specific information
• Explain the task and give Ss time to read the text again and complete
it.
• Check Ss' answers.
Answer Key
1C2A3D4B5E6A
• 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.
Ex.4 p.87
Student’s
11.5.2- use a wide range of vocabulary, which is appropriate to topic book, IWB
and genre, and which is spelt accurately;
Aim: to consolidate vocabulary from the text
• Give Ss time to complete the phrases using the words in the list.
5 minutes
Ending the lesson
10 minutes
• Check Ss’ answers around the class.
Answer Key
1 object 2 process 3 field 4 movement 5 reaction
Ex.5 p.87
11.1.9- use imagination to express thoughts, ideas, experiences and
feelings;
11.2.7 - understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
topics, including some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects, including some unfamiliar
topics;
11.3.2 - 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;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular
topics, including some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of
Aim: to personalise the topic; to develop critical thinking skills
• Ask Ss what they know about the other types of energy in Ex. 1.
• Then elicit questions from Ss around the class. Write two of them on
the board.
• Elicit answers to the questions from Ss around the class.
Suggested Answer Key
1 Why can we see light in space but not hear sound? (Because light
energy can travel in a vacuum, whereas sound needs matter/particles
in order to travel.)
2 Do all planets have magnetic fields? (No, different planets have
different strengths of magnetic field and some planets, like Venus and
Mars, have no measurable field.)
Ex.6 p.87
11.1.2 - use speaking and listening skills to provide sensitive feedback
to peers;
11.1.6 - organize and present information clearly to others;
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11.5.1 - plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a
growing number of more nuanced contrasts [past and perfective
Student’s
book, IWB
Student’s
book, IWB
aspect/simple and progressive aspect] on a wide range of general and
curricular topics
Aim: to write about types of energy
• Give Ss time to research online and find out more information about
the other types of energy in Ex. 1 and write a short text. Ask
various Ss to present their text to the class.
• Assign the task as HW and ask Ss to present their texts in the next
lesson.
Suggested Answer Key
Sound Energy
Sound energy is a combination of both kinetic and potential energy.
Sound energy is produced by the vibration of particles. These particles
bump into others and these, in turn, move and bump into more. Sound
waves can travel as these particles collide. If there are no particles, like
in a vacuum, such as space, then the sound cannot travel.
Examples: listening to someone speak, playing a guitar
Magnetic energy
Magnetic energy is the energy exerted by magnets. Magnets create
a magnetic field and this field causes the magnets to attract or repel
other magnetic objects. Since it was discovered in the 17th century, the
number of applications for magnetic energy has been growing
continually. Magnetic energy has even been used in the
construction of things like roller coasters, and in machines such as the
maglev train, which can travel at hundreds of miles per hour.
Examples: maglev trains, fridge magnets, compasses
Additional information
Differentiation –
how do you plan
to give more
support? How do
you plan to
challenge the
more able
learners?
prompt less able
learners to listen
and read for
specific
information, read
for specific
information
(multiple
matching),
research and
present types of
energy
Assessment – how are you planning to check learners’ learning?
Learners have met the learning objective if they can:
listen and read for specific information, read for specific information
(multiple matching), research and present types of energy
Crosscurricular
links
ICT
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM”
LANGUAGE IN USE
Lesson 10 (70)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Language in Use p.88
Class: 11
Lesson objectives
All learners will be able to:
present/practise phrasal verbs and prepositions, practise collocations, practise word
formation, consolidate words often confused
Assessment criteria
Value links
Learners have met the learning objective if they can:
present/practise phrasal verbs and prepositions, practise collocations, practise word
formation, consolidate words often confused
Science achievement of Kazakhstani students
ICT skills
Using pictures, working with URLs
Previous learning
Types of Energy
Planned timings
Beginning the
lesson
10 minutes
Main Activities
5 minutes
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.6.13- use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics;
11.6.4- use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
Plan
Planned activities
Phrasal Verbs/Prepositions
Ex.1 p.88
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to present and practice phrasal verbs
• Explain the task and ask Ss to use the phrasal verbs in the diagram
to complete it.
• Give Ss time to complete the task and then check Ss’ answers.
Answer Key
1 turn in 2 fit in 3 check in 4 fall in 5 pitch in 6 settle in
Ex. 2 p88
11.6.13- use a variety of dependent prepositions with less common
nouns, adjectives and verbs on a wide range of general and curricular
topics;
Aim: to practise prepositions
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key 1 on 2 in 3 to 4 to 5 for
Collocations
Ex. 3 p88
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to practise collocations
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
Excel
Resources
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
1 cells 2 facilities 3 power 4 technology 5 roots 6 station 7 energy 8
energy 9 demand
5 minutes
5 minutes
Ending the lesson
10 minutes
Ending the lesson
5 minutes
Word Formation
Ex.4 p.88
11.6.4- use a range of affixes with appropriate meaning and correct
spelling on a wide range of general and curricular topics
Aim: to practise word formation
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1emissions 2 consumption 3 subjective 4 undertake 5 gravitational
Words often confused
Ex.5 p.88
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to consolidate words which are often confused
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 possibility 2 capacity 3 alternative 4 demand 5 potential
Kazakhstan in Action!
Aim: to present interesting information relating to energy science
and renewable energy in Kazakhstan
• Have Ss read the text and fill the gaps with the correct words.
• Check Ss’ answers.
Answer Key
1for 2its 3considered 4was 5non 6next 7been 8 with 9 development
10 power 11under 12 facilities
Summing up the results of the lesson, giving and getting feedback
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Additional information
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
prompt less able
learners to engage in
whole class checking
and plenary activity
with supportive
questioning
provide sentence
starters for final
challenge more able
learners to structure
final writing to
include key words
Assessment – how are you planning to check learners’ learning?
Learners have met the learning objective if they can:
present/practise phrasal verbs and prepositions, practise
collocations, practise word formation, consolidate words often
confused
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM”
Lesson 11 (71)
Date:
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Thermal Energy Storage p.89
Summative Assessment for the Module 6 “STEM”
Class: 11
Value links
11.4.2-understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.6- recognize the attitude, opinion or tone of the writer in extended texts on
a range of more complex and abstract general and curricular topics;
11.2.1- 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;
11.2.7- understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics;
11.2.8- recognize inconsistencies in argument in extended talk on a range of
general and curricular subjects, including some unfamiliar topics
All learners will be able to:
use some target vocabulary successfully in tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in tasks, read effectively for gist and
identify all specific information
Learners have met the learning objective if they can:
use most target vocabulary successfully in tasks, read effectively for gist and
identify all specific information
Exploration of unknown
Cross – curricular links
Traveling
ICT skills
Using videos& pictures, working with URLs
Previous learning
Phrasal Verbs/Prepositions, Collocations
Plan
Planned activities
Excel
Resources
Reading
Student’s
Ex.1 p.89
book, IWB
11.4.2-understand specific information and detail in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
11.4.6- recognize the attitude, opinion or tone of the writer in
extended texts on a range of more complex and abstract general
and curricular topics;
Aim: to read for specific information (T/F/DS)
• Ask Ss to read the statements 1-5 and give them time to read
the text and mark them according to what they read.
• Check Ss’ answers.
Answer Key 1 DS 2 DS 3 F 4 DS 5 T
Lesson objectives
Assessment criteria
Planned timings
Beginning the lesson
10 minutes
5 minutes
Main Activities
20 minutes
Ending the lesson
5 minutes
Listening
Ex.2 p.89
11.2.1- 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;
11.2.7- understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
topics, including some unfamiliar topics;
11.2.8- recognize inconsistencies in argument in extended talk
on a range of general and curricular subjects, including some
unfamiliar topics
Aim: to listen for specific information (multiple choice)
• Ask Ss to read the questions and answer choices.
• Then play the recording and ask Ss to complete the task by
choosing the correct answers according to what they hear.
• Check Ss’ answers.
Answer Key 1 A 2 C 3 B 4 A 5 A
Summative Assessment for the Module 6 “STEM”
Student’s
book, IWB,
Class CD,
Track 3.20
Copies of SA
Ss give feedback on written task
Additional information
Differentiation – how do Assessment – how are you planning to check learners’
Crossyou plan to give more
learning?
curricular
support? How do you
monitor learner language for accuracy in opinion feedback task links
plan to challenge the
and ask other learners to peer correct errors
Health and
more able learners?
safety check
monitor learner question
ICT links
writing in groups and
Values links
highlight for less able
learners where they
should self-correct errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM”
Lesson 12 (60)
Progress Check p.76
Date:
Class: 11
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Lesson objectives
Assessment criteria
11.6.9, 11.6.5, 11.6.8, 11.6.4, 11.5.1, 11.5.4. 11.5.3, 11.5.6, 11.5.7
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.6.9 - use a wide variety of present and past forms, including a growing number
of more nuanced contrasts [past and perfective aspect/simple and progressive
aspect] on a wide range of general and curricular topics;
11.6.5- use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics;
11.6.8 - use a wide variety of future forms, including future perfect forms on a
wide range of general and curricular topics;
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on
a wide range of general and curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.4- use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics;
11.5.7- use independently appropriate layout at text level on a wide range of
general and curricular topics;
All learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics; 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;
Most learners will be able to:
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
Some learners will be able to:
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics; 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;
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
ICT skills
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Working with URLs
Previous learning
“STEM”
Plan
Planned timings
Beginning the lesson
5 minutes
Main Activities
5 minutes
5 minutes
Planned activities
Excel
Resources
Ex.3 p.90
Student’s
11.5.2- use a wide range of vocabulary, which is appropriate to book, IWB
topic and genre, and which is spelt accurately;
Aim: to consolidate vocabulary from the module
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 outweigh 2 store 3 generate 4 compress 5 eliminate 6 pump 7
fluctuate 8 utilise 9 expand 10 integrate
Ex.4 p.90
11.6.9 - use a wide variety of present and past forms, including a
growing number of more nuanced contrasts [past and perfective
aspect/simple and progressive aspect] on a wide range of general
and curricular topics;
Aim: to practise present and past tenses
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 haven’t been studying
2 Had you ever heard
3 doesn’t work
4 had been looking
5 were you doing
Ex.5 p.90
11.6.5- use a range of transitive and intransitive verb
complementation patterns on a wide range of general and
curricular topics;
Aim: to practise verb complementation
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 transitive verb + infinitive phrase
2 intransitive verb + adverb (no object)
3 transitive verb + -ing phrase
4 transitive verb + indirect object + direct object
5 verb that is both transitive and intransitive, in this case it’s
intransitive (BUT Darren broke my desk lamp yesterday. –
transitive – direct object:my desk lamp)
Student’s
book, IWB
Student’s
book, IWB
5 minutes
5 minutes
Ending the lesson
10 minutes
Ex.6 p.90
11.6.8 - use a wide variety of future forms, including future
perfect forms on a wide range of general and curricular topics;
Aim: to practise future tenses
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 Will you be taking
2 won’t have given
3 will have been studying
4 will get
5 Will they have organised
Ex.7 p.90
11.6.4 - use a range of affixes with appropriate meaning and
correct spelling on a wide range of general and curricular topics;
Aim: to practise affixes
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 irregular 2 reaction 3 unnecessary 4 interviewee 5 overcome
Writing
Ex.8 p.90
11.5.1 - plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of
general and curricular topics;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and
curricular topics;
11.5.6- write coherently at text level using a variety of
connectors on a wide range of familiar general and curricular
topics;
11.5.7- use independently appropriate layout at text level on a
wide range of general and curricular topics;
Aim: to write a speech
• Explain the task and give Ss time to plan and complete their
work and then check Ss’ answers.
• Assign the task as HW and check Ss’ answers in the next
lesson.
• You can write the points discussed in the Suggested Answer
on the board to help Ss write their own speech.
Suggested Answer Key
Good morning, and thank you for joining me. Before we
begin, I want you to imagine the future, ten years from now.
How do you foresee your company operating? As a forwardthinking company, I expect you will be on the cutting edge of
your
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Ending the lesson
5 minutes
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
monitor learner question
writing in groups and
highlight for less able
learners where they
should self-correct errors
field, much as you are today. In order to do that, you must stay
ahead of the curve in all areas. That is why you should begin
using compressed air energy storage, or CAES.
So what is CAES? Essentially it involves pumping ambient air
into underground caverns, while compressing it to increase
storage capacity. When necessary, the air is heated and
released. This powers a turbine which in turn generates
electricity.
This system would be very beneficial for a couple of
reasons. For one thing, it would significantly reduce your
emissions. Secondly, CAES systems have an extremely fast
start-up time, which means that we can be efficient in times of
high demand. Lastly and most importantly is that it would save
you a significant amount of money. As CAES uses excess
energy to heat air at off-peak times, your overheads
would be lower.
Overall, I think implementing a CAES system would only
benefit your company. Please, do not hesitate to ask any
questions you have on the topic.
Thank you for listening.
Check your progress
Ask Ss to assess their own performance in the unit by ticking the listed
activities according to how competent they feel for each of the listed activities.
Additional information
Assessment – how are you planning to check learners’
learning?
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately; use a growing variety of
impersonal and cleft structures on a wide range of general and
curricular topics; 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;
plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 7 “Reading for Pleasure”
Lesson 1(73)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
Vocabulary
Assessment criteria
Value links
Genres of Literature p.91
Class: 11
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups ;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.1.10 -use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.4.8 - select and evaluate paper and digital reference resources to check meaning
and extend understanding;
All learners will be able to:
provide an overview of the module;
Most learners will be able to:
provide an overview of the module;
listen and read for coherence & cohesion;
Some learners will be able to:
provide an overview of the module;
listen and read for coherence & cohesion, listen for
specific information.
a poem, a novel, a script, a dictionary, an encyclopedia, a review
Learners have met the learning objective if they can:
provide an overview of the module; listen and read for coherence & cohesion, listen
for
specific information.
Explore the Genres of Literature
Cross – curricular
links
ICT skills
World Literature
Previous learning
“STEM”
Using videos & pictures, working with URLs
Plan
Planned timings
Beginning the
lesson
5 minutes
Main Activties
10 minutes
Planned activities
ACTIO
N
Resourc
Module Objectives
Student’
es
Read the title of the module Reading for pleasure and ask Ss to suggest s book,
what they think the module will be about (the module is about genres of IWB
literature [fiction and non-fiction], elements in fiction and imagery). Go
through the objectives list to stimulate Ss’ interest in the module.
Vocabulary Ex.1 p.91
Student’
11.1.1 - use speaking and listening skills to solve problems creatively and s book,
cooperatively in groups ;
IWB
11.1.8 - develop intercultural awareness through reading and discussion;
Aim: to present vocabulary for genres of literature; to introduce the
topic
 Direct Ss to the extracts and give Ss time to read them.
 Explain that they are examples of different genres of literature.
10 minutes
10 minutes
Ending the lesson
5 minutes
• Give Ss time to match the extracts (A-F) to the sources (1-6). Check Ss'
answers.
• Elicit which extracts are fiction and which ones are non-fiction from Ss
around the class.
Answer Key
1 C 2 D 3 F 4 A 5 B 6 E Fiction: C, D, F Non-fiction: A, B,E
Reading Ex.2a, p.91
11.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups ;
11.1.8 - develop intercultural awareness through reading and discussion.
Aim: to read for cohesion and coherence
• Explain the task and give Ss time to read the sentences (1-6). In groups,
Ss decide which extract (A-F) each sentence follows on from.
• Check Ss' answers around the class.
.
Answer Key
1D 2F 3E 4A 5C 6B
Writing ex.2b,p.92
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
11.1.10 -use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.4.8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding.
Aim: to predict the continuation of a text.

Explain the task and give Ss time to think of their answers in
groups. Elicit answers from groups around the class.

As a class, check the actual text online or in a copy of the book
Frankenstein by Mary Shelley. Elicit from Ss how close their guesses were
to the real novel.
Suggested Answer Key
I froze in fear, unable to move, even though I was filled with terror.
Actual text: I trembled with rage and horror ,resolving to wait his approach
and then close with him in mortal combat.
We were close to the original text because we said that the narrator was
afraid. However, in the actual text, he decides to wait for the creature and
fight him, but in our text he wants to run away
Summing up the results of the lesson, giving and getting feedback.
Additional information
Student’
s book,
IWB,
Class
CD
Student’
s book
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
challenge more able
learners to come up
with a strategy for
effectively recording
different types of
vocabulary presented
in this lesson
Assessment – how are you planning to check learners’ learning?
Check if the students after reading the texts can name genres of
literature and elements in fiction.
Predict the continuation of a text.
Crosscurricular
links
Health and
safety check
ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 7 “Reading for Pleasure”
Lesson 2 (74)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
Mary Shelley p.92
Class: 11
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics.
All learners will be able to:
read for specific information , learn/revise a wide variety of present and past forms;
Most learners will be able to:
read for specific information , learn/revise a wide variety of present and past forms, ask
and answer the questions about the biography of Mary Shelley;
Some learners will be able to:
read for specific information , learn/revise a wide variety of present and past forms,ask
and answer the questions about the biography of Mary Shelley, talk about two kinds of
fiction she help create.
Vocabulary
tirelessly
Assessment criteria
read for specific information , learn/revise a wide variety of present and past forms,ask
and answer the questions about the biography of Mary Shelley, talk about two kinds of
fiction she help create
Explore the biography of Mary Shelley
Value links
Cross – curricular
links
ICT skills
World Literature
Previous learning
Genres of Literature
Planned timings
Using videos& pictures, working with URLs
Plan
Planned activities
Beginning the
lesson
5 minutes
Elicit what Ss know about Mary Shelley and her famous novels.
Main Activities
30 minutes
Reading & Listening .
A) 11.4.1 - understand complex and abstract main points in extended texts
on a wide range of familiar and unfamiliar general and curricular topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a
variety of more complex and abstract general and curricular topics;
Aim: to read for specific information Ex.3 p.92
 Give Ss time to read the text and answer the questions.
 Elicit answers from the class
ACTION
Resources
Student’s
book,
IWB,
Class CD
Ending the lesson
5 minutes
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
prompt less able
learners to engage in
whole class checking
and plenary activity
with supportive
questioning
provide sentence
starters for final
Suggested Answer Key
Mary Shelley was a clever and hardworking woman.
She helped create the genres science fiction and horror.
B) 11.4.2 - understand specific information and detail in extended texts on
a wide range of familiar and unfamiliar general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing
number of more nuanced contrasts [past and perfective aspect/simple and
progressive aspect] on a wide range of general and curricular topics.
Aim: to consolidate information in a text Ex.4 p.92
 Have Ss ask and answer questions in pairs about Mary Shelley
following the example.
 Monitor the activity around the class.
Summing up the results of the lesson, giving and getting feedback.
Additional information
Assessment – how are you planning to check
learners’ learning?
monitor for spoken accuracy in consolidation
information in a text and use a range of oral correction
techniques
Student’s
book,
IWB
Student’s
book,
IWB
Cross-curricular links:
World Literature
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 7 “Reading for Pleasure”
Lesson 3 (75)
Frankenstein/ Background Analysis pp.92-93
Date:
Class: 11
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
Vocabulary
Assessment criteria
Value links
11.4.2- understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics;
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics.
All learners will be able to:
learn vocabulary relating to a text, read for specific information;
Most learners will be able to:
learn vocabulary relating to a text, read for specific information, practice with
adjectives;
Some learners will be able to:
learn vocabulary relating to a text, read for specific information, practice with
adjectives, discuss in groups to personalize the extract.
Verb: obsess; delineate
Adjective: cautionary, dreary, half-extinguished, lifeless, dull, lustrous, pearly,
inanimate, breathless; convulsive, shrivelled
Nouns: glimmer, lassitude, tumult
Learners have met the learning objective if they can:
learn vocabulary relating to a text, read for specific information, practice with
adjectives, discuss in groups to personalize the extract
Explore the background analysis
Cross – curricular
links
ICT skills
World Literature
Previous learning
The biography of Mary Shelley
Planned timings
Beginning the
lesson
5 minutes
Using videos& pictures, searching information on different web sites
Plan
Planned activities
Ask Ss what facts they found out about Mary Shelley and her creation.
ACTION
Resources
Student’s
book,
IWB
Main Activities
10 minutes
10 minutes
5 minutes
Listening & Reading
Background Analysis Ex. 5 p.9 2
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a
variety of more complex and abstract general and curricular topics;
Aim: to read for specific information
 Explain the task and ask Ss to read the questions and then read
the text and answer them according to what they read.
 Check Ss’ answers
Suggested Answer Key
1 Frankenstein tells his story to warn the ship’s captain, Robert Walton,
of the dangers of pursuing knowledge obsessively.
2 Frankenstein was disgusted when he saw his creation.
3 The creature first killed in Frankenstein’s own family home.
4 Frankenstein destroyed the creature’s companion before he had even
finished making it.
5 Frankenstein dies on board the ship in the far north.
• Play the video for Ss and elicit their comments.
Vocabulary Ex.6 p.93
11.4.4 - read a wide range of extended fiction and non-fiction texts on a
variety of more complex and abstract general and curricular topics;
11.4.8 - select and evaluate paper and digital reference resources to
check meaning and extend;
Aim: to learn vocabulary relating to a text
 Ask Ss to look up the adjectives in the list in their dictionaries.
• In groups, Ss discuss what the adjectives might refer to in the text.
• Monitor the activity around the class.
• Ss read the text. Elicit from groups what each adjective refers to in the
text and whether their guesses were correct.
• Ss read the text to find out.
Answer Key
dreary: the night
half-extinguished: the light
lifeless: the creature (before it woke up)
dull: the creature’s eye
lustrous: the creature’s hair
pearly: the creature’s teeth
inanimate: the creature’s body (before it woke up)
breathless: the horror Frankenstein felt when he saw the creature was
alive.
Student’s
book,
IWB
Student’s
book,
IWB
Student’s
book,
IWB,
Ex.7 p.93
11.4.2- understand specific information and detail in extended texts on a Class Cd
DVD
wide range of familiar and unfamiliar general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended
texts on a range of more complex and abstract general and curricular
topics;
Aim: to read for specific information
 Ask Ss to read the questions and answer choices and give them
time to read the extract again and choose their answers according
to what they read.
Ending the lesson
10 minutes
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
challenge more able
learners to explain
connections between
different elements
 Check Ss’ answers
Answer Key
1C 2B 3A 4D 5B
• Refer Ss to the Check these words box and ask Ss to look them up in Student’s
book,
the Word List.
IWB
Think! Discussing information in groups ex.8 p.93
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular topics,
including some unfamiliar topics.
Aim: to personalise the extract
• Read the questions and give Ss time to discuss their answers in groups.
• Elicit answers from groups around the class.
Student’s
Suggested Answer Key
We think if we saw the creature, we would react in much the same way book
as Frankenstein: we would be afraid and perhaps a little disgusted at the
sight. However, we don’t feel it was right for Frankenstein to react in
this way, as he had created the creature. As its creator, it is his job to
care for it because he has brought it into this world.
Additional information
Assessment – how are you planning to check
Cross-curricular links
learners’ learning?
Health and safety check
monitor learner language for accuracy in opinion
ICT links
feedback task and ask other learners to peer correct
Values links
errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 7 “Reading for Pleasure”
Lesson 4 (76)
Date:
Teacher’s name:
Frankenstein/ Prometheus pp.94-95
Class: 11
Learning objectives
that this lesson is
contributing to
11.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics ;
11.2.4 - implied meaning in unsupported extended talk on a wide range of general
and curricular topics, including talk on a growing range of unfamiliar topics;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.6.9 - use a wide variety of present and past forms, including a growing number
of more nuanced contrasts [past and perfective aspect/simple and progressive
aspect] on a wide range of general and curricular topics;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics;
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics;
11.4.8 - select and evaluate paper and digital reference resources to check meaning
and extend understanding;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics;
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level]
on a range of more complex and abstract general and curricular topics.
All learners will be able to:
learn about and identify types of imagery, listen for specific information, listen and
read for gist, complete a Venn diagram to compare the personalities of two
characters from a literary extract to introduce the topic;
Most learners will be able to:
learn about and identify types of imagery, listen for specific information, listen and
read for gist, complete a Venn diagram to compare the personalities of two
characters from a literary extract to introduce the topic; practise present and past
tenses;
Some learners will be able to:
learn about and identify types of imagery, listen for specific information, listen and
read for gist, complete a Venn diagram to compare the personalities of two
characters from a literary extract to introduce the topic; practise present and past
tenses; learn about elements in fiction; write an essay
Noun: self-pity; self-importance, self-destruction.
Adjective: olfactory, gustatory, tactile, kinesthetic
Learners have met the learning objective if they can:
learn about and identify types of imagery, listen for specific information, listen and
read for gist, complete a Venn diagram to compare the personalities of two
Lesson objectives
Vocabulary
Assessment criteria
Value links
Cross – curricular
links
ICT skills
Previous learning
Planned timings
Beginning the lesson
5 minutes
Main Activities
15 minutes
characters from a literary extract to introduce the topic; practise present and past
tenses; learn about elements in fiction; write an essay
Explore the theory ( imagery)
World Literature
Using videos & pictures
Frankenstein/ Background Analysis
Plan
Planned activities
Reading & Listening . Ex.9 A p. 94
11.1.1 - use speaking and listening skills to solve problems creatively
and cooperatively in groups ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics ;
Aim: to learn about and identify types of imagery
• Read the theory aloud. Give Ss time to find examples of four kinds of
imagery in the text in pairs.
• Elicit examples of four types of imagery from pairs around the class.
Suggested answer Key
the rain pattered dismally against the panes’(auditory imagery) ‘glimmer
of the half-extinguished light’ (visual imagery)
‘a convulsive motion agitated its limbs’ (kinesthetic imagery)
'breathless horror and disgust' (organic imagery)
Listening & Reading
Completing the Venn diagram ex.10 p.94
a) 11.2.4 - implied meaning in unsupported extended talk on a
wide range of general and curricular topics, including talk on
a growing range of unfamiliar topics;
Aim: to listen for specific information;
to complete a Venn diagram;
to compare the personalities of two characters from a
literary extract to introduce the topic;
to listen and read for gist
• Play the recording. Ss listen and complete the Venn diagram in their
notebooks.
• Read the questions aloud and give Ss time to formulate their answers
referring to their answers in Ex. 10a to help them.
• Elicit answers from Ss around the class.
Answer Key
Victor: created a monster, lost family and loved ones
Prometheus: created first people, taught them skills, stole fire for
them, took power from the gods
Both: created life, did something that went against nature, reached too
high, punished for what they did
Suggested Answer Key
The stories of Victor Frankenstein and Prometheus are similar because
they both created life and they both went against nature by doing so.
They both reached too high and were punished for what they did.
ACTI
ON
Resour
Studen
ces
t’s
book,
IWB
Studen
t’s
book,
IWB,
Class
CD,
Studen
t’s
book
However, Prometheus created the human race and stole from the gods
to do it, whereas Victor Frankenstein used science to achieve his
ambitions.
b) Think!
11.1.8 - develop intercultural awareness through reading and
discussion;
11.1.10 - use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
Aim: to practise critical thinking skills
• Read the rubric and explain the task.
• Ss discuss in groups and then report back to the class.
Suggested Answer Key
I think Mary Shelley included the alternative title ‘The Modern
Studen
Prometheus’ so that readers would know she was inspired by the myth, t’s
and that her story had the same message. I think it is a successful
book
allusion, because although Frankenstein creates a monster with
science, and Prometheus created human beings, both stories warn us of
the consequences of doing things that are against the laws of nature.
Completing the sentences ex.11 p.94
11.6.9 - use a wide variety of present and past forms, including a
growing number of more nuanced contrasts [past and perfective
aspect/simple and progressive aspect] on a wide range of general and
curricular topics;
Aim: to practise present and past tenses.
• Explain the task. Refer Ss to the Grammar Reference section for
more information.
• Give Ss time to complete the task.
• Check Ss' answers
Answer Key
1 had been trying
5 had never regretted
2 is chasing
6 plans
3 was taking
7 has taught
4 have been writing
8 came
Summarizing the extract ex.12 p.94
11.5.1- plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.5.4 - use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.6.9 - use a wide variety of present and past forms, including a
growing number of more nuanced contrasts [past and perfective
aspect/simple and progressive aspect] on a wide range of general and
curricular topics;
Aim: to complete a graphic organiser; to summarise an extract
• Explain the task and give Ss time to fill in the graphic organiser using
the information from the extract on p. 93.
• Give Ss time to prepare their summaries. Remind Ss that we use
present tenses to describe ongoing events in a work of fiction.
• Ss present their summaries to the class.
Suggested Answer Key
Studen
t’s
book
Characters: Victor Frankenstein, the creature
Setting: dreary night, November, raining, one in the morning,
Frankenstein’s laboratory
Main Event(s): creature comes alive, Frankenstein is horrified by it,
leaves it alone and goes to his bedchamber.
The extract describes the night when Frankenstein brings the creature
to life. He has been working for two years to accomplish the task, but
when the creature finally wakes up at one in the morning on a dreary
night in November, Frankenstein feels horrified and disgusted by his
creation. He tells the reader how he had dreamed of this moment and
pursued it single-mindedly, but now that it has arrived, he cannot bear
to be in the same room as the creature. He leaves it alone in his
laboratory and runs to his bedchamber. He is troubled by what he has
done and can find no peace.
10 minutes
Ending the lesson
10 minutes
Elements in fiction.
Matching types of conflict with situation ex.14 p.95
11.4.4 - read a wide range of extended fiction and non-fiction texts on a
variety of more complex and abstract general and curricular topics;
11.4.8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding.
Aim: to learn about elements in fiction; to match types of conflict with
situations in fiction.
• Go through the theory with the Ss.
• Give Ss time to look up the plot of each of the novels mentioned in the
theory box . Alternatively, explain the plots in class.
• Give Ss time to match the types of conflict in the theory to the situations
(1-4) from Frankenstein.
• Check Ss’ answers around the class. Ask Ss to justify their answers.
Suggested Answer Key
1 man against man (Frankenstein wants to kill the creature)
2 man against self (the creature tries to change his own fate)
3 man against nature (Frankenstein tries to create life, which is unnatural)
4 man against society (the creature has no friends
because society shuns him)
Listening &Writing an Essay about Frankenstein ex.13 p.95
a)
Listening
11.2.4 - implied meaning in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of
unfamiliar topics;
Aim: to listen to a lecture and complete a graphic organizer
• Explain the task.
• Play the recording and give Ss time to fill in the graphic organiser. • Play
the recording again and elicit from Ss whether the speaker thinks Victor
or the creature is worse.
Character Trait
Victor
Creature
Self-pity
blames the creature blames Vic
Overly emotional
falls ill when he’s loses
control,
upset
injuring and killing
Self-importance
is very
deserves a
intelligent
companion
Suggested Answer Key
Studen
t’s
book,
IWB
Studen
t’s
book,
IWB
The speaker thinks that Victor is worse because, although both characters
have many similar faults, Victor had many advantages in life, such as a
good education, whereas the creature was left alone
almost as soon as he was created.
b) Writing
11.5.4 - use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.5.5 - develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics;
Aim: to write an essay
• Explain the task and tell Ss to refer to the graphic organiser they
completed in Ex. 13a to help them write their essay.
• Give Ss time to write their essays and then ask various Ss to read their
essays to the class.
• Alternatively, assign the task as HW and ask Ss to read their essays in
the next lesson.
Suggested Answer Key
In Mary Shelley’s ‘Frankenstein: or, The Modern Prometheus’, the main
characters are Victor Frankenstein and the creature he creates. Although,
at first, they appear to be completely different, they do in fact have many
similarities.
Victor has had a good upbringing and education, not to mention the fact
that he is human, whereas the creature comes to life as an adult, created
by science. He is disgusting to look at and blames Victor for creating him
and then abandoning him. Similarly, Victor blames the creature for all his
problems. Therefore, neither character takes responsibility for their
actions or fate, and both are consumed by self-pity.
Both are also overly emotional, with Victor becoming ill every time he is
upset or under pressure, and the creature losing control of his emotions
completely. This leads him to injure and kill other people. This is much
more severe than Victor’s falling ill, but we must remember that Victor
was responsible for bringing the creature to life, and then he left him alone
with no guidance or care.
Finally, both characters are self-important. Victor believes he is highly
intelligent, and this causes him to attempt the creation of life, which is
thought to be beyond human ability. The creature believes he is entitled
to a companion, and holds Victor responsible for creating one.
In conclusion, although the characters of Victor Frankenstein and the
creature have very different backgrounds, they share several fundamental
traits: self-pity, emotional reactions and self-importance. It is interesting
to consider why Mary Shelley chose to weave these resemblances in
character into her narrative. Perhaps she was suggesting that these are the
traits that lead to self-destruction.
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning?
do you plan to give
more support? How Learners have met the learning objective if they can:
monitor learner language for accuracy in opinion feedback task and ask
do you plan to
other learners to peer correct errors
Crosscurricul
ar links
ICT
challenge the more
links
able learners?
Values
provide support for
links
less able learners
through sentence
starters in their written
task
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic? Did I stick to timings?
What changes did I make from my plan and why?
Module 7 “Reading for Pleasure”
Module 7
Lesson 6 (78)
Date:
Teacher’s name:
Learning
objectives that
this lesson is
contributing to
Lesson
objectives
Vocabulary
Assessment
criteria
Value links
ICT skills
Previous
learning
Frankenstein p.96
Class: 11
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics;
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding;
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics;
11.4.9 - recognize inconsistencies in argument in extended texts on a range of more
complex and abstract general and curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics.
All learners will be able to:
watch the film, read for gist, learn vocabulary related to reviews;
Most learners will be able to:
watch the film, read for gist, learn vocabulary related to reviews; compare two
extracts; identify an assumption made by the writer of a texts;
Some learners will be able to:
watch the film, read for gist, learn vocabulary related to reviews; compare two extracts;
identify an assumption made by the writer of a texts; write a review
Adjectives: forcible, hyperbolical, extravagant, , slender;
Nouns: merit, book-keeping, requisite, fatigue, revolt;
Verbs: appal;
Adverbs: deplorably.
Learners have met the learning objective if they can:
watch the film, read for gist, learn vocabulary related to reviews; compare two
extracts; identify an assumption made by the writer of a texts; write a review
Explore the topic of writing a review for a film magazine of the film of Frankenstein
Using videos& pictures, working with URLs
Summative Assessment for term 3
Plan
Planned timings
Beginning the
lesson
5 minutes
Main Activties
25 minutes
Planned activities
ACTION
Resources
Student’s
book, IWB
Discussing the film ex.16 p.96
11.1.8 - develop intercultural awareness through reading and
discussion;
11.1.10 - use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
11.3.4 - evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular
topics, including some unfamiliar topics;
Aim: to discuss the film adaptation of a novel
• Ask Ss to watch the film adaptation of Mary Shelley’s Frankenstein.
If this is not feasible,ask Ss to read a plot summary for the film online
and compare it to the plot of the book.
• Have a class discussion about the questions. Elicit answers from Ss
around the class.
Suggested Answer Key
1 I enjoyed the film a lot, but not as much as the book because I
already knew the story.
2 I liked the way Robert De Niro portrayed the creature. He was
sometimes pitiable, sometimes admirable and sometimes terrifying. It
was a very good performance. I didn’t think Kenneth Branagh
portrayed Victor Frankenstein well, however. During the first part of
the film, he seemed happy and content, which are emotions he
doesn’t ever display in the book.
3 I think the part of the book where Frankenstein confronts the
creature in the Alps would work best using my country as a film
setting. That part could be filmed in the Zailiysky Alatau mountains,
where there is ice and snow on the peaks.
Reading & Listening.
Student’s
Answering questions and comparing extracts ex.17 p.96
book, IWB
a) 11.4.4 - read a wide range of extended fiction and non-fiction texts
on a variety of more complex and abstract general and curricular
topics;
11.4.5 - deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.8 - select and evaluate paper and digital reference resources to
check meaning and extend understanding
Aim: to read for gist; to learn vocabulary related to reviews
• Ask Ss to read the extracts and say how they are related to
Frankenstein.
• Elicit guesses as to who wrote the extracts and give Ss time to
check online.
• Ss explain the words in bold, referring to their dictionaries for
assistance and/or confirmation.
• Check Ss’ answers.
Answer Key
The extracts are related to ‘Frankenstein’ because they are both
reviews of the book.
The first extract was written by Walter Scott in 1818. The second is
by John Wilson Croker.
Words in bold
exhibiting – showing
acquiring – gathering
acquainted – to have learnt about
bestow – give to someone
executed – carried out
employed – used
loathing – disgust
• Refer Ss to the Check these words boxes and
ask Ss to look them up in the Word List.
b)11.3.3 - explain and justify own and others’ point of view on a
range of general and curricular topics, including some unfamiliar
topics;
11.3.4 - evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular
topics, including some unfamiliar topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in
extended texts on a range of more complex and abstract general and
curricular topics;
Aim: to compare two extracts
• Ask Ss to read the extracts again and compare the writers’ attitudes.
• Elicit comparison from Ss around the class and which writer Ss
agree with most.
Suggested Answer Key
The writer of the first extract thinks that the book iswell-written and
praises the descriptions of the landscape. However, he believes that
the creature learning to speak and read, and the knowledge it gains, is
improbable. The second reviewer thinks the novel is shocking, but
has no moral value. He admits that the author has skill, but suggests
that it should be employed in a different genre.
The reviewers agree that the author writes well.They disagree about
the subject matter, with the first reviewer thinking it is an engaging
story, while the second believes it to be an awful tale, made worse by
the good writing skills of the author.
I agree with the first reviewer the most, as I think ‘Frankenstein’ has
moral value and some important lessons for the reader.
c)11.4.9 - recognize inconsistencies in argument in extended texts on
a range of more complex and abstract general and curricular topics;
Aim: to identify an assumption made by the writer of a text
Read the rubric aloud and elicit answers from Ss around the class.
Answer Key
Both writers wrongly assumed that the author of
‘Frankenstein’ was a man
Ending the lesson Writing: A Review of the Film Frankenstein ex.18 p.96
10 minutes
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics.
Aim: To write a review; to practise editing and proofreading skills.
• Explain the task and give Ss time to write their reviews.
• Remind Ss to edit and proofread their work. Ss then read their reviews to the class.
• Alternatively, assign the task as HW and ask Ss to read their reviews in the next
lesson.
Suggested Answer Key
‘Mary Shelley’s Frankenstein’ is a 1994 film directed by Kenneth Branagh. He also
stars as Victor Frankenstein, while Robert De Niro plays the creature alongside a great
supporting cast. De Niro gives a faultless performance, making the audience feel
everything from pity to disgust to horror for the creature. However, Branagh’s
performance is erratic and doesn’t do justice to the character of Frankenstein.
The story is quite true to the book, even including the scenes in the Arctic which are
usually absent from adaptations. The trial of Justine Moritz and Henry Clerval’s death
are not described in much detail, but there is an added scene where Victor Frankenstein
brings Elizabeth back to life. This scene fits with the theme of the novel and the film,
though, making it clear to the audience what an ill considered idea it is for humans to
try and create life.
‘Mary Shelley’s Frankenstein’ is well worth watching for fans of the book, and of the
horror genre in general. It’s an entertaining adaptation that retains the message of the
original novel.
Additional information
Differentiation – how do you plan to give more
support? How do you plan to challenge the
more able learners?
support less able learners in doing the tasks by
encouraging them to scan text quickly to find a
section of the text that contains the answer.
Assessment – how are you
planning to check learners’
learning?
Learners have met the learning
objective if they can:
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 “Recent Advances in Technology”
Lesson 1 (79)
Technological Advances p.97
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Class: 11
Lesson objectives
Vocabulary
Assessment criteria
Value links
Cross – curricular
links
ICT skills
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.3.6- navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular topics
;
11.4.2- understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.3.2 - 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;
11.3.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular topics;
11.1.6 - organize and present information clearly to others;
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics;
11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics.
All learners will be able to:
provide an overview of the module;
Most learners will be able to:
provide an overview of the module; listen and read for coherence & cohesion (
cloze text); discuss how technological advances can change the world;
Some learners will be able to:
provide an overview of the module; listen and read for coherence & cohesion (
cloze text), discuss how technological advances can change the world; present the
information about other technological advances .
Verb: track
Nouns: spreadsheet; cryptocurrency; ledger , realm
Learners have met the learning objective if they can:
provide an overview of the module; listen and read for coherence & cohesion (
cloze text), discuss how technological advances can change the world; present the
information about other technological advances .
Explore the vocabulary related to technological advances
Science/ICT
Using videos& pictures, working with URLs
Previous learning
Frankenstein
Plan
Planned timings
Planned activities
ACTION
Resources
Student’s
book
Beginning the lesson
5 minutes
Module Objectives
Read the title of the module Recent advances in technology and
ask Ss to suggest what they think the module will be about (the
module is about technological advances, mobile applications for
educational, personal and professional use and digital natives and
future careers). Go through the objectives list to stimulate Ss’
interest in the module.
Main Activities
5 minutes
Vocabulary. Technological Advances
Speaking & Functions. : Discussing pictures ex.1 p.97
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.2.2 - understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics
11.3.6- navigate talk and modify language through paraphrase
and correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics .
Aim: to introduce the topic of recent technological advances
• Direct Ss’ attention to the subheadings and pictures.
• Have Ss work in pairs and discuss what they know about these
technological advances.
• Ask some pairs to share their answers with the class
Suggested Answer Key
A: I know that quantum computers are very powerful and
advanced machines and that 3D printing is a technology used to
print 3D objects from computer designs.
B: Yes, and machine learning is the idea of machines learning
how to do tasks on their own without specific instructions.
A: Right, but I’m not totally sure about what Blockchain is.
B: Neither am I. I think that it might be related to data storage.
10 minutes
Reading &Listening : Filling in words ex.2 p.97
Student’s
11.4.2- understand specific information and detail in extended book, IWB,
texts on a wide range of familiar and unfamiliar general and Class CD
curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to read and listen for cohesion
and coherence (cloze text)
• Direct Ss’ attention to the texts and ask them to read the words
in the list.
• Then have Ss read the texts and use the vocabulary to fill the
gaps.
Student’s
book, Class
CD, DVD
• Play the recording. Ss listen and check their answers.
Answer Key
1 power
7 currencies
2 mechanics
8 manufacturing
3 assessment
9 object
4 spreadsheet
10 algorithm
5 network
11 assistants
6 transactions
12 applications
• Play the video for Ss and elicit their comments.
10 minutes
Ending the lesson
10 minutes
Think! Discussing information in groups ex.3 p.97
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.3.2 - 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;
11.3.6 - navigate talk and modify language through paraphrase
and correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics;
Aim: to develop critical thinking skills
• Ask Ss to work in groups and discuss how important the
technological advances in the texts are, and how they can change
the world.
• Then have various groups share their idea with the class.
Suggested Answer Key
A: Do you think these technological advances are important? I
think 3D printing is really important. It can help us create so many
things. I heard that they can even print medical supplies using these
printers.
B: That’s impressive. I think machine learning is an important
step, because it’s great that machines can start to learn in a similar
way to humans, but what if they take over, or learn how to do
everyone’s jobs?
C: That’s a good point.
A: What about quantum computing? I think that could be
important for our future. Quantum computers can perform very
advanced calculations and can even help us make predictions about
our future. I think this might be the most important of all!
B: I agree. I don’t think blockchain is very important.
Although, perhaps used in the right way, it could help us save
endangered species.
C: That sounds quite important to me.
OVER TO YOU! P.97
11.1.6 - organize and present information clearly to others;
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.3.6 - navigate talk and modify language through paraphrase
and correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a
wide range of general and curricular topics;
Student’s
book, IWB
Student’s
book
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and
curricular topics;
11.6.13 - use a variety of dependent prepositions with less
common nouns, adjectives and verbs on a wide range of general
and curricular topics.
Aim: to expand the topic
• Give Ss time to research online and collect information about
other technological advances.
• Then have Ss present their findings to the class.
• Alternatively, assign the task as HW and Ss present their
findings in the next lesson.
Suggested Answer Key
Scientists around the world are constantly working on new
technology, so it’s no wonder that it is advancing so fast. Let’s
look at some recent developments.
Augmented Reality or AR is the blending of interactive digital
elements into real-world environments. AR has been successfully
used in popular computer games and is also offered by some
furniture stores to allow you to experiment with different products
to see how they look in your home before you decide to buy them.
AR is set to grow in the future, offering solutions in
healthcare and the military.
Robotic process automation, or RPA, robots are capable of
carrying out tasks that are often done by humans. They can search
for information, open emails and attachments, copy and paste data
and even interact with humans. The great thing about
RPA robots is that they allow a company to get a task done
consistently and they never make mistakes or get tired.
As we develop better machines to help us understand the world
around us, we are able to use them in even smarter ways, from
making our lives easier to saving the world!
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning? Crossmonitor learner language for accuracy and range in their final
do you plan to give
curricular
more support? How tasks
links:
do you plan to
Learners have met the learning objective if they can:
ICT links
read for specific information, listen & read for cohesion and
challenge the more
Values links
coherence ( cloze text),
able learners?
monitor less able
groups and participate
and prompt in their
brainstorming activity
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 « Recent Advances in Technology » 8 A
Lesson 2 (80)
Apps in Education pp.98-99
Date:
Class: 11
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
Vocabulary
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.3.6- navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.4.2- understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.1.3 - respect differing points of view;
11.3.2 - 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;
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.6.10 - use a wide variety of reported statement, command and question forms on a
wide range of general and curricular topics;
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar
topics;
11.1.7 - develop and sustain a consistent argument when speaking or writing;
11.1.6 - organize and present information clearly to others;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics.
All learners will be able to:
learn vocabulary relating to the topic, listen and read for gist;
Most learners will be able to:
learn vocabulary relating to the topic, listen and read for gist; practise reported speech
read for specific information ( multiple matching);revise and practise reported speech;
Some learners will be able to:
learn vocabulary relating to the topic, listen and read for gist; practise reported speech
read for specific information ( multiple matching);revise and practise reported speech;
listen for specific information( gap fill) and design a classroom app.read for specific
information, read for cohesion and coherence (missing sentences), write about
countries with multiple time zones and the advantages/disadvantages of living there
Verbs: confine, (be) integrated (into), detract (from), enhance
Nouns: curriculum
Assessment criteria
Learners have met the learning objective if they can:
learn vocabulary relating to the topic, listen and read for gist; practise reported
speech read for specific information ( multiple matching);revise and practise
reported speech; listen for specific information( gap fill) and design a classroom
app.
Value links
Explore the Apps in Education
Cross – curricular
links
ICT skills
ICT, Science
Using videos& pictures, working with URLs
Previous learning
Plan
Planned timings
Beginning the
lesson
5 minutes
Planned activities
Vocabulary
Speaking &Functions : Ex.1 p.98
11.1.10- use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
Aim: to introduce key vocabulary relating to the topic
. • Direct Ss to the pictures and read out the phrases relating to online
education.
• Explain/Elicit the meanings of any unknown items and then elicit
which of them Ss have experience of from various Ss around the
class.
Suggested Answer Key
I have never taken an online course, but I have downloaded some
educational apps. I have no experience of online counselling or
distance learning, but I know people who have. I have used a cloud
library before. I have experienced creative teaching because my
school uses various technology in the lessons including interactive
whiteboards. I have no experience of virtual education, but I have
taken many online tests.
ACTION
Resources
Student’s
book, IWB
Main Activities
15 minutes
Reading &Listening: Answering questions Ex.2 p.98
11.4.2- understand specific information and detail in extended texts
on a wide range of familiar and unfamiliar general and curricular
topics;
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to listen and read for gist
• Ask Ss to look at the picture and the title of the text. Elicit what, if
anything, Ss know about the four Cs.
• Ss listen to and read the text and say how education apps can be
used in a classroom to develop the four Cs.
Suggested Answer Key
The four Cs are Critical thinking, Creativity, Collaboration and
Communication. Education apps can be used in different ways to
develop the four Cs. For example, turning lessons into games can
develop critical thinking and creativity, or sharing class content using
apps can help to promote collaboration and communication.
Student’s
book, IWB,
DVD
Student’s
book, IWB,
Class CD,
Choosing the correct answer Ex.3 p.98
11.4.2- understand specific information and detail in extended texts
on a wide range of familiar and unfamiliar general and curricular
topics;
To Aim: read for specific information (multiple matching)
• Ask Ss to read the questions 1-6.
• Then give Ss time to read the text again and decide which sentences
refer to which apps.
• Check Ss’ answers around the class.
Suggested Answer Key
1B 2A 3D 4B 5D 6C
• 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.
Student’s
Completing the sentences ex.4, p.99
book, IWB
11.5.2 - use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to consolidate new vocabulary
• Explain the task and give Ss time to complete the gaps using the
words in the list and referring back to the text if necessary.
• Check Ss’ answers
Answer Key
1 develop
4 bring
7 integrate
2 exercise
5 distribute
8 collaborate
3 grasp
6 upload
Speaking &Functions: Discussing Apps ex.5 p.99
11.1.3 - respect differing points of view;
11.3.2 - ask and respond with appropriate syntax and vocabulary to Student’s
open-ended higher-order thinking questions on a range of general and book, IWB
curricular topics, including some unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase and
15 minutes
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
Aim: to personalise the topic
• Read the questions aloud. Ask Ss to work in pairs and discuss their
answers.
• Monitor the activity around the class, then ask some pairs to report
back to the class.
Suggested Answer Key
A: For me personally, I think the most useful app is Studyblue. It
definitely sounds like it would help me study. I often find it difficult
to create flashcards and do effective revision.
B: I agree. Although I think Google Classroom sounds good too. It
would definitely help me become more organised since all the
information and resources are in one place. I wish I had an app like
that.
A: Don’t you use any educational apps? I do. I’ve got a great one
that lets me programme my own study timetable in there. I can’t
believe how much more I’m getting done. etc
Grammar. Reported Speech.
Ex.6 p.99
11.6.10 - use a wide variety of reported statement, command and
question forms on a wide range of general and curricular topics;
Aim: to revise reported speech
• Refer Ss to the Grammar Reference section to review the theory
on reported speech.
• Then elicit examples in the text and how tenses/pronouns change
from direct to reported speech.
Answer Key
Examples in the text: We asked deputy head teacher Tara Jones what
here favourite classroom apps were and how they help her students
develop the 4 Cs. - My students told me that because they
could post their work to show their parents, they were inspired to do
their best. - Parents said the app has helped them understand how to
better support their children.
When we change from direct to reported speech, we change the verbs
from present tense into past tense. We also change the pronouns
depending on who the direct speech was intended for. For
example; the present simple becomes the past simple and the present
continuous becomes the past continuous.
Ex.7 p.99
11.6.10 - use a wide variety of reported statement, command and
question forms on a wide range of general and curricular topics;
a) Aim: to practise reported speech
• Explain the task and give Ss time to complete it.
• Check Ss’ answers
Answer Key
1 Mr White asked his colleagues if/whether they had ever used
Google Classroom.
2 She said she had downloaded a new app the day before/the
previous day.
3 Gulnara told Damir (that) she would help him revise for the exam
the next/following day.
See pp.Gr7Gr10
Student’s
book, IWB
4 Kairat asked me who I was working on the project with.
5 He told Aizhan (that) he had been taking a test when she had called
him that morning
b) Aim: To practise reported speech with introductory verbs
• Explain the task and give Ss time to complete it.
• Check Ss’ answers
Answer Key
1 Mr Smith warned us not to use unreliable sources.
2 Tom claimed to have achieved 100% in all the tests.
Student’s
3 Anna admitted losing the remote for the classroom projector.
book, IWB
4 Kyle wondered how he could create an online quiz.
5 Julie suggested making their/our own flashcards.
Reading &Listening: Completing the sentences ex.4, 8 p.99
11.2.2 - understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
Aim: To listen for specific information (gap fill)
• Ask Ss to read the sentences.
• Play the recording. Ss listen and fill in the missing information.
• Check Ss’ answers.
Answer Key
1 local
4 transition
7 meetings
2 resource
5 students
8 time
3 oxygen
6 daily
Ending the lesson
5 minutes
Speaking &Functions: Discussing information in groups ex.9
p.99
Aim: to express an opinion
Give Ss time to consider their answers and discuss the questions in
small groups.
• Monitor the activity around the class. Then ask various Ss to share
their opinions with the class.
Suggested Answer Key
A: I’m against teachers using apps in the classroom. I don’t think
it’s fair because not all of us can afford electronic devices.
B: I see your point. If you don’t have an electronic device or if your
device breaks you will have trouble accessing the resources. But I
do think apps could be useful.
C: I’m definitely for teachers using apps. I think it would make the
lessons far more interesting.
A: I respect your point, but I disagree. I think sometimes using
books, pens and paper is just the best way. You really take things in
better when you write them by hand.
C: That’s true, but just think of all that paper that’s being used. It’s
more environmentally friendly to use apps.
B: That’s a good point. I would definitely like to see some of my
teachers give it a go!
Writing: Designing and presenting own App ex.10 p.99
Student’s
Aim: To design a classroom app
book
• Explain the task and give Ss time to design
their app in groups, using the prompts in the
rubric to guide them.
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
• Ask various groups to present their apps to
the class
Suggested Answer Key
This is our classroom app. It is called Level App! And is a fun app
that helps students to monitor their progress. It is an interactive
learning platform programme that will be available to download
from all app stores.
Level App! is appropriate for all school-aged students since the
content is added by the classroom teacher.
To set the app up, students require a special invitation from the
classroom teacher via email and a pass code that they enter to gain
access to the correct class. Teachers can use the app to share
resources, set homework and test students using quizzes and games.
It is also a place where teachers can record student progress and share
it with the student. A series of progress bars will show
students the progress they are making visually and as they improve,
students can choose from a larger range of avatars.
Students all around the world can benefit from this app because it
promotes the four Cs and will encourage students to take part in their
lessons.
The app has a special homework reminder which can notify them
before the lesson if they haven’t completed the homework yet. It can
also provide them with instant feedback and send their test
results automatically to their teacher. Another special feature is the
forum where students can post messages and interact with one
another or their teacher.
Level App! is an amazing app that will encourage all students to
want to be the top of the class!
Additional information
Assessment – how are you planning to check learners’ learning?
Crossmonitor learner questions for accuracy and encourage them to selfcurricular
correct
links
ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives /learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 « Recent Advances in Technology » 8B
Lesson 3 (81)
Date:
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Lesson objectives
Apps for Personal and Professional Use pp.100-101
Class: 11
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and curricular
topics;
11.4.2- understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.6.5 - use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.1.4 - evaluate and respond constructively to feedback from others;
11.3.2 - 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;
11.3.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics; 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics;
11.2.1 - 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;
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics;
11.3.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics;
11.6.13- use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics;
All learners will be able to:
read for specific information (T/F/DS);consolidate new vocabulary;
Most learners will be able to:
read for specific information (T/F/DS);consolidate new vocabulary; revise verb
complementation; listen for specific information (multiple choice);listen and take
notes;
Some learners will be able to:
read for specific information (T/F/DS);consolidate new vocabulary; revise verb
complementation; listen for specific information (multiple choice);listen and take
notes; research and present the process of creating an app.
Value links
Nouns: vault, detection, barcode.
Verb: encrypt.
Adjective: handheld.
Learners have met the learning objective if they can:
read for specific information (T/F/DS);consolidate new vocabulary; revise verb
complementation; listen for specific information (multiple choice);listen and take
notes; research and present the process of creating an app.
Explore the topic of Apps for personal and professional use
Cross – curricular links
Social life, ICT
ICT skills
Using videos& pictures, working with URLs
Previous learning
Apps in Education
Vocabulary
Assessment criteria
Planned timings
Beginning the lesson
15 minutes
Plan
Planned activities
ACTION
Resources
Vocabulary & Reading.Ex.1 p.100
Student’s
11.1.10- use talk or writing as a means of reflecting on and book, IWB
exploring a range of perspectives on the world;
11.4.3 - skim a range of lengthy texts with speed to identify
content meriting closer reading on a range of more complex and
abstract, general and curricular topics;
Aim: to introduce the topic.
• Direct Ss to the title of the text and the pictures.
• Elicit whether they use any of the apps and how they can help
us.
• Play the recording. Ss listen and find out.
Suggested Answer Key
I use a taxi app on my phone – it makes getting around so much
easier. It also means my parents can track my ride so they know
that I arrived at my 4.6 destination safely. I also use a vault app. Student’s
I’m not very good at remembering my passwords so the vault book, IWB
app is perfect for me.
I think apps like the keyboard app can help us by making our
lives easier, and apps like the nutrition app can help us to eat
more healthily and monitor what types of foods we eat. The ereader app is more entertaining than helpful, but it does mean
we can have a lot of books available to us without having to
physically carry them around. This could be useful on long
holidays or hospital stays.
T/F/DS Ex.2 p.101
11.4.2- understand specific information and detail in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
Aim: to read for specific information (T/F/DS)
•Ask Ss to read the statements 1-6 and think about the key words.
• Give Ss time to read the text and decide if the sentences are
true or false, or if there is not enough information to decide.
• Check Ss’ answers.
Answer Key
1 F 2 T 3 DS 4 DS 5 T 6 T
• 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.
Main Activities
5 minutes
10 minutes
Filling in words ex.3 p.101
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to consolidate new vocabulary
• Explain the task and give Ss time to complete the gaps using
the words in the list and referring back to the text if necessary.
• Check Ss’ answers.
• Give Ss time to think of sentences about the text using the
completed phrases. Elicit sentences from Ss around the class.
Answer Key
1 information
4 navigation
7 noticeboard
2 device
5 scanner
8 detection
3 vault
6 value
Suggested Answer Key
An encrypted vault is a great place to store sensitive
information. Keyboard apps use gesture detection. You can use
a digital noticeboard to map out your ideas. Handheld devices,
such as smartphones, can track your location using satellite
navigation. Nutrition apps use a barcode scanner to receive
information about the nutritional value of food
products.
Grammar
Student’s
Verb Complementation ex.4 p.101
book, IWB
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and
curricular topics;
Aim: to revise verb complementation
• Refer Ss to the Grammar Reference section to review the theory
on verb complementation.
• Give Ss time to match the two columns to form sentences. •
Check Ss’ answers around the class.
• Elicit the type of verb complementation used in the sentences
from Ss around the class.
Answer Key
1 b – transitive verb + infinitive phrase
2 e – intransitive verb + adverbial phrase
3 h – transitive verb + indirect object + direct object
4 c – intransitive verb + adverbial phrase
5 g – transitive verb + -ing phrase
6 a – linking verb + adverb/adverbial phrase
7 d – transitive verb + clause
8 f – verb + adverb (start can be both transitive and
intransitive, in this case it is intransitive BUT I haven’t
started my project on technological advances yet.- transitive
– direct object: my project)
Listening & Speaking
Choosing the correct answer ex.5 p.101
Student’s
book, IWB
11.2.2 - understand specific information in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics;
Aim: to listen for specific information (multiple choice)
• Ask Ss to read the questions and answer choices and think
about the key words.
• Then play the recording and have Ss choose their answers.
• Check Ss’ answers.
Answer Key
1C 2B 3C 4C 5A
Student’s
book, IWB
Ending the lesson
10 minutes
Ex. 6 p.101
11.1.4 - evaluate and respond constructively to feedback from
others;
11.2.2 - understand specific information in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics;
11.3.2 - 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;
11.3.6 - navigate talk and modify language through paraphrase
and correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax
to talk about a range of familiar and some unfamiliar general and
curricular topics;
Aim: to listen and take notes
• Explain the task. Then play the recording again. Have Ss
make notes about how to create an app.
• In pairs, Ss compare their notes. Ask some pairs to share their
answers with the class.
Suggested Answer Key
– Download tools that can help if you know little about
programming
–Use an app building tool
–Think about what app you want to make, what it will do and
why people might want to download it
–Enjoy yourself and let your imagination run wild
Project Own App Created ex.7 p.101
Student’s
11.1.10- use talk or writing as a means of reflecting on and
book, IWB
exploring a range of perspectives on the world;
11.2.1 - 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;
11.2.7 - understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and
curricular topics, including some unfamiliar topics;
11.3.3 - explain and justify own and others’ point of view on a
range of general and curricular topics, including some
unfamiliar topics;
11.5.3 - write with grammatical accuracy on a wide range of
general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a
wide range of general and curricular topics;
11.6.13- use a variety of dependent prepositions with less
common nouns, adjectives and verbs on a wide range of general
and curricular topics;
Aim: to research and present the process of creating an app
• Give Ss time to research online and find out more
information about creating an app. Then give them time to use
this information to prepare a presentation.
• Ask Ss to give their presentations to the class. The class votes
for the best app.
• Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Suggested answer
When I first started thinking about creating my own app, I
brainstormed about what I wanted the app to do. I decided that I
wanted an app that could help me create a study timetable after
inputting information about what exams I have and when they
take place. I wanted to create ICT
something that could help me and other students manage their
time more effectively. I also wanted to use the app to create study
cards and organize them into different folders for each subject.
After deciding what I wanted my app to do and why people
might want to use it, I set about creating it. I found a free app
building tool and entered the name of my app, before choosing a
design that I liked and then selecting which
features I wanted the app to have. The app builder had a lot of
options. For example, you could embed videos and add polls, but
I chose the option to include a timetable, and ability to input
notes onto flashcards and save them. Then, I told the app to send
notifications to the user every day to remind them about what
subjects they need to study.
Finally, I tested out my app by downloading it myself and
having a go. It works pretty well, although I think there are
probably some parts that I could improve on. Overall, though,
the process was really easy and didn’t take too long at all.
Additional information
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
prompt less able learners
to engage in whole class
checking and plenary
activity with supportive
questioning provide
sentence starters for final
challenge more able
Assessment – how are you planning to check learners’
learning?
Learners have met the learning objective if they can:
Crosscurricular
links
Values links
learners to structure final
writing to include key
words
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 « Recent Advances in Technology » 8 C
Lesson 4 (82)
Date:
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Digital Natives & Future Careers p.102-103
Class: 11
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and curricular
topics;
11.2.3- understand the detail of an argument in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics;
11.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.1.3 - respect differing points of view;
11.1.7 - develop and sustain a consistent argument when speaking or writing;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.3.2 - 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;
11.3.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics.
All learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, skim a
range of lengthy texts with speed to identify content meriting closer reading on
a range of more complex and abstract, general and curricular topics;
Most learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, skim a
range of lengthy texts with speed to identify content meriting closer reading on
a range of more complex and abstract, general and curricular topics, read for
cohesion and coherence (missing sentences);
Some learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, skim a
range of lengthy texts with speed to identify content meriting closer reading on
a range of more complex and abstract, general and curricular topics, read for
cohesion and coherence (missing sentences); consolidate information in a text
and vocabulary to develop critical thinking skills.
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and genre, skim a
range of lengthy texts with speed to identify content meriting closer reading on
a range of more complex and abstract, general and curricular topics, read for
cohesion and coherence (missing sentences); consolidate information in a text
and vocabulary to develop critical thinking skills.
Value links
Nouns: digital natives, tech savvy, adblocker, affinity, recruit ( noun/verb),
mindset
Verb:monetise
Explore the topic of how Generation C affects the world economy
Cross – curricular links
Social life
ICT skills
Using videos& pictures, working with URLs
Previous learning
Apps for Personal and Professional Use
Vocabulary
Planned timings
Plan
Planned activities
ACTION
Resources
Beginning the lesson
Vocabulary. Filling in words Ex.1 p.102
Student’s
11.5.2- use a wide range of vocabulary, which is appropriate to book, IWB,
5 minutes
topic and genre, and which is spelt accurately;
Aim: to introduce vocabulary relating to the topic
• Direct Ss’ attention to the text and ask them to read the words
in the list. Tell them to look up the meanings of any unknown
ones in the Word List or in their dictionaries.
• Give Ss time to use the new vocabulary to fill
the gaps.
• Check Ss' answers
Answer Key
1 users
4 recommendations
2 content
5 media
3 posts
Main Activities
Reading & Listening Ex. 2 p.102
Student’s
11.4.3 - skim a range of lengthy texts with speed to identify book, IWB,
5 minutes
content meriting closer reading on a range of more complex and Class CD
abstract, general and curricular topics;
Aim: to listen for specific information (multiple matching)
• Read the question aloud and elicit guesses from Ss around the
class.
• Then play the recording. Ss listen and find out if their guesses
were correct.
Answer Key
Generation C is affecting the world’s economy greatly because
of its effect on the tech industry. The members of Generation C
are spending more money on technology and are working in tech
careers.
5 minutes
Matching sentences to the gaps ex.3 p.103
11.2.3- understand the detail of an argument in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics;
11.4.7 - recognize patterns of development in lengthy texts
[inter-paragraph level] on a range of more complex and abstract
general and curricular topics;
Aim: To read for cohesion and coherence (missing sentences)
• Explain the task and give Ss time to read through the text again
and match the sentences in the list to the gaps in the text
• Check Ss' answers around the class.
Answer Key
1B 2E 3A 4C
• 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
15 minutes
Answering the question Ex.4 p.103
11.1.1 - use speaking and listening skills to solve problems
creatively and cooperatively in groups;
11.1.3 - respect differing points of view;
11.1.7 - develop and sustain a consistent argument when
speaking or writing;
11.1.8 - develop intercultural awareness through reading and
discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences
and feelings;
11.1.10 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.3.2 - 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;
11.3.3 - explain and justify own and others’ point of view on a
range of general and curricular topics, including some unfamiliar
topics;
11.4.2 - understand specific information and detail in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
Aim: To consolidate information in a text; to develop critical
thinking skills.
• Read the questions aloud and give Ss time to answer them,
referring back to the text if necessary. Elicit answers from Ss
around the class.
• Tell Ss to work in groups to discuss question 4. Monitor the
activity around the class, then ask various groups to share the
advantages and disadvantages they discussed with the class.
Suggested Answer Key
1 Yes, I own several devices/spend a lot of time online/post on
social media every day. / No, I don’t have a phone/Internet/I’m
not interested in using apps/going online. I prefer going to real
shops.
2 Generation C has had an impact on marketing and advertising
because TV commercials and classified ads are no longer best
way to reach them. In addition, typical online ads fail to attract
users due to the rise in adblockers, so social media is now
considered most effective marketing tool.
3 Generation C will help shape the future of IT careers because
new paths are opening up in web development, programming and
IT support.
4 Think! A: I think one advantage of belonging to Generation
C is that we are more connected to the world.
B: I agree. Due to social media, we’re quickly updated on news
and new trends.
C: True, but being constantly on social media can lead to an
Ending the lesson
10 minutes
over-dependence on our devices.
A: You have a point. That can actually lead to less real social
interaction and meaningful relationships.
C: Yes, and another disadvantage is that this leads to a lifestyle
of less exercise, which could cause health problems in later life.
B: Still, you have to admit that being part of Generation C has
its advantages in the world of work. For example, more and more
jobs are becoming available in the technology sector, and
members of Gen C are ideally suited to them.
C: Generation C also enjoys more flexibility in their work
schedules. For instance, being able to work from home, which
saves time and energy on a long commute every day.
A: Right. And that’s an advantage because it can lead to a
healthier work-life balance.
Matching the words to the meanings ex.5 p.103
11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics.
Aim:To consolidate new vocabulary
• Read out the words in bold in the text and the words/phrases in the list and ask
Ss to match them using their dictionaries if necessary.
• Check Ss’ answers.
Answer Key
engaged = involved
primary = main
content = material
classified = categorised
presence = existence
active = currently interacting
corporations = companies
conventional = stereotyped
Additional information
Differentiation – how
Assessment – how are you planning to check learners’
Crossdo you plan to give
learning?
curricular
more support? How do Learners have met the learning objective if they can:
links
use a wide range of vocabulary, which is appropriate to topic
you plan to challenge
the more able learners? and genre, skim a range of lengthy texts with speed to identify
Values links
prompt less able learners content meriting closer reading on a range of more complex
to engage in whole class and abstract, general and curricular topics, read for cohesion
checking and plenary
and coherence (missing sentences); consolidate information in a
activity with supportive
text and vocabulary to develop critical thinking skills.
questioning
provide sentence starters
for final challenge more
able learners to structure
final writing to include
key words
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 « Recent Advances in Technology » 8 C
Lesson 5 (83)
Digital Natives & Future Careers p.103
Date:
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Lesson objectives
Class: 11
11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics;
11.6.14 - use a growing variety of more complex prepositional phrases including
those relating to concession and respect; use a variety of multi-word verbs of
different syntactic types on a wide range of general and curricular topics;
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.3.2 - 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;
11.3.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics;
11.4.8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.5.1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics;
11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics.
All learners will be able to:
practiseprepositions
prepositions
with
practise
with
nouns/adjectives/verbs and prepositional phrases,
nouns/adjectives/verbs
clauses
of concession and multi-word verbs;
practise
prepositions
with to:
Most
learners
will be able
nouns/adjectives/verbs
practise prepositions with nouns/adjectives/verbs and prepositional phrases,
clauses of concession and multi-word verbs; listen for specific information;
practise language for interviewing and replying;
Some learners will be able to: practise prepositions with
nouns/adjectives/verbs and prepositional phrases, clauses of concession and
multi-word verbs; listen for specific information; practise language for
interviewing and replying; give a
presentation on careers for digital natives.
Assessment criteria
Learners have met the learning objective if they can: give a presentation on
careers for digital natives
Value links
Explore the themes of Digital Natives & Future Careers
Cross – curricular links
Science, ICT, Social life
ICT skills
Using videos& pictures, working with URLs
Previous learning
Digital Natives & Future Careers
Planned timings
Beginning the lesson
5 minutes
Main Activities
20 minutes
Plan
Planned activities
ACTION
Resources
Prepositions (with nouns/verbs/adjective) ex.6 p.103
Student’s
11.6.13 - use a variety of dependent prepositions with less
book, IWB
common nouns, adjectives and verbs on a wide range of general
and curricular topics;
Aim: To practise prepositions with nouns/adjectives/verbs
• Refer Ss to the Appendix to revise prepositions.
• Then explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 to 2 for 3 of
4 with
5 in
Grammar.
Prepositional Phrases – Clauses of Concession – Multi-word
Verbs Ex.7 p.103
11.6.14 - use a growing variety of more complex prepositional
phrases including those relating to concession and respect; use a
variety of multi-word verbs of different syntactic types on a wide
range of general and curricular topics;
Aim: to practise prepositional phrases, clauses of concession
and multi-word verbs.
• Refer Ss to the Grammar Reference section to revise clauses of
concession and multi-word verbs.
• Then explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 in
3 of
5 with
2 on
4 of
6 out
Speaking & Functions.
Discussing the interview ex. 8 p.103
11.2.2 - understand specific information in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics;
Aim: to listen for specific information
• Read the questions in the rubric.
• Play the recording. Ss listen and decide on the answers.
• Elicit answers from Ss around the class.
Ending the lesson
15 minutes
Answer Key
Jane is currently a computer support specialist. She is being
interviewed for a job as a network administrator.
Discussing the interview ex. 9 p.103
11.2.2 - understand specific information in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics;
a) Aim: to identify phrases in a dialogue for interviewing and
replying
• Give Ss time to read the phrases in the Useful Language box.
• Play the recording again. Ss listen and mark which phrases they
can hear.
• Ss check their answers in pairs.
Answer Key
Have a seat. So, tell me a little about yourself.
Why should I consider you for …?
Do you have any relevant experience?
When can you start?
11.3.2 - 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;
11.3.3 - explain and justify own and others’ point of view on a
range of general and curricular topics, including some unfamiliar
topics;
11.3.6 - navigate talk and modify language through paraphrase
and correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics;
b) Aim:to practise language for interviewing and replying
• Read the rubric aloud. Remind Ss to use phrases from the
Useful Language box.
• Give Ss time to complete the task in pairs.
• Monitor the activity around the class and then ask some pairs
to share their dialogues with the class.
Suggested Answer Key
A: Please take a seat.
B: Thank you.
A: So, tell me about yourself.
B: I’m 23 years old and I’ve studied computer programming and
web development at university.
A: And why should we consider you for this job?
B: I’m hardworking and serious, but also kind and friendly.
A: Why do you want to work here?
B: Well, I’ve always been interested in web development and
want to further improve my skills.
A: And do you have any relevant experience?
B: Yes, I have done a work experience placement for a tech
company in Almaty.
A: When can you start?
B: Right away
Writing & Speaking: Collecting and presenting information
about Career Options ex.10 p.103
11.1.8 - develop intercultural awareness through reading and
discussion;
11.1.10 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.4.4 - read a wide range of extended fiction and non-fiction
texts on a variety of more complex and abstract general and
curricular topics;
11.4.8 - select and evaluate paper and digital reference resources
to check meaning and extend understanding;
11.5.1 - plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of
general and curricular topics;
11.5.5 - develop with minimal support coherent arguments
supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a
wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and
curricular topics;
11.6.13 - use a variety of dependent prepositions with less
common nouns, adjectives and verbs on a wide range of general
and curricular topics.
Aim: to expand the topic; to give a presentation on careers
for digital natives.
• Read the rubric aloud and give Ss time to research online and
collect information on other careers that would interest digital
natives.
• Ask Ss to give their presentations to the class.
• Alternatively, assign the task as HW and ask Ss to share their
answers in the next lesson.
Suggested Answer Key
Good morning. I'm Damir Ospanov. With Generation C’s desire
for connectivity, the number of jobs in the tech industry is
constantly growing. But what types of jobs are suitable for these
digital natives?
Well, of course computer programmers are always in demand
because of their ability to write code for all types of software,
websites and apps. Web developers also can help build, maintain
and fix websites. Then, there are SEO specialists who
optimise coding on websites and also add tag words to promote
a site when a search engine makes use of certain terms.
If you aren’t keen on building websites or writing code, you can
become a digital or social media marketer. This job will allow
you to market products through social media, manage social
media presence and analyse consumer statistics.
If you’d rather work for yourself, you can always become a
digital entrepreneur and make money for yourself, whether
you’re offering a service, monetizing your blog, becoming a
social media influencer or coming up with the next big idea for
an app.
To sum up, there are plenty of jobs which are perfect for the
tech-savvy members of Generation C, and this sector will keep
on expanding. Do you think you have a future in this field?
Thank you for listening. Are there any questions?
Additional information
Differentiation – how do Assessment – how are you planning to check learners’
Crossyou plan to give more
learning?
curricular
support? How do you
monitor learner language for accuracy in opinion feedback task links
plan to challenge the
and ask other learners to peer correct errors
Health and
more able learners?
safety check
monitor learner question
ICT links
writing in groups and
Values links
highlight for less able
learners where they
should self-correct errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 “Recent Advances in Technology ” 8 D
Lesson 6 (84)
An Informal Leaflet p.104-105
Date:
Class: 11
Teacher’s name:
Learning objectives 11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics ;
that this lesson is
11.1.8 - develop intercultural awareness through reading and discussion;
contributing to
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.4.5- deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.5.4- use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics.
Lesson objectives All learners will be able to:
analyse a rubric, read a model essay and choose the correct headings;
Most learners will be able to:
analyse a rubric, read a model essay and choose the correct headings; analyse a
model essay; practise register;
Some learners will be able to:
analyse a rubric, read a model essay and choose the correct headings; analyse a
model essay; practise register and informal language.
Assessment criteria Learners have met the learning objective if they can:
analyse a rubric, read a model essay and choose the correct headings; analyse a
model essay; practise register and informal language.
Explore the theme of informal leaflet
Value links
ICT skills
Previous learning
Planned timings
Beginning the
lesson
5 minutes
Using videos& pictures, working with URLs
Digital Natives & Future Careers
Plan
Planned activities
Rubric analysis: Ex.1 p.104
11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics;
Aim: to analyse a rubric
• Ask Ss to read the Writing Tip box. Explain any points Ss are
unsure about.
• Ask Ss to read the rubric and identify and underline the key
words.
• Give Ss time to answer the questions and then check Ss’ answers.
Answer Key
Key words: lecturers from abroad, visit your university, President
of the Student's Union, information leaflet, details about the
university, area, activities, 150-200 words.
ACTION
Resources
Student’s
book, IWB
Main Activities
25 minutes
1 The target readers are lecturers visiting your university from
abroad.
2 The leaflet should be formal and written in the passive voice.
3 I think the target readers would like to learn about details about
the university, its history and its courses, details about the local
area, events and activities available. I do not need to include details
about the seminars as the visitors will have been informed about the
seminars when they were invited .
Model Analysis :Ex.2 p.104
11.1.8 - develop intercultural awareness through reading and
discussion;
11.1.10 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to read a model essay and choose the correct headings; to
analyse a model essay
• Give Ss time to read the model and tell Ss to choose the most
appropriate heading for each section. Check Ss' answers and elicit
reasons for their choices.
• Then give Ss time to answer the questions.
• Ask Ss’ around the class to share their answers read a model
essay and practice linkers.
Answer Key
1 About your visit – The other option is too informal because it is a
colloquial expression and has an exclamation mark.
2 The university – The other option only mention the subjects and
not the facilities and accommodation which are included in the
paragraph.
3 The city and the surrounding area – The other option shows
personal opinion with the adjective 'nice'.
4 Events and activities – The other option is too informal because it
is a colloquial expression and has an exclamation mark.
5 Enjoy your stay – The other option is an informal expression and
has an exclamation mark.
Answer Key
1 The leaflet includes all the points in the rubric, including an
introduction and a brief conclusion. It is well-structured, with five
paragraphs, each with its own subheading.
2 The register is formal, serious and respectful.
Suggested Answer Key
3 modern – advanced
comfortable – homely
spacious – open
state-of-the-art – the latest
more established – traditional
spectacular – impressive
lively – bustling
pleasant – enjoyable
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
4 Main heading: Welcome to Nazarbayev University
Subheadings 1) Regarding your stay 2) Our institution and campus
3) In and around Nur-Sultan 4) Local festivities and activities 5)
Wishing you a pleasant stay.
Matching the words with the synonyms ex.3 p.104
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to practise register
• Direct Ss' attention to the underlined words/phrases in the model.
• Give them time to decide whether they are formal or informal and
then match them to their synonyms in the list.
• Check Ss’ answers. analyse a model for structure
Answer Key
The words/phrases in the model are formal.
forthcoming = approaching
during your stay = while you’re here
founded = set up
spacious = roomy
are the envy = are admired and wanted by
more established institutions = older universities
outskirts = edge
spectacular = breathtaking
lively = bustling
on offer = you can do
will live up to your expectations = will be just what
you’re looking for.
Formal & Informal language
Matching the words with the equivalents ex.4 p.105
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and
curricular topics;
a) Aim: to identify formal/informal language
• Ask Ss to read the lists of phrases and give them time to match
them.
• Then check their answers.
Answer Key
1E 2 B 3 C 4 D 5 F 6 A
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
b)Aim :to practise using formal/informal
language
• Explain the task and read out the examples.
• Then give Ss time to complete the task.
• Elicit answers from Ss around the class.
Answer Key
2 Formal: Would you be interested in seeing the city?
Informal: Would you be into having a
quick tour?
3 Formal: There is sufficient food for everybody.
Informal: There is plenty of food for everybody.
4 Formal: We are looking for suitable accommodation.
Informal: We are after some information on local hotels.
5 Formal: I am hoping to refresh my Kazakh while I’m here.
Informal: I’d like to brush up on my Kazakh if I get the chance.
6 Formal: We should have the system operating within a few days.
Informal: We should be up and running in no time.
Ending the lesson Filling in gaps ex.5 p.105
Student’s
11.1.8 - develop intercultural awareness through reading and
10 minutes
book, IWB
discussion;
11.1.10 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and
curricular topics;
Aim: to practise informal language
• Ask various Ss to read the phrases in the list and then give them
time to use them to complete the extract.
• Check Ss’ answers around the class.
Suggested Answer Key
1 you’ll find all the information you need
2 you’ll know exactly what to expect
3 if you’re keen on
4 you’re sure to love
5 There are lots of different courses
6 is the place for you
Additional information
Differentiation – how do you plan to give more
Assessment – how are you
Crosssupport? How do you plan to challenge the more
planning to check learners’
curricular
able learners?
learning?
links
support less able learners by encouraging them to scan Learners have met the learning
Values
text quickly to find a section of the text that contains
objective if they can:
links
the answer.
analyse a rubric, read a model
essay and choose the correct
headings; analyse a model essay;
practise register and informal
language.
Reflection
Use the space below to reflect on your lesson.
Were the lesson objectives/learning objectives
Answer the most relevant questions from the
realistic?
box on the left about your lesson
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 « Recent Advances in Technology » 8 D
Module 8
Lesson 7 (85)
Date:
Teacher’s name:
Learning
objectives that
this lesson is
contributing to
Lesson
objectives
Assessment
criteria
Value links
ICT skills
An Information Leaflet p.105
Class: 11
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics;
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics;
11.5.1- plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
11.5.3- write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4- use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
11.5.5- develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics.
All learners will be able to:
analyse a rubric, brainstorm for ideas;
Most learners will be able to:
analyse a rubric, brainstorm for ideas;
Some learners will be able to:
analyse a rubric, brainstorm for ideas, write an information leaflet.
Learners have met the learning objective if they can:
write an information leaflet.
Explore the topic of writing an information leaflet
Using videos& pictures, working with URLs
Previous
learning
Planned timings
Beginning the
lesson
10 minutes
Main Activties
25 minutes
Rubric and Model Analysis
Plan
Planned activities
ACTION
Resources
Student’s
Your Turn. Ex.6 p.105
a) 11.5.7 - use independently appropriate layout at text level on a wide book, IWB
range of general and curricular topics;
Aim: to prepare for a writing task
• Ask Ss to read the rubric and answer the questions.
• Check Ss’ answers around the class. practise supporting sentences.
Answer Key
1 I have to use informal style.
2 My information will be based primarily on research.
Speaking &Functions : Brainstorm for ideas Ex.6 b p.105
b) 11.2.2 - understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics;
11.3.2 - 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;
11.3.3- explain and justify own and others’ point of view on a range
of general and curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: To brainstorm for ideas
• Explain the task and give Ss time to talk in pairs and think of ideas.
Tell them to read through the list and tick the ones they should include.
• Elicit answers from Ss around the class.
Answer Key
1, 3, 5, 7, 11, 13
Writing : An Information Leaflet using the plan ex.6c p.105
Student’s
Useful Language
book, IWB
11.4.4 - read a wide range of extended fiction and non-fiction texts on
a variety of more complex and abstract general and curricular topics;
11.5.1- plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.5.3- write with grammatical accuracy on a wide range of general
and curricular topics
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.5.5- develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
Ending the
lesson
5 minutes
11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general
and curricular topics with a good degree of accuracy;
11.6.14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide
range of general and curricular topics.
Aim: To write an information leaflet
• Give Ss time to complete the task using their answers in Ex. 6 and
the rubric in Ex. 6a as well as the plan to help them.
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ answers in the
next lesson.
Suggested Answer Key
Welcome to Nur-Sultan!
About your visit
The following information should help you to get the most out of your
upcoming visit to Nur-Sultan, Kazakhstan. We have included
information about the local area as well as some things you’ll be able
to do while you’re there.
The city
Nur-Sultan is in north-central Kazakhstan. It's a beautiful and modern
city with a continental climate, and so gets extremely cold in the
winter. In fact, it's the second-coldest capital in the world! But during
our stay in July, temperatures could reach over 30° C, so bring
appropriate clothing.
Places to visit
The city is lively and a great place for shopping with lots of shopping
centres such as the Khan Shatyr. There are also numerous museums
and amazing monuments to visit, including the famous 97-metre-tall
Baiterek Tower, which has a fantastic view of the city.
Local etiquette
Visitors will do well to respect local customs and act in accordance
with the local culture. Behave formally towards people you don't
know, and don't use people's first names unless you are invited; being
overly familiar could be taken as a sign of
disrespect.
Enjoy your stay!
We hope you have a very comfortable and enjoyable stay in NurSultan!
Discussion of the structure of an information leaflet.
Additional information
Differentiation – how do you plan to give more
support? How do you plan to challenge the
more able learners?
support less able learners in doing the tasks by
encouraging them to brainstorm for ideas quickly
to write an information leaflet.
Assessment – how are you
planning to check learners’
learning?
Learners have met the learning
objective if they can:
write an information leaflet
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 “Recent Advances in Technology” 8E
Module 8
Lesson 8 (86)
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
Vocabulary
Assessment criteria
Value links
Cross – curricular
links
ICT skills
Previous learning
Android OS p.106 Culture Corner
Class: 11
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.4.2- understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.3.2 - 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;
11.3.6- navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.4.8- select and evaluate paper and digital reference resources to check meaning
and extend understanding;
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics;
11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics.
All learners will be able to:
read for specific information;
Most learners will be able to:
read for specific information, read for cohesion and coherence (open cloze);
Some learners will be able to:
read for specific information, listen & read for cohesion and coherence (open
cloze), present a technology company in Kazakhstan.
Verb: deter, shift ( their) focus.
Nouns: open-source.
Learners have met the learning objective if they can:
read for specific information, listen & read for cohesion and coherence (open
cloze), present a technology company in Kazakhstan.
Explore the themes of the past, present and future of Android OS
Science/ICT
Using videos& pictures, working with URLs
Writing an information leaflet
Planned timings
Beginning the lesson
10 minutes
Main Activities
10 minutes
5 minutes
Plan
Planned activities
ACTION
Resources
Reading &Listening: Answering questions ex.1 p.106
Student’s
11.1.10- use talk or writing as a means of reflecting on and book,
exploring a range of perspectives on the world;
IWB
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to introduce the topic and read for specific information
• Read out the questions and elicit answers from Ss.
• Elicit various other questions about Android OS and write two
of them on the board.
• Then give Ss time to read the text and see if they can answer
them.
Suggested Answer Key
Android OS started in 2003 in California in the USA when a
group of people decided to develop software for digital cameras.
But when the market for digital cameras declined, they adapted the
software to be used on mobile devices. It is popular because it is
free, open-source software, meaning the code is available and can
be easily edited and modified to run on a number of devices.
Suggested Answer Key
Who developed Android OS? (Rich Miner, Nick Sears, Chris
White and Andy Rubin)
When was the first Android phone released? (2008)
Filling in gaps Ex.2 p.106
Student’s
11.2.2 - understand specific information in unsupported extended book, Class
talk on a wide range of general and curricular topics, including talk CD, DVD
on a growing range of unfamiliar topics;
11.4.2- understand specific information and detail in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
Aim: to read for cohesion and coherence (open cloze);
•Ask Ss to read the text again and give them time to complete the
gaps with an appropriate word.
• Play the recording for Ss to listen and read and check their
answers.
Answer Key
1 to 5 was
9 its
13 as
2 but 6 each 10 on
14 if
3 in
7 by
11 be 15 had
4 that 8 that 12 on
• 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
Filling in words Ex.3 p.106
Student’s
11.3.2 - ask and respond with appropriate syntax and vocabulary book, Class
to open-ended higher-order thinking questions on a range of CD
general and curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and
10 minutes
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to consolidate new vocabulary
• Read out the list of words and tell Ss to look up the meanings of
any that are unknown in the Word List or in their dictionaries.
• Give Ss time to use them to complete the phrases referring back
to the text as necessary.
• Then give Ss time to use the completed phrases in sentences of
their own based on the text.
• Tell Ss to compare their answers with their partner and then
elicit answers from Ss around the class.
Answer Key
1 technology
4 screen
7 system
2 recognition
5 fingerprint
8 software
3 space
6 intelligence
Suggested Answer Key
Android OS is used in Google’s wearable technology.
Facial recognition technology was introduced in version 4.0.
Android OS was initially invented to upload photos to an online
space.
Today we can unlock the screen on a smartphone with a
fingerprint ID.
Android is used for Google’s artificial intelligence system.
It is the most popular operating system these days.
Android is free open-source software
Writing : Collecting and presenting information about a Student’s
Technology Company ex.4 p.106
book, IWB
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.2.2 - understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics;
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11.5.6 - write coherently at text level using a variety of connectors
on a wide range of familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a
wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and
curricular topics;
11.6.13 - use a variety of dependent prepositions with less
common nouns, adjectives and verbs on a wide range of general
and curricular topics.
Aim: to present a technology company
• Give Ss time to research online and find out information about
a technology company similar to Android Inc. Ask them to make
notes about it covering all the points mentioned.
• Then ask various Ss to present the company to the class.
Suggested Answer Key
Microsoft Kazakhstan is a multi-national software and technology
company with offices in both Almaty and Nur-Sultan.
Microsoft Kazakhstan first opened in 2003 during a period of
rapid economic development. Just like in other countries, the
products offered by Microsoft Kazakhstan include Windows,
Xbox, Xbox-Live,Microsoft Live services, and cloud computing.
Microsoft Kazakhstan is currently developing a strategy to use
cloud computing and artificial intelligence technologies in various
fields in Kazakhstan as the tech industry continues to grow.
Microsoft currently employs around 137 million people
worldwide and is intent on becoming the best employer in
Kazakhstan
Summing up the results of the lesson, giving and getting
Student’s
feedback.
book
Ending the lesson
5 minutes
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning? Crossmonitor learner language for accuracy and range in their final
do you plan to give
curricular
tasks
more support? How
links:
do you plan to
Learners have met the learning objective if they can:
ICT links
read for specific information, listen & read for cohesion and
challenge the more
Values links
coherence (open cloze), present a technology company in
able learners?
monitor less able
Kazakhstan.
groups and participate
and prompt in their
speaking activity
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 « Recent Advances in Technology » 8 F
Module 8
Lesson 9(87)
Holography the new 3D p.107Curricular: Design & Technology
Date:
Class: 11
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
Vocabulary
Assessment criteria
Value links
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.2- understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.3.2 - 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;
11.3.6- navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics;
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics.
All learners will be able to:
predict the content of the text and listen and read for gist, read for specific
information;
Most learners will be able to:
predict the content of the text and listen and read for gist, read for specific information;
consolidate new vocabulary;
Some learners will be able to:
predict the content of the text and listen and read for gist, read for specific
information; consolidate new vocabulary and give a presentation on how holography
could change our lives.
Nouns: coverage, runway, glimpse, catwalk;
Learners have met the learning objective if they can:
give a presentation on how holography could change our lives
Explore the theme of Time Zones
Cross – curricular
links
ICT skills
Geography
Using videos& pictures, working with URLs
Previous learning
Plan
Planned timings
Beginning the
lesson
10 minutes
Main Activities
20 minutes
Planned activities
Reading &Listening: Answering questions Ex.1 p.107
11.2.2 - understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics ;
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to predict the content of the text and listen and read for gist
• Ask Ss to read the title and the subheadings in the text and elicit
Ss’ guesses in answer to the question in the rubric.
• Play the recording and Ss listen and read the text and check if their
guesses were correct.
Suggested Answer Key
I think holography can be used to make videos appear in 3D. That
means that TV and Internet images could appear in the middle of our
living rooms instead of being flat images on screens. For music,
holography could mean performances being projected without artists
actually being present at concert venues. Finally, in fashion,
holography could be used to make models and costumes appear
on catwalks or in advertising as 3D images.
Completing and filling in the sentences Ex.2 p.107
11.4.2- understand specific information and detail in extended texts
on a wide range of familiar and unfamiliar general and curricular
topics;
Aim: to read for specific information
• Ask Ss to read the sentence stubs 1-6 and then read the text again
and complete the task.
• Check Ss’ answers.
Answer Key
1 3D images appear on flat screens, whereas holographic images are
projected to appear as real objects.
2 the US Presidential Election in 2008 by CNN.
3 users could touch a holographic screen and there would be no need
for a mouse or a keyboard.
4 the band members were actually animated characters.
5 has been at the top of the music charts and tickets for her tours have
sold out.
6 the fashion designer, Alexander McQueen.
• Refer Ss to the Check these words box and explain/elicit the
meanings of the words or ask Ss to use their dictionaries and look
them up.
• Play the video for Ss and elicit their comments
Suggested Answer Key
laser projection (phr): when a laser is used to make a film/image
ACTION
Resources
Student’s
book, IWB
Student’s
book, IWB,
DVD
Student’s
book, IWB,
Class CD,
appear on a screen or other object
presidential election (n): a political process to select a new president
for a country
coverage (n): the reporting of a particular event
news correspondent (n): sb who reports the news
project (v): to make an image/film appear on a
wall/screen or other surface
glimpse (v): to see sth briefly
go on tour (phr): to perform a series of concerts around the
country/world
life-like (adj): seemingly real
Student’s
sell-out (adj): having sold all the tickets
book, IWB
top the charts (phr): to be the number one bestseller in the music
charts
catwalk (n): a long narrow stage that models walk along in a fashion
show
runway (n): a long narrow stage that models walk along in a fashion
show
malfunction (v): to stop working properly; to break down
touchpad (n): a special area on a computer/device
that you touch in order to move the cursor or give an instruction
conference (n): a meeting/event where talks are given usually to
businesspeople
Filling in words Ex.3 p.107
11.5.2 - use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to consolidate new vocabulary
• Explain the task. Give Ss time to complete the task.
• Check Ss’ answers around the class.
Answer Key
1 advanced
3 news
5 top
2 flat
4 sell-out
6 fashion
Speaking &Functions: Discussing the information Ex.4-5 p.107
Ex.4 p.107
11.4.5 - deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary
• Go through the words/phrases in the rubric and give Ss time to look
through the text again and find synonyms.
• Check Ss’ answers around the class.
Answer Key
brief look = glimpse
not possible = out of the question
having an effect on =left its mark on
do the same = follow
Ex.5 p.107
11.3.2 -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;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: To consolidate information in a text
Read the rubric aloud and elicit a variety of answers from Ss around
the class.
Suggested Answer Key
I found it interesting that a holographic pop star could perform a sellout tour. It’s also interesting to learn that holographic images can be
used on catwalks instead of real-life models. Finally, I found
it interesting that the Internet could one day be controlled using a
holographic screen instead of a mouse or a keyboard.
Ending the lesson
10 minutes
Writing: Collecting and presenting information about Student’s
Holography Ex.6 p.107
book
11.1.10- use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
11.5.1- plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general
and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics;
11.6.13 - use a variety of dependent prepositions with less common
nouns, adjectives and verbs on a wide range of general and curricular
topics.
Aim: to give a presentation on how holography could change our
lives
• Explain the task and ask Ss to work in pairs or small groups.
• Ask Ss to collect information from the Internet and then report back
to the class.
• Alternatively, assign the task as HW and ask Ss to present their
information in the next lesson.
Suggested Answer Key
Holography could change our lives in the future because firstly, it
may be used for all types of entertainment. Films, music concerts and
computer games will all be able to appear in our living rooms,
gardens or anywhere we can dream of. Holographic technology will
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
monitor learner
question writing in
groups and highlight
for less able learners
where they should
self-correct errors
also become interactive. This means that we will be able to change
the holographic environment. This way we will be able to operate
machines, use the Internet and even meet our friends without anyone
leaving their house.
Additional information
Assessment – how are you planning to check learners’ learning?
Crosscurricular
links
ICT links
Values links
monitor learner questions for accuracy and encourage them to selfcorrect
Learners have met the learning objective if they can:
give a presentation on how holography could change our lives.
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives /learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 “Recent Advances in Technology”
Module 8 Lesson 10 (88)
Language in Use p.60
Date:
Class: 11
Teacher’s name:
Learning objectives that 11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
this lesson is
11.6.13- use a variety of dependent prepositions with less common nouns,
contributing to
adjectives and verbs on a wide range of general and curricular topics;
11.6.4- use a range of affixes with appropriate meaning and correct spelling on a
wide range of general and curricular topics;
Lesson objectives
All learners will be able to:
present/practise phrasal verbs;
Most learners will be able to:
present/practise phrasal verbs, practise collocations, practise word formation;
Some learners will be able to:
present/practise phrasal verbs, practise collocations, practise word formation,
consolidate words often confused
Assessment criteria
Value links
Learners have met the learning objective if they can:
present/practise phrasal verbs, practise collocations, practise word formation,
consolidate words often confused
to present interesting information relating to technology in Kazakhstan
Cross – curricular links
Science, ICT
ICT skills
Using videos& pictures, working with URLs
Previous learning
Holography the new 3D
Planned timings
Beginning the lesson
15 minutes
Main Activities
5 minutes
Plan
Planned activities
Phrasal Verbs/Prepositions
Ex.1 p. 108
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to present and practice phrasal verbs
• Explain the task and ask Ss to use the phrasal verbs in the
diagram to complete it.
• Give Ss time to complete the task and then check Ss’ answers.
Answer Key
1 hold down
4 watered down
2 played down
5 step down
3 mark down
6 narrow down
Ex.2 p. 108
11.6.13- use a variety of dependent prepositions with less
common nouns, adjectives and verbs on a wide range of general
and curricular topics;
Aim: to practise prepositional phrases
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 on
3 to
5 of
7 to
2 of
4 at
6 with
Collocations
Ex.3 p.108
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to practise collocations
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 whiteboard
4 scanner 7 device
2 computers
5 path
8 assistant
ACTION
Resources
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
3 presence
10 minutes
Ending the lesson
10 minutes
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
prompt less able learners
to engage in whole class
checking and plenary
activity with supportive
questioning
provide sentence starters
for final challenge more
able learners to structure
final writing to include
key words
6 transactions
Word Formation
Ex.4 p.60
11.6.4- use a range of affixes with appropriate meaning and
correct spelling on a wide range of general and curricular
topics;
Aim: to practise word formation
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 handy
3 monetise
2 Non-profit 4 impractical
Words often Confused
Ex. 5 p.108
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to consolidate words which are often confused
Explain the task and give Ss time to complete it
and then check Ss’ answers.
Answer Key
1 Collaboration
4 constant
2 limitations
5 typical
3 sensitive
Kazakhstan in Action!
Aim: to present interesting information relating to
technology in Kazakhstan
• Have Ss read the text and choose the correct words.
• Check Ss’ answers
Answer Key
1 improvements
6 recognition
2 prevents
7 tell
3 by
8 to
4 so
9 role
5 collaborated
10 logistics
Additional information
Student’s
book, IWB
Assessment – how are you planning to check learners’
learning?
Learners have met the learning objective if they can:
present/practise phrasal verbs, practise collocations, practise
word formation, consolidate words often confused.
Crosscurricular
links
Student’s
book, IWB
Student’s
book, IWB
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 « Recent Advances in Technology »
Lesson 11 (89)
The Tech of Tomorrow p.109
Summative Assessment for the Module 8 “Recent Advances in
Technology”pp.108
Date:
Class: 11
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Summative Assessment-Speaking
11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
Lesson objectives
Value links
All learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics; 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;
Most learners will be able to:
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
Some learners will be able to:
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics; 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;
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Explore the theme of the tech of tomorrow.
Cross – curricular links
Social life, Science, ICT.
ICT skills
Using videos& pictures, working with URLs
Previous learning
Language in Use
Assessment criteria
Plan
Planned timings
Planned activities
ACTION
Resources
Beginning the lesson
20 minutes
Summative Assessment-Speaking
Main Activities
15 minutes
Reading &Listening: Choosing the correct answer.
Student’s
Ex. 1p.109
book, IWB
11.4.2 - understand specific information and detail in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
Aim: to read for specific information (multiple matching)
• Ask Ss to read the questions 1-6 and think about the key words.
• Give Ss time to read the text and match the technological
advances to each question.
• Check Ss’ answers.
Answer Key
1B 2E 3D 4B 5C 6A
Ending the lesson
5 minutes
. Summing up the results of the lesson, giving and getting feedback
Additional information
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
monitor learner question
writing in groups and
highlight for less able
learners where they
should self-correct errors
Assessment – how are you planning to check learners’
learning?
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately; use a growing variety of
impersonal and cleft structures on a wide range of general and
curricular topics; 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;
plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 « Recent Advances in Technology »
Module 8 Lesson
12(48)
Progress Check p.110
Date:
Class: 11
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Value links
Summative Assessment-Speaking
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.6.10 - use a wide variety of reported statement, command and question forms
on a wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics;
11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.5- develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics.
All learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics; 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;
Most learners will be able to:
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
Some learners will be able to:
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft structures
on a wide range of general and curricular topics; 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;
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Explore the theme of writing an information leaflet for students
Cross – curricular links
Social life
ICT skills
Using videos& pictures, working with URLs
Previous learning
The Tech of Tomorrow
Lesson objectives
Assessment criteria
Plan
Planned timings
Beginning the lesson
10 minutes
Main Activities
10 minutes
10 minutes
Planned activities
Speaking &Functions: Filling in words
Ex. 3 p.109
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to consolidate vocabulary from the module
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 to have designed that app
2 he would drop by the university library later that day
3 if/whether Aizhan was going to spend her holidays with her
cousins in Almaty the following summer
4 how all those icons had appeared on her desktop
5 not to touch the screen
6 visiting Nur-Sultan that day
7 breaking my keyboard
Grammar: Reported Speech Ex.4 p.110
11.6.10 - use a wide variety of reported statement, command and
question forms on a wide range of general and curricular topics;
Aim: to practise reported speech
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 to have designed that app
2 he would drop by the university library later that day
3 if/whether Aizhan was going to spend her holidays with her
cousins in Almaty the following summer
4 how all those icons had appeared on her desktop
5 not to touch the screen
6 visiting Nur-Sultan that day
7 breaking my keyboard
Verb Complementation Ex.5 p.110
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and
curricular topics;
Aim: to practise verb complementation
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1b 2d 3c
4a
1 transitive verb + clause
2 transitive verb + -ing phrase
3 linking verb + adjective
4 transitive verb + indirect object + direct object +
adverb/adverbial phrase
Choosing the correct items Ex.6 p.110
11.6.13 - use a variety of dependent prepositions with less
ACTION
Resources
Student’s
book, IWB
Student’s
book
Student’s
book, IWB
Ending the lesson
10 minutes
common nouns, adjectives and verbs on a wide range of general
and curricular topics;
Aim: To practise prepositional phrases
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 in 2 by 3 in 4 on 5 of
Writing: An Information Leaflet
Ex.7 p.110
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.5- develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics.
Aim: to write an information leaflet
• Explain the task and give Ss time to plan and complete their work following
the rubric and then check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ answers in the next
lesson.
Suggested Answer Key
Welcome to Kokshetau!
About your visit
To help you to get the most out of your upcoming visit to Kokshetau, we have
included information about the local area, places to visit and how to behave while
you're there.
The city Kokshetau is in northern Kazakhstan, 300 km north-west of the
country's capital, Nur-Sultan. The city gets extremely cold in the winter, and
during our stay in April, temperatures will probably be between 0 and 10° C, so
bring appropriate clothing.
Places to visit
The city is close to two beautiful national parks: Burabai and Kokshetau. We
will visit both of these to see the incredible range of plants, animals and birds, as
well as the stunning scenery. There are also several interesting museums in the
city, and we will pay a visit to the theatre.
Local etiquette
Kokshetau has a long and interesting history, and many traditional ways are still
preserved in this modern city. As visitors, we must respect the local culture and
behave courteously to all the people we meet. We will, after all, be representing
our school.
Enjoy the trip!
We hope you have a very educational and fun stay in Kokshetau!
Additional information
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
monitor learner question
writing in groups and
highlight for less able
learners where they
should self-correct errors
Assessment – how are you planning to check learners’
learning?
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately; use a growing variety of
impersonal and cleft structures on a wide range of general and
curricular topics; 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;
plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics
Crosscurricular
links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 “The Chemistry of Clothes ”
Lesson 1(91)
Date:
Synthetic Materials p.111
Class: 11
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
Vocabulary
Assessment criteria
Value links
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world ;
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.1.6 - organize and present information clearly to others;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics.
All learners will be able to:
provide an overview of the module, read for specific information;
Most learners will be able to:
provide an overview of the module, read for specific information, consolidate
information in a text;
Some learners will be able to:
provide an overview of the module, read for specific information, consolidate
information in a text, present information about other fabric properties.
wearables & enhanced clothing, psychotextiles, mould.
Learners have met the learning objective if they can:
provide an overview of the module, read for specific information, consolidate
information in a text, present information about other fabric properties.
Explore the theme of synthetic materials
Cross – curricular
links
ICT skills
Science
Previous learning
Progress Check
Using videos & pictures, working with URLs
Plan
Planned timings
Beginning the
lesson
5 minutes
Main Activties
10 minutes
Planned activities
ACTIO
N
Resourc
Student’
es
s book,
IWB
Module Objectives
Read the title of the module The Chemistry of Clothes and ask Ss to
suggest what they think the module will be about (the module is about
synthetic materials, fabric properties, resources and processes involved in
manufacturing clothes [wearables & enhanced clothing, psychotextiles]
and the textile industry). Go through the objectives list to stimulate Ss’
interest in the module.
Speaking &Functions: Discussing pictures and Synthetic Materials
Student’
Vocabulary
s book,
Ex.2 p.111
IWB
11.1.10 - use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world ;
11.3.6 - navigate talk and modify language through paraphrase and
10 minutes
5 minutes
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to o introduce vocabulary related to synthetic materials
• Direct Ss’ attention to the picture and read out the questions.
• Elicit answers from Ss around the class. Tell Ss to check in their
dictionaries.
Suggested Answer Key
Polyethylene terephthalate is commonly known as polyester. It is related
to synthetic materials because it is a synthetic material that is man-made,
and engineered to have specific qualities. It is wrinkle resistant and
hydrophobic.
Reading &Listening: Filling in words ex.2 p.111
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
and curricular topics;
Aim: to read for specific information
• Ask Ss to read the list of words. Explain/Elicit the meanings of any
unknown words and then ask Ss to read the text and use them to
complete the gaps.
• Play the recording. Ss listen and check their answers.
Answer Key
1 wrinkle
6 absorb
2 extinguish
7 repel
3 compound
8 properties
4 growth
9 resistant
5 mould
10 substances
• Play the video for Ss and elicit their comments. listen for specific
information
Telling things about Fabric Properties Ex.3 p.111
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics;
Aim: to consolidate information in a text.
Ask various Ss around the class to share what they have learnt about
fabric properties from the text.
Suggested Answer Key
I learnt that heat-set fabrics are shrink resistant and wrinkle resistant. I
also learnt that stain release fabrics first absorb substances, and then they
can be washed out easily.
Did you know? p.101
Aim: to expand the topic
Read out the “Did you know?” box and elicit whether Ss were aware of
this information or not.
Student’
s book,
IWB,
Class
CD
Student’
s book
Ending the lesson
10 minutes
OVER TO YOU! P.111
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11. 1.6 - organise and present information clearly to others;
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on
a range of familiar and some unfamiliar general and curricular topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics.
Aim: to expand the topic
Give Ss time to collect information about other fabric properties and then ask various
Ss to present their information to the class.
Suggested Answer Key
Antistatic fabrics do not cling to other surfaces and do not create static electricity. They
are used in situations where people are working with flammable substances.
Reflective fabrics allow light to bounce off them, making them highly visible
especially in the dark. Therefore, they are often worn at night or when doing dangerous
work. test retention of information from a text
Additional information
Differentiation –
Assessment – how are you planning to check learners’ learning?
how do you plan to Check if the students after reading the texts can use the new
give more support? vocabulary to fill the gaps.
How do you plan to
challenge the more
able learners?
challenge more able
learners to come up
with a strategy for
effectively recording
different types of
vocabulary presented
in this lesson
Crosscurricular
links
Health and
safety check
ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 “The Chemistry of Clothes ” 9A
Lesson 2 (38)
Wearables & Enhanced Clothing pp.112-113
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Class: 11
Lesson objectives
All learners will be able to:
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.4.2- understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses
on a wide range of general and curricular topics;
11.3.2- ask and respond with appropriate syntax and vocabulary to open-ended higherorder thinking questions on a range of general and curricular topics, including some
unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.1.4 - evaluate and respond constructively to feedback from others;
11.1.6- organize and present information clearly to others;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.4.8- select and evaluate paper and digital reference resources to check meaning and
extend understanding;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics.
present and practise topic-related vocabulary, listen and read for gist;
Most learners will be able to:
present and practise topic-related vocabulary, listen and read for gist, read for specific
information (sentence completion), revise adjective complements, consolidate new
material;
Some learners will be able to:
present and practise topic-related vocabulary, listen and read for gist, read for specific
information (sentence completion), revise adjective complements, consolidate new
material, design your own smart item of clothing.
Vocabulary
sensor, posture, water-soluble chemicals
Assessment criteria
Learners have met the learning objective if they can:
Value links
present and practise topic-related vocabulary, listen and read for gist, read for specific
information (sentence completion), revise adjective complements, consolidate new
material, design your own smart item of clothing.
Explore the themes of Wearables & Enhanced Clothing
Cross – curricular
links
ICT skills
Social life
Previous learning
Vocabulary “The Chemistry of Clothes”
Planned timings
Beginning the
lesson
5 minutes
Main Activities
25 minutes
Using videos& pictures, working with URLs
Plan
Planned activities
ACTIO
N
Resourc
Vocabulary.
Student’
Filling in words .Ex.1 p.112
sesbook,
11.4.5- deduce meaning from context in extended texts on a wide range IWB,
of familiar and unfamiliar general and curricular topics;
Class
11.5.2- use a wide range of vocabulary, which is appropriate to topic and CD
genre, and which is spelt accurately;
Aim: to introduce the topic; to present and practise topic-related
vocabulary
• Ask Ss to read the definition and then read the words in the list.
• Explain/Elicit the meanings of any unknown words and then ask Ss to
look at the picture and use the words to complete the labels.
• Check Ss’ answers around the class.
Answer Key
1 brain
4 pressure
7 temperature
2 heart rate
5 production
8 technique
3 nerve
6 levels
Listening & Reading
Answering questions .Ex.2 p.112-113
11.4.3- skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and
curricular topics;
Aim: to listen and read for gist
• Give Ss time to read the text and find out the answers to the questions.
• Check Ss’ answers around the class.
Answer Key
Smart clothing can be related to Wireless Body Area Networks because
they are both wearable technology, which can be used to collect and record
data about our bodies.
Scientists have used chemicals to give clothing selfcleaning properties, and
the ability to purify the air around the wearer.
Completing the sentences.Ex.3 p.51
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
Aim: to read for specific information (sentence completion)
• Give Ss time to read the sentence stubs 1-6 and then read the text again
and complete them.
• Check Ss’ answers.
Answer Key
Student’
s book,
IWB,
Class
CD
Student’
s book,
IWB
Video
1 ... charge the user's phone as they walk around.
2 ... feedback on how to improve their posture.
3 ... an external device.
4 ... biological processes.
5 ... light.
6 ... the air/atmosphere.
• 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.
Filling in words .Ex.4 p.113
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
a) Aim: to consolidate new vocabulary
•Read out the list of words and then give Ss time to complete the phrases
referring to the text if necessary
• Check Ss’ answers.
Answer Key
1 data
4 chemicals
7 chemicals
2 set
5 processes
8 sensors
3 breathing
6 metals
9 source
b) Aim: to consolidate new vocabulary; to consolidate information
in a text
• Ask Ss to work in pairs and give them time to use the phrases in Ex.
4a to ask and answer questions based on the text.
• Monitor the activity around the class.
Suggested Answer Key
Q: Which kind of clothing is able to carry data?
A: The ‘smart shirt’.
Q: Why is Joe Wang’s shirt called a 'portable chemistry set'?
A: It has sensors that can detect chemicals and heavy metals.
Q: How does the ‘smart shirt’ monitor breathing?
A: It uses external sensors.
Q: Which biological processes does the ‘smart shirt’ tell us about?
A: Heart rate, temperature, and breathing.
Q: What are water-soluble chemicals?
A: They are chemicals that can be dissolved in water.
Q: Which garment needs a power source?
A: Sundaresan Jayaraman’s ‘smart shirt’. etc.
Grammar
Adjective Complements. Ex.5 p.113
11.6.3 - use a variety of adjectives complemented by that, infinitive and
wh- clauses on a wide range of general and curricular topics;
Aim: to revise adjective complements
• Ask Ss to look through the text again and find examples of adjective
complements.
• Refer Ss to the Grammar Reference section for help if necessary.
Suggested Answer Key
… it is obvious that the clothing industry is always changing ...
… people are excited to try out ...
...curious what the future of fashion holds.
Adjective Complements. Ex.6 p.113
11.6.3 - use a variety of adjectives complemented by that, infinitive and
Student’
s book,
IWB
Student’
s book,
IWB
wh- clauses on a wide range of general and curricular topics;
Aim :to practise adjective complements.
Give Ss time to match the two columns and then check Ss’ answers around
the class.
Suggested Answer Key
1c 2e 3b 4f 5a 6d
Speaking &Functions: Discussing the text information.
Ex.7 p.113
11.3.2- ask and respond with appropriate syntax and vocabulary to openended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
Aim: to personalise the topic using Ss’ own ideas
• Ask Ss to work in pairs and discuss how they would enhance clothing
and what features/ chemicals they would add.
• Then ask various Ss to share their answers with the class.
Suggested Answer Key
A: I would enhance clothing by adding heating elements to them. The clothes
would have a battery pack that can be recharged easily at home and the
heat could be adjusted with a remote in your pocket.
B: That’s a good idea. I would treat the clothes with chemicals that help them
to retain heat easily. It would be a great way to stay warm in the winter.
Ending the lesson
Writing: Collecting and presenting information about Smart
Clothing. Ex.8 p.113
11.1.4 - evaluate and respond constructively to feedback from others;
11.1.6- organize and present information clearly to others;
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
11.4.8- select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in
familiar general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy;
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics.
Aim: to design a smart outfit
• Give Ss time to research online and find more information about smart
clothing.
• Then give them time to use this information and their own ideas to
design an item of smart clothing.
• Ask various Ss to present their smart clothing to the class.
Student’
s book,
IWB
Student’
s book,
IWB
• Have the class vote for each one to decide which is the most
imaginative piece of clothing.
Suggested Answer Key
My idea is a smart T-shirt which would be designed specifically for people
who enjoy running. It would be made with strong fabrics that are
breathable, water resistant, and so lightweight that the wearer would hardly
feel it when exercising. It would be called the ‘JogSmart’ T-shirt and it
would help the wearer in several ways.
First of all, the smart T-shirt would be able to record the distance covered
by the wearer and the speed they are travelling at. This information would
then be sent to a ‘JogSmart’ app. Based on the size of the T-shirt, the app
could estimate the ICT body shape of the wearer, compute the data and
accurately calculate how many calories have been burned. It would also
have a setting that changes the music in the wearer’s earphones depending
on how fast they are running, and would include a
trainer setting. The trainer setting would allow the user to set a goal for
distance travelled or calories burned, and the app would give updates
through the wearer’s earphones so that they could track their progress.
What’s more, the ‘JogSmart’ T-shirt would be fitted with LED lights,
which would serve several purposes. They would inform the user if the
garment’s batteries are running low, and indicate when to charge them. The
lights would also be designed to flash after certain times of day, to
increase visibility and ensure that the wearer can run safely after dark. The
T-shirt would also predict the wearer’s movements based their body’s
position, and would flash accordingly to act as an indicator when running
on the road.
The ‘JogSmart’ T-shirt would be stylish and extremely functional. Any
fitness fanatic would be excited to have one.
Additional information
Differentiation –
Assessment – how are you planning to check
Cross-curricular links:
how do you plan to learners’ learning?
History
give more support? monitor for spoken accuracy in doing a project and use
How do you plan to a range of oral correction techniques.
challenge the more Learners have met the learning objective if they can:
present and practise topic-related vocabulary, listen and
able learners?
prompt less able
read for gist, read for specific information (sentence
learners to engage in completion), revise adjective complements, consolidate
whole class checking new material, design your own smart item of clothing.
and plenary activity
with supportive
questioning
provide sentence
starters for final
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 “The Chemistry of Clothes ” 9B
Lesson 3 (93)
Psycho textiles pp.114-115
Date:
Class: 11
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Lesson objectives
11.3.2 - 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;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.1.8 - develop intercultural awareness through reading and discussion;
11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.2- understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics;
11.4.9 - recognize inconsistencies in argument in extended texts on a range of more
complex and abstract general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on
a range of familiar and some unfamiliar general and curricular topics;
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics;
11.1.6- organize and present information clearly to others;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses
on a wide range of general and curricular topics.
All learners will be able to:
learn topic-related vocabulary, listen and read for gist, read for specific information(
multiple choice), consolidate new vocabulary;
Most learners will be able to:
learn topic-related vocabulary, listen and read for gist, read for specific information(
multiple choice), consolidate new vocabulary, revise adverbs and adverbial phrases,
practise adverbs/adverbial phrases;
Some learners will be able to:
Vocabulary
Assessment criteria
Value links
learn topic-related vocabulary, listen and read for gist, read for specific information(
multiple choice), consolidate new vocabulary, revise adverbs and adverbial phrases,
practise adverbs/adverbial phrases, present e information about psychotextiles and
how they affect the human brain.
Verb: provoke, evoke;
Nouns: circulation
Learners have met the learning objective if they can:
learn topic-related vocabulary, listen and read for gist, read for specific information(
multiple choice), consolidate new vocabulary, revise adverbs and adverbial phrases,
practise adverbs/adverbial phrases, present e information about psychotextiles and
how they affect the human brain.
Explore the topic of clothing manufacturing ,its resources and processes
Cross – curricular
links
ICT skills
Psychology, Fashion
Previous learning
“Wearables & Enhanced Clothing”
Planned timings
Beginning the
lesson
5 minutes
Using videos& pictures, searching information on different web sites
Plan
Planned activities
Vocabulary
Reading &Listening: Answering questions.
Ex.1 p.114
11.3.2 - ask and respond with appropriate syntax and vocabulary to openended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
a) Aim: to introduce the topic.
Give Ss time to consider their answers and then ask various Ss to tell the
class.
Suggested Answer Key
My favourite colours are yellow and green. I like them because they
remind me of nature and springtime, which makes me feel energetic and
happy.
11.3.2 - ask and respond with appropriate syntax and vocabulary to openended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
b)Aim: To introduce topic-related vocabulary
• Give Ss time to look at the qualities listed.
• Explain/Elicit the meanings of any that are unknown and/or ask Ss to
look them up in their dictionaries.
• Then elicit whether Ss agree/disagree with the descriptions.
Suggested Answer Key
I agree with the descriptions, because they are similar to how I feel about
the colours. The brighter, more vibrant colours represent happy,
energetic feelings, and the darker ones represent sadder, less energetic
feelings.
ACTIO
N
Resourc
Student’
es
s book,
IWB
Main Activities
5 minutes
10 minutes
Answering questions Ex.2 p.114
11.1.8 - develop intercultural awareness through reading and discussion;
11.4.1 - understand complex and abstract main points in extended texts
on a wide range of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
and curricular topics;
Aim: to listen and read for gist
• Elicit what else, if anything, Ss know about the
psychology of clothes and elicit whether Ss think it is connected to the
psychology of colour in Ex. 1b.
• Play the recording. Ss listen and read the text to find out.
Suggested Answer Key
I think the psychology of clothes refers to the way clothes make us feel,
and the reasons why we buy certain clothes. I think it is connected with
colour because colours can make us feel certain feelings which affect our
choices, and at specific times of year certain colours can be used to sell
clothes to people.
Choosing the correct answer Ex.3 p.115
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended
texts on a range of more complex and abstract general and curricular
topics;
11.4.9 - recognize inconsistencies in argument in extended texts on a
range of more complex and abstract general and curricular topics;
Aim: to read for specific information (multiple choice)
• Ask Ss to read the questions 1-5 and the answer choices.
• Then give Ss time to read the text again and decide on their answers.
• Check Ss’ answers around the class.
Answer Key
1C 2A 3D 4B 5A
• 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.
Matching the words to the meanings
Ex.4 p.115
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary
• Explain the task and give Ss time to match the words in bold with their
meanings in the list.
• Elicit answers from Ss around the class.
Answer Key
melancholy = depression
pioneered = developed
scanned = examined
responses = reactions
intricate = elaborate
evokes = causes
withstand = endure
Student’
s book,
IWB
Student’
s book,
IWB
Student’
s book,
IWB,
Class Cd
10 minutes
engineer = bring about
Grammar: Adverbs/ Adverbial Phrases
Ex.5 p.115
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular
topics;
Aim: to revise adverbs and adverbial phrases
• Refer Ss to the Grammar Reference section to review the theory on
adverbs and adverbial phrases.
• Then tell Ss to look at the underlined adverbs/ adverbial phrases in the
text and match them to the positions mentioned.
• Check Ss’ answers and then elicit examples for each of the
classifications from Ss around the class.
Answer Key
employed successfully – post-verbal position
actively influence – pre-verbal
at the university – end position
Suggested Answer Key
Pre-verbal position – The study was purposefully designed to record
emotional responses.
Post-verbal position – The woollen clothing was made especially for the
study.
End position – The technology could be used as “visual medicine” in the
future.
Ex.6 p.115
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular
topics;
Aim: to practise adverbs/adverbial phrases
• Explain the task and give Ss time complete it.
• Check Ss’ answers.
Answer Key
1 The dress is expected to be permanently on sale in department stores
from next spring.
2 Personally, I think I will probably watch the fashion show at Charlie’s
house.
3 She suddenly announced that she’s going to attend Fashion Week in
Milan next September.
4 Apparently, he occasionally wears a suit if he has a business meeting
in the city.
5 Frankly, you could have simply called me yesterday afternoon.
6 He spontaneously bought himself a very trendy jacket last weekend
Speaking &Functions: Discussing the text information.
Ex.7 p.115 Think!
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
a) Aim: to consolidate information in a text.
Ask various Ss around the class to say what impressed them from the
text.
Suggested Answer Key
The qualities of electrochromic fibres impressed me. It is amazing that
they can change colour in response to electrical currents. The work of
Student’
s book,
IWB
Student’
s book
Student’
s book,
IWB
Ending the lesson
10 minutes
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
challenge more able
learners to explain
connections between
different elements
Stylios and Chen impressed me as well. Their discoveries about our
brains’ responses to colours and patterns could be very important in the
future.
b) Aim: to expand the topic
• Give Ss time to consider their answers and write down two more
questions that they would like answered about psychotextiles.
• Elicit answers from the class.
Suggested Answer Key
Are there any other possible applications for psychotextiles?
Do psychotextiles affect different people in different ways?
Speaking & Writing
Student’
Ex.8 p.115
s book
11.1.6- organize and present information clearly to others;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.5 - develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general
and curricular topics with a good degree of accuracy;
11.6.3 - use a variety of adjectives complemented by that, infinitive and
wh- clauses on a wide range of general and curricular topics.
Aim: to write about psychotextiles
• Give Ss time to research online and collect information about
psychotextiles and how they affect the human brain. Then give them
time to prepare a short text.
• Ask Ss to read their texts to the class.
• Alternatively, assign the task as HW and ask Ss to share their answers
in the next lesson.
Suggested Answer Key
Psychotextiles can use colours to stimulate our brains and achieve certain
responses, but they can also use abstract shapes. Scientists were surprised
to discover the ways our brains respond to certain shapes. Shapes that
have sharp angles tend to evoke alertness and anxiety in our brains, while
rounded angles are calming. This principle is used in
traffic signs, and may also explain why most clothing tends to be made
with soft, flowing lines and angles, and why harsh, sharp ones, are not
used so freely.
Additional information
Assessment – how are you planning to check
Cross-curricular links
learners’ learning?
Health and safety check
monitor learner language for accuracy in opinion
ICT links
feedback task and ask other learners to peer correct
Values links
errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 “The Chemistry of Clothes ” 9 C
Lesson 4 (94)
Date:
Teacher’s name:
Clothing in Kazakhstan pp.116-117
Class: 11
Learning objectives
that this lesson is
contributing to
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world ;
11.3.2 - 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 ;
11.3.6- navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular topics
;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics ;
11.6.2 - use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and curricular
topics;
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.2.5 - recognize 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 growing
range of unfamiliar topics;
11.1.2- use speaking and listening skills to provide sensitive feedback to peers;
11.1.3 - respect differing points of view;
11.1.5 - use feedback to set personal learning objectives;
11.1.6 - organize and present information clearly to others;
11.1.8 - develop intercultural awareness through reading and discussion;
11.3.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular topics ;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics;
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics.
Lesson objectives
Vocabulary
Assessment criteria
Value links
Cross – curricular
links
ICT skills
Previous learning
Planned timings
Beginning the lesson
10 minutes
All learners will be able to:
learn vocabulary relating to what materials are used in the manufacturing of
clothing in Kazakhstan ,read for specific information ,listen and read for cohesion
and coherence (missing sentences);
Most learners will be able to:
learn vocabulary relating to what materials are used in the manufacturing of
clothing in Kazakhstan ,read for specific information ,listen and read for cohesion
and coherence (missing sentences), revise apposition/textual referencing, listen for
specific
information and express an opinion.
Some learners will be able to:
learn vocabulary relating to what materials are used in the manufacturing of
clothing in Kazakhstan ,read for specific information ,listen and read for cohesion
and coherence (missing sentences), revise apposition/textual referencing, listen for
specific
information and express an opinion, act out a dialogue discussing an issue and
expressing concern/hope and write/give a presentation about the fashion/clothing
industry in Kazakhstan.
Verbs: infuse (with), embroider, soar.
Noun: sequin, appeal,
Adjective: forward- thinking
Learners have met the learning objective if they can:
learn vocabulary relating to what materials are used in the manufacturing of
clothing in Kazakhstan ,read for specific information ,listen and read for cohesion
and coherence (missing sentences), revise apposition/textual referencing, listen for
specific
information and express an opinion, act out a dialogue discussing an issue and
expressing concern/hope and write/give a presentation about the fashion/clothing
industry in Kazakhstan.
Explore the topic of fashion/clothing industry in Kazakhstan
Fashion, Social life
Using videos & pictures
Psychotextiles
Plan
Planned activities
ACTI
ON
Resour
Speaking & Functions: Discussing Clothes Manufacturing Studen
ces
Vocabulary
t’s
Ex.1 A p.116
book,
11.1.10 - use talk or writing as a means of reflecting on and exploring a
IWB
range of perspectives on the world ;
11.3.2 - 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 ;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics ;
Aim: to introduce the topic.
• Ask Ss to talk in small groups about what materials are used in the
manufacturing of clothing in Kazakhstan.
• Then ask various Ss to tell the class.
Suggested Answer Key
Typical materials used in Kazakh clothing are cotton,wool, silk, felt and
fur.
Main Activities
20 minutes
Reading & Listening: Answering questions.
Ex.2 p. 116
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics ;
Aim: to read for specific information
• Read out the question and elicit Ss’ guesses in answer to it.
• Then give Ss time to read the text and find out.
Answer Key
Ethno-futurism is the idea that we can take traditional cultural
influences and combine them with modern designs in fashion. It is
relevant in Kazakhstan as some designers are fusing traditional Kazakh
elements with contemporary fashion trends.
Ask Ss to work in pairs and think of two more Dos and Don’ts. Then ask
various Ss to tell the class.
Listening & Reading
Ex.2 p.116
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to listen and read for cohesion and coherence (missing
sentences)
• Ask Ss to read the sentences A-F.
• Then give them time to read the text again and match the sentences to
the gaps 1-5.
• Play the recording. Ss listen and check their answers.
Answer Key
1E 2A 3F 4C 5B
• 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.
Studen
t’s
book,
IWB,
Class
CD,
Studen
Matching the words to the meanings.
t’s
Ex.4 p.117
book
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary
• Read out the words in bold in the text and the words/phrases in the list
and ask Ss to match them using their dictionaries if necessary.
• Check Ss’ answers.
Answer Key
adorned = decorated
infuse = fill
embroidered = stitched
soared = rose
potential = capability
light industry = the production of small goods
forward-thinking = progressiveread for specific information
(comprehension questions)
Discussing information in pairs. Think!
Ex.5 p.117
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics ;
Aim: To develop critical thinking skills; to express an opinion.
Give Ss time to consider their answers in pairs and then write a ask
various Ss to share their answer with the class.
Suggested Answer Key
The textile industry in Kazakhstan can be developed by creating more
cotton fields by using more areas for cotton production and inviting more
companies to open factories to increase light industry. The fashion
industry can be developed by giving Kazakh designers more opportunities
to present their work on an international level. By inviting Kazakh
designers to prestigious events like Paris Fashion Week, they will get the
exposure they need to sell their clothing around the world. This in turn
will encourage more creative young people to become
involved in fashion design in Kazakhstan.
Grammar: Apposition/ Textual Referencing
Ex.6 p.117
11.6.2 - use a variety of determiners relating to nouns for generic uses,
some appositional uses and textual reference on a wide range of general
and curricular topics;
Aim: to revise apposition/textual referencing.
• Refer Ss to the Grammar Reference section to revise apposition and
textual referencing.
• Answer Key
a) 1 My friend, Nuriya, designs beautiful clothes.
2 Fashion designing, a popular career choice for women, is very
demanding.
b) 1 He won the prestigious LVMH prize and this was a great honour.
2 We submitted our design in February and we were given a grant
to manufacture it in March.
Listening & Speaking.
Ex.7 a.p.117
11.2.2 - understand specific information in unsupported extended talk on
a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
11.2.5 - recognize 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 growing range of unfamiliar topics;
a)Aim: to listen for specific information
• Explain the task and ask Ss to read the questions.
Studen
t’s
book
Studen
t’s
book
• Play the recording and give Ss time to complete the task.
• Check Ss’ answers.
Answer Key
1 She mainly draws her inspiration from flowers, plants and animals in
the natural world.
2 She loves it.
3 She made it after seeing a fox in the UK. It took a long time to make,
but it is one of her favourite pieces.
4 Jack admires the fact that she is using fashion to send a message to the
world.
Ex.7 b.p.117
11.1.2- use speaking and listening skills to provide sensitive feedback to
peers;
11.1.3 - respect differing points of view;
11.1.5 - use feedback to set personal learning objectives;
11.1.6 - organize and present information clearly to others;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics ;
b) Aim: to express an opinion and develop critical thinking skills.
• Read out the questions and give Ss time to consider their answers.
• Then ask various Ss to share their answers with the class and ask the
class to provide feedback.
Suggested Answer Key
If I were a fashion designer, I would design clothes that were inspired
by music. I would use different musical symbols and colours to
represent the song or album that had inspired me. Depending on the
genre of music, I would use different fabrics. For instance, I would use
leather for a garment inspired by rock and roll, and silk for something
inspired by classical music.
Acting out a dialogue
Ex.8 a p.117
11.1.8 - develop intercultural awareness through reading and discussion;
11.2.2 - understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
11.2.5 - recognize 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 growing range of unfamiliar topics;
Aim: to listen for gist
• Play the recording and ask Ss to answer the question.
• Play the recording again for Ss to check their answers.
Answer Key
The online article is about textile waste in the fashion industry.
Ex.8 b p.117
11.3.2 - 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 ;
11.3.3 - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
Ending the lesson
10 minutes
curricular topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics.
Aim: to act out a dialogue discussing an issue and expressing
concern/hope.
• Ask Ss to work in pairs and act out a dialogue about the impact of the
fashion industry on the environment using the dialogue in Ex. 8a as a
model and using the information in the fact file and the phrases
in the language box to help them.
• Monitor the activity around the class and then ask some pairs to act
out their dialogue in front of the class.
Suggested Answer Key
A: Hi John, what are you reading?
B: Hi Sam. I’m reading an article about the fashion industry. Did you
know that textile dyeing processes amount to 20% of global industrial
water pollution?
A: No, I didn’t. It’s a quite a worrying fact, isn’t it? I heard the other
day that polyester production in 2015 released 706 billion kg of
greenhouse gases into the air.
B: Yes, it really gets you down, doesn't it? There is some hope, though.
We can only buy clothes produced in countries with strict
environmental regulations.
A: That’s a great idea. It’s not too late to make a difference.
Writing & Speaking
Ex.9 p.117
11.1.6 - organize and present information clearly to others;
11.1.8 - develop intercultural awareness through reading and discussion;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a
variety of more complex and abstract general and curricular topics;
11.5.1- plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.4 - use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.5.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular
topics.
Aim: to write/give a presentation about the fashion/clothing industry
in Kazakhstan.
• Explain the task and give Ss time to research on the Internet and collect
information about the fashion/clothing industry in Kazakhstan and make
notes for the points listed and prepare presentation. Remind Ss to include
Studen
t’s
book,
IWB
some statistics.
• Ask Ss to give their presentations to the class.
• Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Suggested Answer Key
Good morning. I'm Aizhan Mametova. Are you interested in clothing and
fashion? Along with technology, it's one of the most dynamic industries
in our country today. The fashion industry in Kazakhstan is changing.
Designs have shifted from traditional styles to a unique combination of
old and new, and this is gaining international attention. Clothes from
Kazakh designers are now being marketed and sold in various countries
around the world. The country has great access to natural resources and
space which means that cotton, a very profitable textile,can be easily
produced. This has helped the people significantly. In the south of
Kazakhstan, 70% of the land is owned by farming families, who produce
95% of cotton produced there. However, the issue with cotton is that it is
very water-intensive. It takes around 10,000 litres of water to produce 1
kilogram of cotton, which means that it is not the most environmentallyfriendly crop. Scientists around the world are working on this issue
though, and it is hoped that the industry will achieve sustainable cotton
production in the future.
To sum up, the clothing and fashion industry in Kazakhstan has great
potential, both economically, and as a means to showcase our creative and
innovative spirit. However, we should proceed with
the health of our planet in mind.
Are there any questions? … Thank you for listening.
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning?
Crossdo you plan to give
curricul
more support? How Learners have met the learning objective if they can:
ar links
learn vocabulary relating to what materials are used in the
do you plan to
manufacturing of clothing in Kazakhstan ,read for specific information ICT
challenge the more
,listen and read for cohesion and coherence (missing sentences), revise links
able learners?
provide support for
apposition/textual referencing, listen for specific information and
Values
less able learners
express an opinion, act out a dialogue discussing an issue and
links
through sentence
expressing concern/hope and write/give a presentation about the
starters in their written fashion/clothing industry in Kazakhstan.
task
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic? Did I stick to timings?
What changes did I make from my plan and why?
Module 9 “T The Chemistry of Clothes ” 9 D
Lesson 5 (95)
A Report p.118- 119
Date:
Class: 11
Teacher’s name:
Learning objectives 11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics ;
that this lesson is
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
contributing to
and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.4- use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics .
Lesson objectives All learners will be able to:
analyse a rubric, analyse a model text and read for gist (match headings to
paragraphs)essay;
Most learners will be able to:
analyse a rubric, analyse a model text and read for gist (match headings to
paragraphs)essay, practise formal language;
Some learners will be able to:
analyse a rubric, analyse a model text and read for gist (match headings to
paragraphs)essay, practise formal language, structuring paragraphs and writing
supporting sentences.
Assessment criteria Learners have met the learning objective if they can:
analyse a rubric, analyse a model text and read for gist (match headings to
paragraphs)essay, practise formal language, structuring paragraphs and writing
supporting sentences.
Explore the theme of writing a report
Value links
ICT skills
Previous learning
Planned timings
Beginning the
lesson
5 minutes
Using videos& pictures, working with URLs
Clothing industry in Kazakhstan
Plan
Planned activities
Rubric analyses .Answering questions .
Ex.1 p.118
11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics ;
Aim: to analyse a rubric
• Give Ss time to read through the Writing Tip
and tell them that this information will help them to write a report
successfully.
• Then ask Ss to read the rubric and underline the key words. Then
elicit answers to the questions from Ss around the class.
Answer Key
Key words: You are a statistician, asked by clothing manufacturer,
write a report about the textile, clothing and footwear (TCF)
industry in your country, describe the current state of the industry
ACTION
Resources
Student’s
book, IWB
Main Activities
15 minutes
and possible future trends. 150-200 words.
1b
2 The report is for a clothing manufacturer.
3 formal style.
4 b, c
Model Analysis. Filling in gaps.
Ex.2 A p.118
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
Aim: to analyse a model text and read for gist (match headings
to paragraphs)
• Give Ss time to read the model and the list of headings.
• Then have Ss match the headings to the paragraphs.
• Check Ss’ answers.
Answer Key
1C2D3A4E5B
Ex.2 B p.56
11.5.5- develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics;
Aim: to analyse a model for structure
• Ask Ss to read the model again and match the paragraphs to their
contents.
• Check Ss’ answers.
Answer Key
A3B4C2D1
Replacing words with formal expressions
Ex.3 p.118
11.3.7 - use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics.
Aim: to practise formal language
• Ask Ss to read the extract and the formal expressions in the list.
• Give Ss time to replace the informal expressions in the extract
with the formal ones.
• Check Ss’ answers.
Answer Key
1 It is estimated
2 In terms of recent statistics
3 cultivation
4 globally
5 serious consequence
6 an alarming increase
7 prompt action is taken
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Ending the lesson
20 minutes
Structuring paragraphs.
Student’s
Expanding prompts into sentences
book, IWB
Ex.4 p. 119
a) 11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to practise structuring paragraphs
• Ask Ss to read the prompts and expand them into full sentences.
• Then give Ss time to reorder the sentences to form a cohesive
paragraph.
• Ask various Ss to read their answers to the class.
Answer Key
A Most processes are very wasteful, with optimistic estimates
putting the figure at 40 billion square metres of waste per year.
B On the other hand, processes exist which are essentially zero
waste, and these are to be applauded and replicated.
C While some manufacturing processes are efficient, other processes
are not.
D Moreover, this does not take into account other waste products,
for example CO2 and polluted water.
While some manufacturing processes are efficient, other processes
are not. Most processes are very wasteful, with optimistic estimates
putting the figure at 40 billion square metres of waste per year.
Moreover, this figure does not take into account other waste products,
for example CO2 and polluted water.
On the other hand, processes exist which are essentially zero waste,
and these are to be applauded and replicated.
b)11.3.7 - use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to practise writing supporting sentences
• Read out the topic sentences and then give Ss time to write
appropriate supporting sentences using the ideas listed and the
Useful Language box to help them.
• Ask various Ss to share their answers with the class
Suggested Answer Key
Without a doubt, the amount of waste the fashion industry produces
is a serious concern, yet the problem does have a solution. Firstly,
waste is very high. For example, some Asian countries produce 60
billion garments annually, but 10% becomes waste.
Moreover, the global demand for clothing is rising. The 62 million
tonnes produced today is predicted to become 102 million tonnes by
2030. However, if waste materials are put back into production, 6
billion extra garments could be produced in some Asian countries
alone.
Additional information
Differentiation – how do you plan to give more
support? How do you plan to challenge the more
able learners?
support less able learners by encouraging them to
practise formal language, structuring paragraphs in
writing section.
Reflection
Were the lesson objectives/learning objectives
realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Assessment – how are you
Crossplanning to check learners’
curricular
learning?
links
Learners have met the
Values links
learning objective if they can:
analyse a rubric, analyse a model
text and read for gist (match
headings to paragraphs)essay,
practise formal language,
structuring paragraphs and
writing supporting sentences.
Use the space below to reflect on your lesson.
Answer the most relevant questions from the
box on the left about your lesson
Module 9 “The Chemistry of Clothes” 9 D
Module 9
Lesson 6 (96)
Date:
Teacher’s name:
Learning
objectives that
this lesson is
contributing to
Lesson
objectives
Assessment
criteria
Value links
ICT skills
Previous
learning
Planned timings
Beginning the
lesson
5 minutes
A Report p.118- 119
Class: 11
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.1.3 - respect differing points of view;
11.1.5 - use feedback to set personal learning objectives;
11.1.6 - organize and present information clearly to others;
11.5.3- write with grammatical accuracy on a wide range of general and curricular
topics;
11.5.5- develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy.
All learners will be able to:
prepare for a writing task, practise Useful language;
Most learners will be able to:
prepare for a writing task, practise Useful language;
Some learners will be able to:
prepare for a writing task, practise Useful language;write a report.
Learners have met the learning objective if they can:
prepare for a writing task, practise Useful language; write a report.
Explore the topic of writing a report
Using videos& pictures, working with URLs
Rubric and Model Analysis
Plan
Planned activities
Your turn.
Answering questions
Ex.5a p.119
a) 11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: To prepare for a writing task
Ask Ss to read the rubric and underline the key words. Then give
them time to answer the questions and elicit answers from Ss around
the class.
Answer Key
ACTION
Resources
Student’s
book, IWB
Main Activties
30 minutes
Key words: You work for an international organisation, asked by a
clothing manufacturer to write a report about the waste products of
the fashion industry, describe the current situation in the industry and
make recommendations, 150-200 words
1 I have to write a report.
2 I am an employee of an international organisation. I am writing to
a clothing manufacturer.
3 I should write in a formal style.
4 The introductory paragraph should outline the
purpose/aims of the report.
The conclusion should give a summary of the situation and my
recommendation.
5 Subheadings:
• Aim
• Current Situation
• Future Trends
• Potential Solutions
• Conclusion
A Report using the plan and Useful Language
Student’s
Ex.5 b p.119
book, IWB
11.1.2 - use speaking and listening skills to provide sensitive feedback
to peers;
11.1.3 - respect differing points of view;
11.1.5 - use feedback to set personal learning objectives;
11.1.6 - organize and present information clearly to others;
11.5.3- write with grammatical accuracy on a wide range of general
and curricular topics;
11.5.5- develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general
and curricular topics with a good degree of accuracy.
Aim: to write a report
• Give Ss time to complete the task using their answers in Ex. 5a as
well as the useful language box and the plan to help them.
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ answers in the
next lesson. practise writing arguments for and against a topic.
Suggested Answer Key
Aim
The aim of this report is to discuss waste products in the fashion
industry and make recommendations.
Current Situation
Most processes are very wasteful, with optimistic estimates putting
the figure at 40 billion square metres of waste per year. Moreover, this
does not take into account other waste products, for example polluted
water and CO2.
Future Trends
Studies say there will be an alarming increase of 60% in CO2
emissions from the fashion industry by 2030 unless prompt action is
taken. Production of textiles is at an all-time high, and is set to rise with
population growth. Specifically, the 62 million tonnes produced today
is predicted to become 102 million tonnes by 2030.
Potential Solutions
I strongly suggest that we address the amount of waste the fashion
industry produces. For example, if waste materials were put back into
production, 6 billion extra garments could be produced in some Asian
countries alone.
Conclusion
In conclusion, while the fashion industry is extremely wasteful, I
firmly believe it is within our power tochange the situation. I
recommend putting waste materials back into production so the
industry can greatly reduce its impact on the planet.
Ending the
lesson
5 minutes
Discussion of the structure of a report or summing up the results of the lesson,
giving and getting feedback.
Additional information
Differentiation – how do you plan to give more
support? How do you plan to challenge the
more able learners?
support less able learners by encouraging them to
practise formal language, structuring paragraphs
in writing a report
Assessment – how are you
Crossplanning to check learners’
curricular
learning?
links
Learners have met the learning
objective if they can:
Values
prepare for a writing task, practise
links
Useful language; write a report.
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 “The Chemistry of Clothes” 9 E
Lesson 7 (97)
The Welsh National Costume p.120
Date:
Teacher’s name:
Learning objectives
that this lesson is
contributing to
Class: 11
Lesson objectives
Vovcabulary
Assessment criteria
Value links
Cross – curricular
links
ICT skills
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.4.2- understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics ;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics;
11.4.8- select and evaluate paper and digital reference resources to check meaning
and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy.
All learners will be able to:
read for specific information, read for cohesion and coherence (multiple choice
cloze );
Most learners will be able to:
read for specific information, read for cohesion and coherence (multiple choice
cloze ), consolidate new vocabulary through synonyms and comprehension of a
text;
Some learners will be able to:
read for specific information, read for cohesion and coherence (multiple choice
cloze ), consolidate new vocabulary through synonyms and comprehension of a
text, prepare a presentation on the national costume in Kazakhstan.
Verb: fulfill
Nouns: gown, apron, shawl, breeches, preservation, spark
Adjective: distinctive
Learners have met the learning objective if they can:
read for specific information, read for cohesion and coherence (multiple choice
cloze ), consolidate new vocabulary through synonyms and comprehension of a
text, prepare a presentation on the national costume in Kazakhstan.
Explore the Welsh national costume and the national costume in Kazakhstan
Social life, Fashion, ICT
Using videos& pictures, working with URLs
Previous learning
Writing a report
Plan
Planned timings
Beginning the lesson
10 minutes
Main Activities
10 minutes
5 minutes
Planned activities
Reading & Listening: Discussing the picture and the title
Ex.1 p.120
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to introduce the topic and read for specific information
• Ask Ss to look at the pictures and read the title.
• Then give Ss time to read through the text and find out about
the history of the Welsh national costume.
read for specific information
Suggested Answer Key
The national costume of Wales was designed in the 1830s and
promoted in a book of illustrations by a woman named Augusta
Hall, who was keen to preserve the Welsh language and culture.
Choosing the correct answer.
Ex.2 p.120
11.2.2 - understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics;
11.4.2- understand specific information and detail in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
Aim: to read for cohesion and coherence (multiple choice
cloze)
• Ask Ss to read the text again and give them time to complete
the gaps with a word chosen from the options A-D.
• Check Ss’ answers.
Answer Key
1D 3C 5D 7C 9C
2 B 4 D 6 B 8 D 10 A
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.
Matching the words to the synonyms.
Ex.3 p.120
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary though synonyms.
•Ask Ss to refer to the words in bold in the text and read through
the list of synonymous phrases.
• Then give Ss time to match them and then check their answers
around the class.
Answer Key
heritage = traditions and customs
engineered = planned
preservation = protection
ACTION
Resources
Student’s
book
Student’s
book, Class
CD, DVD
Student’s
book, Class
CD
compiled = put together
fulfilled = achieved
ambition = desire
invented = created
5 minutes
Ending the lesson
10 minutes
Speaking & Functions: Discussing the information
Ex.4 p.120
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
Aim: to consolidate comprehension of a text
• Elicit what Ss learnt from the text from various Ss around the
class.
Suggested Answer Key
I learnt that the Welsh national costume was created by Augusta
Hall based on what people generally wore in the British Isles in
the 1830s. I also learnt that is consists of a long gown, a colourful
apron, a shawl and a tall black hat for women.
Collecting and presenting information about National
Costume
Ex.5 p.120
11.4.4 - read a wide range of extended fiction and non-fiction texts
on a variety of more complex and abstract general and curricular
topics;
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.6 - write coherently at text level using a variety of connectors
on a wide range of familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of
general and curricular topics with a good degree of accuracy.
Aim: to prepare a presentation on the national costume in
Kazakhstan
•Give Ss time to research online and find out information about
the Kazakh national costume and prepare a presentation on it.
• Then ask various Ss to present it to the class.
• Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Suggested Answer Key
The Kazakh national costume has been worn for centuries. It is
directly related to the lifestyle of the nomadic people who lived on
the Great Steppe, and is generally made from leather, felt, fur,
cloth and sometimes animal skin. It is a very practical outfit that
was designed to help people stay warm throughout the year,
although it can be made more ornate for special occasions. The
outfit is mostly the same for both men and women. It consists of a
skull cap which is often made from felt, a vest made from thick
fabric, a long warm robe and a pair of boots. Although it is no
Student’s
book, IWB
Student’s
book
longer common to see it worn in cities today, the outfit is still worn
at some special events and can still be seen in rural areas on
a daily basis.
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning?
monitor learner language for accuracy and range in their final
do you plan to give
more support? How tasks
do you plan to
Learners have met the learning objective if they can:
read for specific information, read for cohesion and coherence
challenge the more
(multiple choice cloze ), consolidate new vocabulary through
able learners?
monitor less able
synonyms and comprehension of a text, prepare a presentation on
groups and participate the national costume in Kazakhstan
and prompt in their
brainstorming activity
Crosscurricular
links:
ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 « The Chemistry of Clothes » 9 F
Lesson 8 (98)
Date:
The Journey of Cotton Clothes p.121
Summative Assessment for the Module 9 “The Chemistry of Clothes”
“Timekeeping
Devices”
Class: 11
Teacher’s name:
Learning objectives
that this lesson is
contributing to
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics ;
11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.1.3 - respect differing points of view;
11.1.5 - use feedback to set personal learning objectives;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics ;
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.1.6- organize and present information clearly to others;
11.1.8 - develop intercultural awareness through reading and discussion;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics ;
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy.
Lesson objectives
All learners will be able to:
read for gist, listen and read for gist (matching headings to paragraphs);
Most learners will be able to:
read for gist, listen and read for gist (matching headings to paragraphs), consolidate
new vocabulary and information in a text;
Some learners will be able to:
read for gist, listen and read for gist (matching headings to paragraphs), consolidate
new vocabulary and information in a text, present information about the process
behind the production of another textile ;
Nouns: gin, spin, harvest, bleach
Adjective: raw
Verb: weave, dye
Vocabulary
Assessment criteria
Value links
Learners have met the learning objective if they can:
read for gist, listen and read for gist (matching headings to paragraphs), consolidate
new vocabulary and information in a text, present information about the process
behind the production of another textile ;
Explore the theme of cotton clothes
Cross – curricular
links
ICT skills
Geography
Previous learning
The Welsh National Costume
Using videos& pictures, working with URLs
Plan
Planned timings
Beginning the
lesson
5 minutes
Main Activities
15 minutes
Planned activities
Reading & Listening : Predicting the text content
Ex.1 p.121
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics ;
Aim: to introduce the topic; to read for gist
• Direct Ss to the pictures and the title of the text and elicit what they
think it is about.
• Then give Ss time to read the text and find out
Suggested Answer Key
I expect the text to be about the process of cotton garment production
and the stages involved.
Matching the subheading to the gaps .
Ex.2 p.59
11.4.1 - understand complex and abstract main points in extended
texts on a wide range of familiar and unfamiliar general and curricular
topics;
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics ;
Aim: to listen and read for gist (matching headings to
paragraphs)
• Ask Ss to read the subheadings and then give them time to read the
text again and match them to the paragraphs.
• Play the recording. Have Ss listen and check their answers.
• Check Ss’ answers.
Answer Key
1D 2A 3B 4C
• 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.
Filling in words.
Ex.3 p.59
11.5.2 - use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately;
Aim: to consolidate new vocabulary
• Ask Ss to read the words in the list and match them to the words 18 to make collocations.
• Tell Ss they can refer back to the text if necessary.
ACTION
Resources
Student’s
book, IWB
Student’s
book, IWB,
DVD
Student’s
book, IWB,
Class CD
• Check Ss’ answers
Answer Key
1 patterns 4 plant
2 seeds
5 goods
3 fabric 6 hand
7 loom
8 cotton
Writing: A short paragraph about Cotton Textile
Student’s
Ex.4 p.59
book, IWB
11.1.2 - use speaking and listening skills to provide sensitive
feedback to peers;
11.1.3 - respect differing points of view;
1.1.5 - use feedback to set personal learning objectives;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
11.5.3 - write with grammatical accuracy on a wide range of general
and curricular topics ;
11.5.6 - write coherently at text level using a variety of connectors on
a wide range of familiar general and curricular topics;
Aim: to consolidate new vocabulary and information in a text
• Ask Ss to use the completed phrases in Ex. 3 to describe cotton
textile manufacturing and write sentences.
• Then have Ss swap papers with a partner and give feedback on each
other’s’ answers.
Suggested Answer Key
• Ask Ss to use the completed phrases in Ex. 3 to describe cotton
textile manufacturing and write sentences.
• Then have Ss swap papers with a partner and give feedback on each
other’s’ answers.
20 minutes
Summative Assessment for Module 9 Sts do the tasks
Ending the lesson
5 minutes
Collecting and presenting information about Textile.
Ex.5 p.121
11.1.6- organize and present information clearly to others;
11.1.8 - develop intercultural awareness through reading and
discussion;
11.4.4 - read a wide range of extended fiction and non-fiction texts
on a variety of more complex and abstract general and curricular
topics;
11.5.1- plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general
and curricular topics ;
11.5.5 - develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors
on a wide range of familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of
general and curricular topics with a good degree of accuracy.
Aim: to present information about the process behind the
Copies of SA
7
Student’s
book
Differentiation –
how do you plan to
give more support?
How do you plan to
challenge the more
able learners?
monitor learner
question writing in
groups and highlight
for less able learners
where they should
self-correct errors
production of another textile.
• Give Ss time to research online and collect information about how
another textile is produced and prepare a presentation. Ask various
Ss to present their information to the class.
• Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Suggested Answer Key
Linen is a textile made from a plant called flax. First, farmers plant
the seeds and after about 100 days, it is ready for harvest. The plants
are pulled up as soon as they turn brown, and they are often harvested
by hand. They are then tied in bundles. The flax plants are passed
through combs which remove seeds. This is known as rippling. The
bark of the plant is then loosened with water chemicals, in a process
called retting, so that the delicate fibre can be removed from the
plants. The fibres are combed and straightened and put through
special machines which combines fibres of similar length into strips
and prepare them for spinning. The strips are wound around spools
on a spinning frame, forming a long, continuous ribbon. Once the
fabric is finished, it is wound into yarn spools and is ready for use in
clothes production.
Additional information
Assessment – how are you planning to check learners’ learning?
Crosscurricular
links
ICT links
Values links
monitor learner questions for accuracy and encourage them to selfcorrect
Learners have met the learning objective if they can:
read for gist, listen and read for gist (matching headings to
paragraphs), consolidate new vocabulary and information in a text,
present information about the process behind the production of
another textile ;
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives /learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 «The Chemistry of Clothes »
Lesson 9 (99)
Date:
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Language in Use p.122
Class: 11
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.6.13- use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics;
11.6.4- use a range of affixes with appropriate meaning and correct spelling on a
wide range of general and curricular topics;
Lesson objectives
All learners will be able to:
present/practise phrasal verbs;
Most learners will be able to:
present/practise phrasal verbs, practise collocations, practise word formation;
Some learners will be able to:
present/practise phrasal verbs, practise collocations, practise word formation,
consolidate words often confused
Assessment criteria
Cross – curricular links
Learners have met the learning objective if they can:
present/practise phrasal verbs, practise collocations, practise word formation,
consolidate words often confused
To present interesting information relating to the textile industry in
Kazakhstan
Social life
ICT skills
Using videos& pictures, working with URLs
Previous learning
Cotton clothes
Value links
Planned timings
Beginning the lesson
15 minutes
Plan
Planned activities
Phrasal Verbs/Prepositions
Completing and filling the sentences.
Ex.1 p.122
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to present and practice phrasal verbs
• Explain the task and ask Ss to use the phrasal verbs in the
diagram to complete it.
• Give Ss time to complete the task and then check Ss’ answers.
Answer Key
1 ran into
4 broke into
2 bumped into 5 talk ... into
3 came into
6 got into
ACTION
Resources
Student’s
book, IWB
Choosing the correct items .
Student’s
Ex.2 p.122
book, IWB
11.6.13- use a variety of dependent prepositions with less
common nouns, adjectives and verbs on a wide range of general
and curricular topics;
Main Activities
5 minutes
10 minutes
Ending the lesson
10 minutes
Aim: to practise prepositional phrases
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 by 3 with
5 into
7 by
2 to
4 for
6 into
Completing and filling the sentences.
Collocations
Ex.3 p.122
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to practise collocations
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 industry 3 materials
5 metals
2 processes 4 fabric
6 chemicals
Completing and filling the sentences.
Word Formation
Ex.4 p122
11.6.4- use a range of affixes with appropriate meaning and
correct spelling on a wide range of general and curricular
topics;
Aim: to practise word formation
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 resistant
3 responses
2 circulation 4 preservation
Choosing the correct items.
Words often Confused
Ex. 5 p.122
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to consolidate words which are often confused
Explain the task and give Ss time to complete it
and then check Ss’ answers.
Answer Key
1 clothing
4 Sparsely
2 economic 5 heritage
3 necessity
Kazakhstan in Action!
Aim: to present interesting information relating to the
textile industry in Kazakhstan
• Have Ss read the text and choose the correct words/fill the
gaps with the correct words.
• Check Ss’ answers.
Answer Key
1 their
6 only
11 behind
2 both
7 also
12 way
3 Since
8 with
13 for
4 by
9 like
14 been
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
Student’s
book, IWB
5 been/started
10 which/that
15 at
Additional information
Differentiation – how
Assessment – how are you planning to check learners’
Crossdo you plan to give
learning?
curricular
more support? How do Learners have met the learning objective if they can:
links
present/practise phrasal verbs, practise collocations, practise
you plan to challenge
the more able learners? word formation, consolidate words often confused.
Values links
prompt less able learners
to engage in whole class
checking and plenary
activity with supportive
questioning
provide sentence starters
for final challenge more
able learners to structure
final writing to include
key words
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 « The Chemistry of Clothes »
Lesson 10 (100)
Polyester p.123
Date:
Class: 11
Teacher’s name:
Learning objectives that 11.4.2- understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
this lesson is
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
contributing to
range of more complex and abstract general and curricular topics;
11.4.9 - recognize inconsistencies in argument in extended texts on a range of more
complex and abstract general and curricular topics;
11.2.2- understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar
topics;
11.2.5 - recognize 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 growing
range of unfamiliar topics;
Lesson objectives
All learners will be able to:
understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
Most learners will be able to:
understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics;
Value links
Some learners will be able to:
understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics;
deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
Learners have met the learning objective if they can:
understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics; deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar
topics.
Explore the theme of polyester
Cross – curricular links
Social life
ICT skills
Using videos& pictures, working with URLs
Previous learning
Phrasal Verbs/Prepositions, Collocations
Assessment criteria
Planned timings
Beginning the lesson
15 minutes
Main Activities
15 minutes
Plan
Planned activities
ACTION
Resources
Student’s book,
IWB,
Reading
Ex.1 p.123
11.4.2- understand specific information and detail in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in
extended texts on a range of more complex and abstract general
and curricular topics;
11.4.9 - recognize inconsistencies in argument in extended texts
on a range of more complex and abstract general and curricular
topics;
Aim: to read for specific information (multiple choice)
• Ask Ss to read the questions 1-5 and the possible answers.
• Give Ss time to read the text and choose the correct answer for
each question.
• Check Ss’ answers.
Answer Key
1 T 2 T 3 F 4 F 5 DS 6 T 7 DS 8 T
Listening
Student’s book,
Ex. 2 p.61
IWB, Class CD
Aim: to listen for specific information (multiple matching)
• Ask Ss to read the sentences A-H.
• Play the recording. Ss listen and match the speakers to the
sentences.
• Check Ss’ answers.
Answer Key
1C
2B 3B 4A
5C
Ending the lesson
10 minutes
Summing up the results of the lesson, giving and getting feedback
Additional information
Differentiation – how
Assessment – how are you planning to check learners’
Crossdo you plan to give
learning?
curricular links
more support? How do Learners have met the learning objective if they can:
understand specific information and detail in extended texts on Values links
you plan to challenge
the more able learners? a wide range of familiar and unfamiliar general and curricular
prompt less able learners topics; understand specific information in unsupported
to engage in whole class extended talk on a wide range of general and curricular topics,
checking and plenary
including talk on a growing range of unfamiliar topics; deduce
activity with supportive
meaning from context in unsupported extended talk on a wide
questioning
range of general and curricular topics, including talk on a
provide sentence starters growing range of unfamiliar topics
for final challenge more
able learners to structure
final writing to include
key words
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 « The Chemistry of Clothes »
Lesson 11 (101)
Date:
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Lesson objectives
Summative assessment for Term 4 (Listening, Reading, Writing)
Class: 11
All learners will be able to:
use some target vocabulary successfully in tasks and show some gist understanding
of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in tasks and show some gist understanding
of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in tasks, read effectively for gist and
identify all specific information
Assessment criteria
Value links
Cross – curricular links
Science
ICT skills
Using videos& pictures, working with URLs
Previous learning
“Polyester”
Planned timings
Beginning the lesson
1 minute
Main Activities
39 minutes
Ending the lesson
Plan
Planned activities
Explain the goals of the lesson
ACTION
Resources
Summative Assessment for Term 4
Copies of SA 8
Sts do the tasks of SA for Term 4–Listening, Reading, Writing
Ss give feedback on written task
Additional information
Differentiation – how do Assessment – how are you planning to check learners’
Crossyou plan to give more
learning?
curricular links
support? How do you
monitor learner language for accuracy in opinion feedback task Health and
plan to challenge the
and ask other learners to peer correct errors
safety check
more able learners?
ICT links
monitor learner question
Values links
writing in groups and
highlight for less able
learners where they
should self-correct errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 « The Chemistry of Clothes»
Lesson 12 (102)
Progress Check pp.123-124
Date:
Class: 11
Teacher’s name:
Learning objectives that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Summative Assessment-Speaking
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.6.3 - use a variety of adjectives complemented by that, infinitive and whclauses on a wide range of general and curricular topics;
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics;
11.6.2 - use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and curricular
topics;
11.5.1- plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.5- develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy.
All learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a variety of adjectives complemented by that,
infinitive and wh- clauses on a wide range of general and curricular topics; use
a wide variety of pre-verbal, post-verbal and end-position adverbs/adverbial
phrases on a wide range of general and curricular topics;
Most learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a variety of adjectives complemented by that,
infinitive and wh- clauses on a wide range of general and curricular topics; use
a wide variety of pre-verbal, post-verbal and end-position adverbs/adverbial
phrases on a wide range of general and curricular topics; use a variety of
determiners relating to nouns for generic uses, some appositional uses and
textual reference on a wide range of general and curricular topics; plan, write,
edit and proofread work at text level independently on a wide range of general
and curricular topics;
Some learners will be able to:
plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics; plan, write, edit and proofread work at text
level independently on a wide range of general and curricular topics ,write with
grammatical accuracy on a wide range of general and curricular topics;
develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general
and curricular topics,
Learners have met the learning objective if they can:
Value links
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately,plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics; plan, write,
edit and proofread work at text level independently on a wide range of
general and curricular topics ,write with grammatical accuracy on a wide
range of general and curricular topics; develop with minimal support coherent
arguments supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics.
Explore the theme of the Chemistry of Clothes
Cross – curricular links
Science, Fashion, Social life
ICT skills
Using videos& pictures, working with URLs
Previous learning
Synthetic fibres and the fabric of society
Plan
Planned timings
Planned activities
Beginning the lesson
20 minutes
Summative Assessment-Speaking
Main Activities
5 minutes
Vocabulary.
Filling in gaps.
Ex.3 p.124
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to consolidate vocabulary from the module
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 promote
5 compile
9 employ
2 engineer
6 pioneer
10 convert
3 infuse
7 repel
4 withstand
8 soar
Matching phrases to form sentences.
Ex.4 p.124
11.6.3 - use a variety of adjectives complemented by that,
infinitive and wh- clauses on a wide range of general and
curricular topics;
Aim: to practise e adjective complements
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1d 2a 3e 4b 5c
5 minutes
5 minutes
ACTION
Resources
Student’s
book, IWB
Student’s
book
Adverbs/ Adverbial Phrases
Student’s
Ex.5 p.124
book, IWB
11.6.11 - use a wide variety of pre-verbal, post-verbal and endposition adverbs/adverbial phrases on a wide range of general
and curricular topics;
Aim: to practise adverbs/adverbial phrases
Ending the lesson
5 minutes
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 She's currently studying fashion at university in Paris. /
She’s currently in Paris studying fashion at university. / She’s
currently studying fashion in Paris at university.
2 Apparently, waistcoats are commonly known as vests in the
USA. / Waistcoats are apparently commonly known as vests in
the USA. /Waistcoats are apparently commonly known in the
USA as vests.
3 His business in London collapsed unexpectedly last spring. /
His business in London unexpectedly collapsed last spring.
4 We will probably present our new line of clothing at Fashion
Week next year. / Probably, we will present our new line of
clothing next year at Fashion Week. / We will probably present
our new line of clothing next year at Fashion Week.
Apposition/ Textual Referencing
Ex.6 p.124
11.6.2 - use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and
curricular topics;
Aim: to practise apposition and textual referencing
• Explain the task.
• Ss complete the task.
• Check Ss’
Answer Key
a) 1 Gulnara, the owner of the fashion boutique, also designs jewellery.
2 Clothing, a necessity, is nevertheless very personal.
b) 3 Anna is hard to work with, but her designs are inspiring.
4 Her designs were featured on TV, and this was one of her greatest
ambitions.
Writing.
A report.
11.5.1- plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.5- develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in
familiar general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy.
Aim: to write a report
• Explain the task and give Ss time to plan and
complete their work following the rubric and
then check Ss’ answers.
• Alternatively, assign the task as HW and check
Ss’ answers in the next lesson.
Suggested Answer Key
Purpose
The aim of this report is to assess the current environmental impact of the
fashion industry and possible solutions.
Background
The fashion industry is the second-most polluting industry in the world after
the oil industry. It contributes to air and water pollution.
Current Situation
At present, an estimated 20% of industrial water pollution comes from
treating and dyeing textiles. In addition, 23% of all chemicals produced
worldwide are used on textiles. Furthermore, 190,000 tons of micro plastics
from textiles end up in the world's oceans every year.
Potential Solutions
I would strongly recommend changing manufacturing practices and setting
zero-waste targets in order to combat the problem of pollution. Moreover,
using organic raw materials would eliminate the need for chemical pesticides
and fertilisers, which would have an enormous positive impact.
Conclusion
On the whole, the current environmental impact of the fashion industry is
catastrophic. I recommend changing manufacturing processes and switching to
organic sources. In this way, it seems to me that the fashion industry can
greatly reduce the damage it is causing to the environment.
Additional information
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
monitor learner question
writing in groups and
highlight for less able
learners where they
should self-correct errors
Assessment – how are you planning to check learners’
learning?
Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately, plan, write, edit and
proofread work at text level independently on a wide range of
general and curricular topics; plan, write, edit and proofread
work at text level independently on a wide range of general
and curricular topics ,write with grammatical accuracy on a
wide range of general and curricular topics; develop with
minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in
familiar general and curricular topics.
Crosscurricular
links
Values
links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?