Sample lesson plans for Kazakhstan Grade 10

ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК

Жалпы бiлiм беретiн мектептiњ 10 -сыныбына арналѓан оќулыќ Экспресс Паблишин

баспасы 2019

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 10th grade – Aspect 10 for Kazakhstan-3 hours a week, 102 hours a year
Grade 10
1) Content. Using 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. Organise and present information clearly to others. 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 in unsupported extended talk; specific information and the detail of an
argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics. Recognising the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics. Deducing meaning from context in
unsupported extended talk.Viewpoints and extent of explicit agreement between speakers on a range of general and curricular
topics.Identifying inconsistencies in argument in extended talk on a range of general and curricular subjects.
3) Speaking. Using formal and informal language registers; asking and responding to complex questions to get
information about a wide range of general and curricular topics. 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 on a growing range of general and
curricular topics. Interacting with peers to make hypotheses about a wide range of general and curricular topics. Navigating
talk and modifying language through paraphrase and correction in talk. Using appropriate subject-specific vocabulary and
syntax to talk about a range of general and curricular topics.
4) Reading. Understanding the main points in extended texts; specific information and detail in extended texts on a
range of familiar general and curricular topics, and some unfamiliar topics. Skimming a range of lengthy texts with speed to
identify content meriting closer reading on a range of general and curricular topics.Reading a wide range of extended fiction
and non-fiction texts on familiar and unfamiliar general and curricular topics. Deducing meaning from context in extended
texts on a wide range of familiar general and curricular topics, and some unfamiliar topics. The attitude or opinion of the
writer in extended texts on a wide range of familiar general and curricular topics. Patterns of development in lengthy texts
[inter-paragraph level] on a range of general and curricular topics. A wide range of familiar and unfamiliar paper and digital
reference resources to check meaning and extend understanding. Inconsistencies in argument in extended texts on a wide range
of general and curricular topics.
5) Writing. Planning, writing, editing and proofreading at text level independently using a growing range of
vocabulary, which is appropriate to topic and genre, and which is spelt accurately in a wide range of written genres. Writing
with grammatical accuracy, using style and register to achieve appropriate degree of formality in a growing variety of written
genres on a range of general and curricular topics. Develop with support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and curricular topics. Coherent writing at text level
using a variety of connectors on a range of familiar general and curricular topics. Independent use of appropriate layout at text
level on a range of general and curricular topics. Communicating and responding to news and feelings in correspondence
through a variety of functions. Punctuation in written works at text level with a good degree of accuracy.
6) Use of English. Using a variety of abstract compound nouns and complex noun phrases; a variety of quantifiers for
countable and uncountable nouns and a variety of noun phrases; a variety of compound adjectives, adjectives as participles,
comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics;
a wide variety of determiners and pre-determiner structures; a wide variety of question types; relative, demonstrative,
indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics.
Using perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far,
lately, all my life; a variety of future active and passive and future continuous forms; a wide variety of active and passive
simple present and past forms and past perfect simple forms in narrative and reported speech; present continuous and past
continuous active and passive forms on a wide range of general and familiar curricular topics. Using a variety of reported
statements and question forms on a wide range of familiar general and curricular topics; a variety of comparative degree
adverb structures with regular and irregular adverbs; a wide variety of pre-verbal, post-verbal and end-position adverbs; a
growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about
the past; a variety of prepositional phrases before nouns and adjectives; a number of dependent prepositions following nouns
and adjectives and a variety of prepositions following verbs. Using infinitive forms after an increased number of verbs and
adjectives; gerund forms after a variety of verbs and prepositions; a variety of prepositional and phrasal verb. A wide variety
of conjunctions on a wide range of familiar general and curricular topics. If / if only in third conditional structures; use a
variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and
curricular topics.
Module 1 Science and scientific phenomena

LESSON: Module 1 Lesson 1 School: KazGUU-School

Introductory lessons
Date:03.09.2021 Teacher name: Zhalgas Gulzhan

CLASS: 10 Number present: absent:

Learning 10.1.6 - organise and present information clearly to others;

objectives(s) that 10.2.1 - understand the main points in unsupported extended talk on a wide range of general and
this lesson is curricular topics, including talk on a limited range of unfamiliar topics;
contributing to 10.2.2 - understand specific information in unsupported extended talk on a wide range of general and
curricular topics, including talk on a limited range of unfamiliar topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a
growing range of general and curricular topics;

Lesson All learners will be able to:

objectives 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

Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Value links 1 Science and scientific phenomena
Cross - Global issues
curricular links
ICT skills Using videos& pictures, working with URLs
Previous 1 Science and scientific phenomena
learning
Plan

Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

To introduce the topic SB Action

BEGINNING Ask Ss to look at the pictures and then imagine they are there on the steppe.
THE LESSON Ask various Ss to describe to the class what they can see and feel using their
imagination.
Give Ss time to complete the task and then check Ss' answers. Elicit more
jobs from Ss (e.g. teacher, actor, secretary, violinist, tour guide, etc).
Answer Key
1 H 3E 5A 7C 9F
2D 4G 61 8В

Vocabulary: Jobs (video game tester, flight attendant, secret shopper, sales
assistant, camp counsellor, police officer, dog walker, storm chaser, sports
coach); Extreme Sports (street luge, speed skiing, windsurfing, mountain biking,
paragliding, motocross, white-water rafting, rock climbing); Entertainment
(audience, scene, scenery, lighting, performance, curtain, stage, props, fame,
icon); The Internet (user-friendly interface, search engine, email account, login
name, profile, browse, sign up, tight-knit community); The Weather (snow,
 blizzard, breeze, hail, sleet, rain, tornado, flood, shower, drizzle, wind, gale,
storm, temperature, boiling hot, chilly, sunny spells, freezing cold); Health
Issues (eye strain, hearing loss, thumb arthritis, swelling, itchy rash, skin
infection, shoulder strain, upset stomach, immune system, insomnia, watery
eyes, travel sickness); Appearance & Character (middle-aged, old, teenager,
plump, well-built, overweight, skinny, medium, neck, beard, moustache, hair,
curly, wavy, pierced, straight, wrinkles, freckles, tattoo, eyebrows, patient,
generous, outgoing, blonde) Grammar: Present and past tenses (revision)
To personalise the task
• Give Ss time to complete the task.
• Ask various Ss to tell the class. Ss should justify their answers.
Suggested Answer Key
I'd like to be a teacher because I love children.
To revise extreme sports
PRESENTATIO • Give Ss time to write the correct extreme sport under each picture and
N AND then check Ss' answers. Pictures, p.5.
PRACTICE • Elicit more extreme sports from Ss (e.g. kite surfing, sky diving, etc). Dictionary.
Answer Key Recording.
C10 7 white-water rafting
S7 1 speed skiing
2 street luge
3 mountain biking

To revise vocabulary related to

entertainment
• Go through the list of words and explain/elicit the meanings of any that Ss
are unsure of.
• Give Ss time to complete the sentences in pairs and then check Ss'
answers around the class.

4 performance 9 scene
5 lighting 10 props
6 stage
7 curtain

1 To revise vocabulary related to the Internet

• Go through the list of words and explain/elicit the meanings of any that Ss
are unsure of.
Give Ss time to complete the sentences in pairs and then check Ss' answers.

Answer Key
1 account 4 login 7 interface
2 engine 5 profile 8 browse
3 community 6 sign up

Aim To revise vocabulary related to the

weather
• Elicit various words related to weather (e.g. hot, cold, freezing cold, etc).
Ask Ss to describe weather conditions in their country. (In my country,
summers are hot.)
Give Ss time to complete the task and then elicit

Answer Key
1 breeze 3 storm
2 tornado 4 sunny spells
Aim To revise vocabulary related to health
 issues
• Go through the list of words and explain/elicit the meaning of any that Ss
are unsure of.
• Give Ss time to complete the sentences in pairs and then check Ss'
answers around the class.
Answer Key
1 immune 5strain 9insomnia
2 swelling 6shoulder 10infection
3 sickness 7loss 11upset
4 watery 8rash 12thumb
ENDING THE (An activity to consolidate the language of the lesson.) Ask the pupils to describe
LESSON any of global issues with the solution in their region.

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 Science and scientific phenomena

LESSON: Module 1 Lesson 2 School: KazGUU-School

Date: 07.03.2021 Teacher name: Zhalgas Gulzhan

CLASS: 10 Number present: absent:

Learning objectives(s) 10.1.6 - organise and present information clearly to others;

that this lesson is 10.2.1- understand the main points in unsupported extended talk on a wide range of general
contributing to and curricular topics, including talk
on a limited range of unfamiliar topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular
adverbs;
Lesson objectives All learners will be able to:
listen and read for gist and for specific information
Most learners will be able to:
listen and read for gist and specific information, to learn animals and their habitats, to learn
prepositional phrases
Some learners will be able to:
listen and read for gist and specific information, to learn animals and their habitats, to learn
prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on
our steppe

Assessment criteria Learners have met the learning objective if they can: speak about animals and their habitats,
the steppe
Value links 1 Science and scientific phenomena
Cross - curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To introduce the topic SB “Action”
BEGINNING THE Module Objectives
LESSON Read the title of the module Science & scientific
phenomena and ask Ss to suggest what they think the
module will be about (the module is about famous
scientists, genetics, DNA and jobs related to science). Go
through the objectives list to stimulate Ss' interest in the
module.
Vocabulary
To introduce new vocabulary
Direct Ss' attention to the words in the list and give Ss
time to use them to complete the phrases.
Ex.1 p.7. Complete the descriptions (1-5) with invented,
discovered,argued,founded, developed
Answer Key
2. invented
3. discovered
4. argued
5. founded
 To match scientists to their SB “Action”
PRESENTATION Ask Ss to match the scientists A-E to their achievements 1-5.
AND PRACTICE Play the recording. Ss listen and check their answers. Pictures
Elicit sentences from Ss around the class.
Answer Key
2 В Albert Einstein developed the theory of relativity.
3 E Tim Berners-Lee invented the World Wide Web.
4 D Marie Curie discovered radioactivity and
won the Nobel Prize twice.
5 A Nicolaus Copernicus argued that the Sun
was at the centre of the universe.
6 C Kaisha Atakhanova founded the environmental
organisation EcoCenter.
Ex.2 p.7 Which famous scintist is related to:
physics,astronomy,biology,computer, scince,chemistry
Check Ss' answers on the board.
Answer Key
Nicolaus Copernicus is related to astronomy.
Albert Einstein is related to physics.
Kaisha Atakhanova is related to biology.
Marie Curie is related to physics & chemistry.
Tim Berners-Lee is related to computer science. https://www.youtube.com/
• Play the video for Ss and elicit their comments watch?v=-
JbyriHhetE&t=13s
Discussing the theme of the module
ENDING THE H|W Answer the questions…
LESSON Which of these scintists do you think has had the biggest
impacton our lives? Why?
Name some other famous scintists and why you consider them
important?
Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 Science and scientific phenomena

LESSON: Module 1 Lesson 3 School:

Use of English 1b
Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 0.1.6 - organise and present information clearly to others;

that this lesson is 10.2.1- understand the main points in unsupported extended talk on a wide range of general
contributing to and curricular topics, including talk
on a limited range of unfamiliar topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on
a growing range of general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
general and curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading
on a range of general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms
including time adverbials … so far, lately, all my life , on a wide range of familiar general and
curricular topics;
10.6.11 - use a variety of reported statements and question forms on a wide range of familiar
 general and curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular
adverbs;
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of
familiar general and curricular topics
10.6.13 - use a growing variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
Most learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result
Some learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result, identify the correct usage and use these
forms in the speech

Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of
infinitive/-ing forms, do the correct word formation, express reasons.
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
to introduce the topic of the lesson Teacher’s ideas
BEGINNING THE
LESSON

PRESENTATION OVER TO YOU! Ask Ss to work in pairs or small groups Suggested Answer Key
AND PRACTICE and discuss the questions. I think Tim
• Ask Ss to close their books, then elicit answer from Berners-Lee has had the
various Ss around the class. biggest impac on our
• Then ask Ss to share their answers/opinion with the class. lives because we use the
World Wide Wei every
day. It has given people
access to all sorts о
information and, as we
all know, information i.
power.
Another famous scientist
is Alexander Graham
Bell He invented the
telephone and the metal
detector The telephone
changed the way people
communicati and allowed
people to communicate
over loni distances.
 ) (Aim) To introduce key
vocabulary from a text
and predict the topic of
the text

• Refer Ss to the Word List at the back of their books and

give them time to look up the meanings of the words given.
• Elicit Ss' guesses as to what the article is about.
Suggested Answer Key
I think the article is about genetic engineering.
• Ask Ss to look at the picture and read the title. Then elicit
what the picture depicts and how this may be related to the title of
the article.
• Play the recording. Ss listen and read the text to check
their answers.
Suggested Answer Key
The picture shows an eraser erasing part of a genetic code. This
could refer to genetic engineering and the ability to remove faulty
genes which cause diseases and which could possibly lead to a
world without disease.
To read for specific information
• Ask Ss to read the sentences 1-8.
• Then give Ss time to read the text and mark the sentences
according to what they read.
• Check Ss' answers around the class.
Answer Key
IT 3 T 5 T 7 DS
2 F 4 T 6 T 8 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.
7 To consolidate vocabulary in a text
Give Ss time to complete the sentences using
Answer Key
7 inherited
8 made
9 determines
10 characteristics 7 brought
11 debate 8 cells
12 prevent
To consolidate new vocabulary (collocations)
• Read the words/phrases in the lists and give Ss time to match
them to make collocations.
• Elicit answers from various Ss around the class.
Answer Key
Id 2 e 3 b 4 f 5 c 6 a
To practise collocations
• Give Ss time to use the collocations from Ex. 4a to complete
the sentences.
• Check Ss' answers.
7 inherit diseases 4
2 gene editing 5
3 live longer 6
faulty genes
Genetically-modified food Designer babies\
To present/revise comparison of adverbs
 • Ask Ss to read the example sentences in the box and then
elicit how we form the comparative and superlative forms
of adverbs.
• Refer Ss to the Grammar Reference section for details.
• Then elicit further examples from the text. Suggested
Answer Key
Adverbs with the same form as the adjectives take -er in the
comparative form and -est in the superlative form. Adverbs
ending in -ly take more in the comparative form and the most in
the superlative form.
Examples in the text: the fastest, more quickly, longer, more
specifically
b) To practise comparative and superlative forms of adverbs
• Explain the task and give Ss time to complete it.
• Check Ss' answers.
Answer Key
1 more loudly 4 the worst 7 the be:
2 the fastest 5 earlier 8 more
3 better 6 less carefui

•the words in the list.

• Check Ss' answers around the class.
Speaking & Writing

To personalise the topic

Ask Ss to talk in pairs and tell their partner wh characteristics they
share with other members their family.
Suggested Answer Key
I have the same colour hair as my sister and same colour eyes as
my brother.
give a short summary of a text
• Give Ss time to read the text again and me notes and then use
their notes to write short summary of the text.
• Ask various Ss to read their summary to 1 class.
Suggested Answer Key
Our genes contain the characteristics we hi inherited from our
parents. We have trillions of о in our bodies. Cells have
chromosomes (23 from i mum and 23 from our dad).
Chromosomes hi DNA. A gene is a section of DNA. Sometimes gei
are faulty and we can get diseases. Gene editing c prevent this
from happening. There is a lot ofdebi about genetic engineering
on humans, but it со, end some diseases.

To expand the topic and write a short quiz

• Ask Ss to research on the Internet and find c information
about people related to genetic
• Ask Ss to write a quiz and then swap their q with their
partner for him/her to try to comple
Suggested Answer Key
7 What is Sir Cyril Astley Clarke known for? ( work on
prevention of Rh disease in newbi babies)
2 Who is known as the father of modern genetii (Gregor
Mendel)
3 Who first discovered DNA and when? (Friedr, Meischer
in 1869)
4 Who isolated its molecular structure? (Jan Watson and
Francis Crick)
 5 Who came up with the term 'double helix' for t shape of
the structure of DNA? (James Watsor

ENDING THE A Grammar quiz. (Teacher’s ideas) Workbook: 1b & Use of

LESSON English 1

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 Science and scientific phenomena

LESSON: Module 1 Lesson 4 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.6 - organise and present information clearly to others;

that this lesson is 10.2.1 - understand the main points in unsupported extended talk on a wide range of general
contributing to and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on
a growing range of general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and
curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading
on a range of general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which
is spelt accurately;
10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms
including time adverbials … so far, lately, all my life , on a wide range of familiar general and
curricular topics;
10.6.11 - use a variety of reported statements and question forms on a wide range of familiar
general and curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular
adverbs
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of
familiar general and curricular topics;
10.6.13 - use a growing variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
Most learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result
Some learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result, identify the correct usage and use these
forms in the speech

Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of
infinitive/-ing forms, do the correct word formation, express reasons.
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To revise the to-infinitive and the -ing forms Teacher’s ideas
BEGINNING THE Explain the task and give Ss time to complete it. Then check Ss’
LESSON answers around the class.

PRESENTATION • Ask Ss to read the definition and the newspaper headline

AND PRACTICE and then elicit an answer to the question in the rubric.
• Give Ss time to read the text and find out if their guesses
were correct.
Suggested Answer Key
I think DNA can help bring extinct animals back to
life

To read for cohesion and coherence

• Explain the task and give Ss time to complete it by
matching the sentences to the gaps.
• Check Ss' answers.
Answer Key
1C 2 A 3 F 4 D 5 В

• Refer Ss to the Check these words box and ask Ss to look

them up in the Word List.
• Play the video for Ss and elicit their comments.

To consolidate new vocabulary

• Explain the task. Give Ss time to complete the task.
• Check Ss' answers around the class.
Answer Key
1 became 4walk 7 conduct
2 bring 5break 8 run
3 make 6hatch

To consolidate new vocabulary

• Explain the task. Give Ss time to complete the task using
the words from the Check these words box.
Check Ss' answers.

Answer Key
1 roam
2 impressive

3 excavating
4 alterations
ENDING THE A Grammar quiz. (Teacher’s ideas) Workbook: 1b & Use of
LESSON English 1

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 Science and scientific phenomena

LESSON: Module 1 Lesson 5 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
that this lesson is 10.1.4 - evaluate and respond constructively to feedback from others;
contributing to 10.1.8 - develop intercultural awareness through reading and discussion;
10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a
range of familiar general and curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
general and curricular topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range
of general and curricular topics;
10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to
check meaning and extend understanding
Lesson objectives All learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give
Most learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give, listen for specific information
Some learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give, listen for specific information, talk about the ASCE Foundation, write an email
about the Dream Big film
Assessment criteria Learners have met the learning objective if they can: speak about natural disasters and write an
email
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs

Previous learning 1 Science and scientific phenomena

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
Grammar
BEGINNING THE To present/revise past modals of
LESSON speculation and deduction
• Explain the task and ask Ss to read the theory.
• Refer Ss to the Grammar Reference section at the back of
their books for more details.
• Elicit an example from the text and what it expresses.
Answer Key
 Jack and his team must have been amazed because it
suggested that DNA lasts a lot longer than originally
believed, (refers to a deduction)

PRESENTATION Aim To practise past modals of speculation and

AND PRACTICE deduction
• Explain the task.
• Give Ss time to complete it.
• Check Ss' answers.
Answer Key
1 may/might/could have had 3 can't have read
2 must have stolen 4 must have gone

Listening
• 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 2В 3C 4В
text; to develop critical thinking skills
• Ask Ss to work in pairs and talk about what information
they found the most interesting in the text.
• Monitor the activity around the class, then ask some pairs
to report back to the class.
Suggested Answer Key
What I found most interesting is that they have found dinosaur
DNA. I am also fascinated by the fact that birds are the distant
relatives of dinosaurs and that they can be used to possibly bring
dinosaurs back to life in one way or another.

b) (Aim To express your opinion on the topic; to develop critical

thinking skills
• Read the rubric aloud and give Ss three minutes to think
about their answers and write a short paragraph.
• Ask various Ss around the class to read out their
paragraph to the class.
Suggested Answer Key
I don't think it is such a good idea to interfere with nature
and natural events in time. I think dinosaurs should remain
extinct. I don't think it would be safe for us or for these species to
exist out of their time. However, I think that other species that
became extinct in an unnatural way due to man's activities, such
as hunting or destroying their habitats, should be brought back
because they may still play an important role in the ecosystem.

Discussing the theme of the module

ENDING THE
LESSON

Additional information
 Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 Science and scientific phenomena

LESSON: Module 1 Lesson 6 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
that this lesson is 10.1.4 - evaluate and respond constructively to feedback from others;
contributing to 10.1.8 - develop intercultural awareness through reading and discussion;
10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a
range of familiar general and curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
general and curricular topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range
of general and curricular topics;
10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to
check meaning and extend understanding
Lesson objectives All learners will be able to:
listen and read for gist, pronounce the /oo/ sound
Most learners will be able to:
listen and read for gist, pronounce /oo/ sound, role play a dialogue
Some learners will be able to:
listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental
organization
Assessment criteria Learners have met the learning objective if they can: apply to environmental organization and
role play the dialogue
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
Vocabulary & Reading
BEGINNING THE a) [Aim] To present new vocabulary
LESSON
• Direct Ss' attention to the list of jobs and the topics.
• Then give Ss time to match the jobs (1-8) to the topics
(a-h) and tell their partner.
• Check Ss' answers.
Answer Key
1 e 3 f 5b 7 c
2 h 4 a 6g 8 d
A physicist studies matter and energy.
A geneticist studies the inherited characteristics of living
things.
A mathematician studies numbers, shapes and space. An
astronomer studies planets, the universe and space. A
chemist studies the characteristics of substances and how
they react.
A biologist studies all natural life.
A psychologist studies the human mind and the way it works.
A geologist studies the Earth's surface.

To express an opinion
PRESENTATION Ask various Ss around the class to share their opinions
AND PRACTICE with the rest of the class following the example.
 Suggested Answer Key
think being an astronomer is the most interesting because there is
so much we don't know about planets, the universe and space and
finding out more about them would be very exciting and
interesting.
To predict the content of a
Text
• Ask Ss to read the subtitles in the text and elicit whether
Ss think they are true or not.
• Play the recording. Ss listen and read and find out.
Suggested Answer Key
I think none of the sentences are true because the title of the text
is 'myth-busters'.
To read for specific information
• Ask Ss to read the questions and answer choices.
• Then give them time to read the text and choose their
answers according to what they read.
• Check Ss' answers.
Answer Key
ID 2В ЗА
• 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.
Ss in pairs prepare similar dialogues and then act them out.
ENDING THE
LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 Science and scientific phenomena

LESSON: Module 1 Lesson 7 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
that this lesson is 10.1.4 - evaluate and respond constructively to feedback from others;
contributing to 10.1.8 - develop intercultural awareness through reading and discussion;
10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a
range of familiar general and curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
general and curricular topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range
of general and curricular topics;
10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to
check meaning and extend understanding
Lesson objectives All learners will be able to:
listen and read for gist, for specific information
Most learners will be able to:
listen and read for gist, read for specific information, compare buildings
Some learners will be able to:
listen and read fir gist, read for specific information, compare buildings, write about an eco-
friendly building
Assessment criteria Learners have met the learning objective if they can: compare buildings and write about
buildings
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
з (Aim) To consolidate new vocabulary through
BEGINNING THE antonyms
LESSON • 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 task.
• Check Ss' answe
Answer Key
definitely * possibly dishonest * honest awful * excellent
miss *■ hit
unknown * famou passed * failed luckily * unfortunately
eventually * immediately occasionally * constantly

Aim To consolidate new vocabulary

PRESENTATION • Explain the task and give Ss time to complete the task in VIDEO +QUESTIONS
AND PRACTICE pairs.
• Check answers around the class. Ex. 3, p.13 (SB)
Answer Key
1 struggles 3 come 5 breathe
2 observing 4 vote

To practise forming negative verbs

• Read the table aloud to Ss and explain any points they are
unsure of providing extra examples if necessary.
• Give Ss time to complete the task.
• Check Ss' answers.
 Answer Key
1 misheard 3 unlocked 5 misbehaved
2 disappeared 4 recharge
To consolidate information in a
text; to develop critical thinking skills

Explain the task, give Ss time to consider their answers and

then ask various Ss to tell the class.
Suggested Answer Key
I think the most convincing myth is the one about an
apple falling on Newton's head because it is believable. It
could have happened and it may have been Newton himself
who started the myth.
To narrate a story
• Explain the task and give Ss time to form their
narrative.
• Then ask various Ss around the clas narrate the
story to the rest of the clas:
Suggested Answer Key
One day, Newton was sitting under an apple tree it
garden. He was thinking about the forces of no when an
apple fell from the tree and hit him on head. This made
him think about why the apple down and he came up with
the theory of gravity.
7 Writing To write about a myth

• Explain the task and give Ss time to research the

Internet for a similar myth and then write short paragraph
about it.
• Ask various Ss to read their paragraph to tl class.
Suggested Answer Key
There are a number of myths surrounding Galilei but the most
famous one is about how he prove the theory that gravitational
acceleration is equi for heavy and light objects. According to
the mytf he went to the top of the Leaning Tower of Pisi with
two cannonballs of different weights. He thei dropped them to
prove that heavy objects do not fal faster than light ones to his
students below However, this is not quite true. He was in Pisa,
but he performed a number of different experiments. He rolled
balls down long wooden ramps and made pendulums of
different weights. He dropped objects, but he didn't drop them
off the Leaning Tower.

ENDING THE
LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 Science and scientific phenomena

LESSON: Module 1 Lesson 8 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
this lesson is contributing perspectives on the world;
to 10.5.4 - use style and register to achieve appropriate degree of formality in a growing
variety of written genres on a range of general and curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar
general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and
 curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a wide range of
familiar general and curricular topics;
10.6.10 - use present continuous and past continuous active and passive forms on a wide
range of general and familiar curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular
adverbs
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of
familiar general and curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
listen and read for gist, read for specific information
Most learners will be able to:
listen and read for gist, read for specific information, prepare a poster on how to make a
positive change to the world
Some learners will be able to:
listen and read for gist, read for specific information, prepare a poster on how to make a
positive change to the world, make a speech about the importance of being a global citizen.

Assessment criteria Learners have met the learning objective if they can: prepare a poster about changing the
world and make a speech about the importance of being a global citizen
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)

BEGINNING THE Writing

LESSON 1 (Aim) To analyse a rubric
• Ask Ss to read the rubric and pay attention to the key
words in bold.
• Give Ss time to answer the questions and then check
Ss' answers.
Answer Key
1 an article
2 my teacher
3 a famous scientist
4 120-180
5 when and where he/she was born, his/her
achievements, when he/she died

PRESENTATION AND
PRACTICE To read a model article and match
 paragraphs to content
• Give Ss time to read the model and match the contents
(1-4) to each paragraph (A-D).
• Check Ss' answers.
Answer Key
IB 2 С ЗА 4 D
з a) (Aim To identify and use techniques for beginning
and ending an article
• Elicit which techniques the writer has used in the
model and the give Ss time to rewrite the beginning and ending
using different techniques.
• Ask various Ss to read out their beginnings and
endings to the class.
Answer Key
Beginning: addressing the reader directly Ending: using a short
quotation
Suggested Answer Key
7
Beginning: Many people think of Albert Einstein when the
topic of genius is mentioned, (making a statement)
Ending: Einstein changed the way we see the world. Wouldn't
you agree that makes him a genius? (addressing the reader
directly)
4 4 (Aim) To present and identify connectors
Ask Ss to read the examples in the box and then elicit
which ones are used in the article.
Answer Key
while, and, because, despite

5 (Aim) To practise connectors

• Explain the task and give Ss time to complete it.
• Check Ss' answers.
Answer Key
1 while/but 3 and 5 because
2 Despite 4 While
6 [Aim To present/revise active/passive
sentences (present simple/past simple)
• Ask Ss to read the examples and then elicit how a passive
sentence differs from an active one and when we use 'by' or
'with'.
• Then elicit the passive sentences in the article.
Answer Key
An active sentence emphasises the person who does the action
while a passive sentence emphasises the action.
We use 'by' + agent to say who or what carries out the action.
We use 'with' + instrument/material/ ingredient to say what the
agent used.
Examples in the model:
It was published in 1905 and he was soon offered important
university positions.
In 1921 Einstein became world famous because he was
awarded the Nobel Prize for Physics.

Aim) To practise changing active sentences to passive

sentences
• Explain the task. Give Ss time to complete it.
• Check Ss' answers.
 Suggested Answer Key
1 Penicillin was discovered by Alexander Fleming in 1928.
2 Physics is taught to our class on Tuesdays by Mr Roberts.
3 A helicopter was designed by Leonardo da Vinci in the 15th
century.
4 The laboratory door is kept closed at all times.
5/ A ll Anna's files were lost when her laptop crashed.
To practise the passive
• Ask Ss to read the text and then g time to rewrite it using
the passive.
• Ask various Ss to read out the para check Ss' answers.
Suggested Answer Key
Thomas Alva Edison is usually recognised by the inventor of
the light bulb, but types of were developed by other inventors
before Ec first electric light was invented by Humph re] the
beginning of the 19th century and a light demonstrated by
Joseph Swan at one of his I 1879 around the same time as
Edison. A com created by Edison and Swan in 1883. It v\
Edison-Swan United.
To write an article
• Give Ss time to complete the task i plan.
• Remind Ss to use appropriate begim ending techniques and
connectors.
• Check Ss' answers.
• Alternatively, assign the task as HW a Ss' answers in the
next lesson.
Suggested Answer Key Nicola Tesla
Have you heard of Nicola Tesla? Well, son thought of him as a
'mad scientist', bu\ actually one of the greatest inventors in hi
Tesla was born in the Austrian Empire in 1, child, he was very
interested in physics ai talent for engineering. Despite not
gradual university, he was an excellent student. After moving
to the USA in 1884, Tesla и an electrical engineer for the
Edison Comp short time. He later started his own com)
developed the AC electrical system and ; coil, which are still
used today. Throug career, Tesla discovered, designed and c
ideas for a number of important in including the AC dynamo
and the inductio He was also a pioneer in the discovery c
remote control and electric power transmis Despite his early
success, Tesla died poor His value in science history was
mostly l until 1960 when an 51 unit, which are measure
magnetic fields, was named in hii Today his work is recognised
and his legacy

Discussing the theme of the module

ENDING THE LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 Science and scientific phenomena

LESSON: Module 1 Lesson 9 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
this lesson is contributing perspectives on the world;
to 10.5.4 - use style and register to achieve appropriate degree of formality in a growing
variety of written genres on a range of general and curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar
general and curricular topics;
 10.5.7 - use independently appropriate layout at text level on a range of general and
curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a wide range of
familiar general and curricular topics;
10.6.10 - use present continuous and past continuous active and passive forms on a wide
range of general and familiar curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular
adverbs
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of
familiar general and curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
read for gist, read for specific information
Most learners will be able to:
read for gist, read for specific information and write an essay following the plan given
Some learners will be able to:
read for the gist, read for specific information, write an essay following the plan given and
offer solutions to a problem.

Assessment criteria Learners have met the learning objective if they can: write an essay offering solutions to a
problem
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To read for gist
BEGINNING THE
• Read the rubric aloud. Elicit answers to the question in
LESSON the rubric.
• Give Ss time to read through the text and find out.
Suggested Answer Key
I know a man called Tim Berners-Lee invented the World
Wide Web.

PRESENTATION AND 1 To read for cohesion and

PRACTICE coherence; 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 to 3 never 5 with 7 went 9 by
2 ago 4 was 6 which/that 8 but 10 of
• 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.

з To consolidate new vocabulary

• Explain the task and give Ss time to complete it.
• Check Ss' answers around the class.
Answer Key
1 source 4 study 7 history
2 do 5 known 8 important
3 media 6 famous

2 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
1 The Internet is popular because it is the go-to source
for information.
2 I use the Internet for shopping and social media as
well as for looking up information to help me with my
homework.
3 I think the Internet will change our lives in the future
in many ways. Firstly, everyone will be online all the
time; we won't have to look for Wi-Fi hotspots or use
broadband. I think some people will live online using
virtual reality and disconnect from the real world. I
also think it will be very difficult to keep any
information private.
To write about an invention
• Explain the task and give Ss time to research online to
find out information about an invention or
development that came from their country and write a
paragraph about it including all the points in the
rubric.
• Ask various Ss to share their answers with the class.
(Ss' own answers)

(An activity to consolidate the language of the lesson.) Ask the

ENDING THE LESSON pupils to describe any of global issues with the solution in their
region.

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 1 Science and scientific phenomena

LESSON: Module 1 Lesson 10 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
this lesson is contributing perspectives on the world;
to 10.5.4 - use style and register to achieve appropriate degree of formality in a growing
variety of written genres on a range of general and curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar
general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and
curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a wide range of
familiar general and curricular topics;
10.6.10 - use present continuous and past continuous active and passive forms on a wide
range of general and familiar curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular
adverbs
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of
familiar general and curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Listen and read for a gist, read for specific information
Most learners will be able to:
Listen and read for a gist, learn about values, do a quiz
Some learners will be able to:
Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Assessment criteria Learners have met the learning objective if they can: speak about values

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE To introduce
LESSON • Read the rubric aloud and go through the traits in the list.
• Elicit which ones we can inherit from our parents from Ss
around the class.
• Give Ss time to read the text and check.
Answer Key
straight hair, gender, intelligence, eye colour, blood type
Aim To consolidate new vocabulary through synonyms
PRESENTATION AND • Direct Ss to the underlined words in the text and ask Ss
PRACTICE to match them to their synonyms in the list using their
dictionaries if necessary.
• Check Ss' answers.
Answer Key
entirely - completely easily = without difficulty quickly =
rapidly remarkably = surprisingly
part of speech: adverbs
4 (Aim; To consolidate new vocabulary through
antonyms
• Direct Ss to the bold words in the text and ask Ss to
match them to their antonyms in the list using their dictionaries
if necessary.
• Check Ss' answers.
Answer Key
alike different natural * man-made
native * foreign unique * common
part of speech: adjectives
To answer comprehension questions on a text
Ask Ss to read the questions (1-4) and give Ss time to read the
text again and answer them.
Check Ss' answers.
Answer Key
1 They share inherited traits from their parents.
2 gender, hair colour, skin colour, ear shape, blood group
and inherited diseases
3 Weight depends on diet, lifestyle and environmental
factors.
4 Less than 1% of our DNA makes us look different from
other people.
• Refer Ss to the Check these words box and ask Ss to look
them up in the Word List.
• Play the video for Ss and elicit their comments.
To consolidate information from a text
Initiate a class discussion and elicit what various Ss learnt
from the text.
Suggested Answer Key
I learnt that people are different as inherited traits are what
distinguish one person from another. Some characteristics like
gender and hair colour are genetically passed down from our
 parents while others like weight and language depend on
environmental factors. I also learned that all people may look
different but in reality nearly all human DNA is identical and
only less than 1 % of our DNA makes us look different from
other people.
|?1 (Aim'
Elicit a variety of answers from Ss around the class.
Suggested Answer Key
If I could change my appearance then I would like to be a little
bit taller. I would also like to have darker skin, a smaller nose
and lighter eyes.

Play the video and elicit Ss’ comments at the end. VIDEO + QUESTIONS
ENDING THE LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 Science and scientific phenomena

LESSON: Module 1 Lesson 11 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
this lesson is contributing perspectives on the world;
to 10.5.4 - use style and register to achieve appropriate degree of formality in a growing
variety of written genres on a range of general and curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar
 general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and
curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a wide range of
familiar general and curricular topics;
10.6.10 - use present continuous and past continuous active and passive forms on a wide
range of general and familiar curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular
adverbs
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of
familiar general and curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Listen and read for a gist, read for specific information
Most learners will be able to:
Listen and read for a gist, learn about values, do a quiz
Some learners will be able to:
Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Assessment criteria Learners have met the learning objective if they can: speak about values

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE To present and practise phrasal verbs
LESSON with bring and come
• Go through the list of phrasal verbs and their
definitions and elicit an example for each one from
various Ss around the class using their dictionaries to
help them if necessary.
• Give Ss time to complete the task and then check Ss'
answers.
Answer Key
7 up 3 up 5 across
2 out 4 about 6 down

To practise prepositional phrases

PRESENTATION AND • Explain the task and give Ss time to complete it and
PRACTICE then check Ss' answers.
• Ask Ss to start a Prepositions section in their notebooks
and use it to list words that go with prepositions in
alphabetical order.
• Ask Ss to revise this section regularly as this will help
 them use the English language in a natural way.
Answer Key
7 in 2 as 3 for 4 to 5 to

Aim, To consolidate words which are often confused

Explain the task, give Ss time to complete it and then
check Ss' answers.
Answer Key
7 invented 3 conducting 5 breath
2 studying 4 Astrologers 6 clear

To form negative verbs

• Read the theory box and the examples aloud and then
explain the task.
• Give Ss time to complete the task and then check Ss'
answers.
Answer Key
7 misuse 3 rematch 5 refund
2 disappearance 4 miscount
Further Practice - Quiz
[Aim] 110.1.61 To consolidate information in the
module
• Make photocopies of the quiz.
• Give Ss time to complete the quiz, looking back
through the module if necessary.
• Check Ss' answers.

Quiz
Mark the sentences T (true) or F (false). Correct the false
sentences.
1 Marie Curie won the Nobel Prize 3 times
2 DNA is made up of 46 chromosomes.
3 Faulty genes can lead to serious illnesses
4 A cloned Pyrenean ibex lived for 7 days
5 Scientists found dinosaur DNA in a
broken bone.
6 Some scientists believe birds are related
to dinosaurs.
7 Einstein won a Nobel Prize at the end of
the 20th century.
8 The human brain weighs around Vh kilos
9 Isaac Newton developed the theory of
relativity.
Answer Key
7 F (She won it twice.)
2 F (Each cell in our body has 46 chromosomes.)
3 T
4 F (It lived for seven minutes.)
5 T
6 T
7 F (He won it in 1921.)
8 T
9 F (Albert Einstein developed the theory of
relativity. Isaac Newton developed the theory of gravity.)
Extra Activity
 To create a quiz
• Ask Ss to read through Module 1 and write a quiz of
their own.
• Ss can prepare their quizzes alone or in groups (in
class or at home). Ask Ss to go through the module and
compile their quizzes.
• Ask Ss to exchange their quizzes, do them, and then
check their answers.
Suggested Answer Key
1 Nicolaus Copernicus was a physicist. (F - He was an
astronomer.)
2 Marie Curie was a biologist. (F - She was a chemist
and physicist.)
3 DNA stands for deoxyribose nucleic acid. (T)
4 Hans Larsson did genetic experiments with birds.
(T)
5 И/e use 100% of our brains. (T)
6 Einstein wasn't good at French. (T)
7 Einstein moved to America in 1921. (F - He moved
there in 1932.)
8 Humphrey Davy invented the first electric light. (T)

Play the video and elicit Ss’ comments at the end. VIDEO + QUESTIONS
ENDING THE LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 1 Science and scientific phenomena

LESSON: Module 1 Lesson 12 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives
that this lesson is on the world;
contributing to 10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety
of written genres on a range of general and curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar
general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and
curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular topics
with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past forms
and past perfect simple forms in narrative and reported speech on a wide range of familiar
general and curricular topics;
10.6.10 - use present continuous and past continuous active and passive forms on a wide
range of general and familiar curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular
adverbs
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of
 familiar general and curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
use some language from the module to express views and pose some relevant activity
accurately
Most learners will be able to:
use a range of language from the module to express views and pose a range of relevant
activity accurately
Some learners will be able to:
use a wide range of language from the module to express views and pose a range of relevant
activity accurately
Previous learning 1 Science and scientific phenomena
Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson
Reading
1 [Aim] To read for specific information
• Ask Ss to read the questions (1-4) and
the possible answers.
• Give Ss time to read the text and
choose the correct answer for each question
• Check Ss' answers.
Answer Key
ID 2 C 3 C4 D

Main activities Listening

To listen for specific information
• Ask Ss to read the headings (A-G).
• Play the recording. Ss listen and match them to
the speakers accordingly.
• Check Ss' answers.
Answer Key
1C 2 В ЗА 4 D 5 E
• Explain the task.
• Ss complete the task.
Check Ss' answers
discovery 5 passed 9 struggling
ancestors 6 myth 10 psychologist
select 7 prevent
debate 8 observed Aim) To consolidate
grammar from the module
• Explain the task.
• Ss complete the task.
• Check Ss' answers.
Answer Key
1 worse 3 earlier
2 more carefully 4 more healthily

4 To consolidate grammar from the module

• Explain the task.
• Ss complete the task.
• Check Ss' answers.
 Answer Key
1 must have gone
2 may/might/could have fallen
3 can't have been
4 can't have done

5 To practise sentence transformations

• Explain the task.
• Ss complete the task.
• Check Ss' answers.
Answer Key
1 The experiment was considered a great success.
2 Dr Harrison was given an award by the
government in 2009.
3 Sir Isaac Newton's house is visited by a lot of
tourists.
4 More time is needed by the research team to finish
the experiment.
5 Dinosaur DNA was found in a broken bone by the
palaeontologists.
To practise connectors
Give Ss time to complete the task and then check Ss'
answers.
Answer Key
7 but 3 and 5 While
2 Despite 4 because
Writing
• 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
Marie Curie
There aren't many people who haven't heard of Marie
Curie. She was a famous physicist and chemist.
Curie was born on 7 November, 1867, in Warsaw,
Poland. Her family was quite poor so she had to attend
public school, but she was an excellent student. She
became a governess when she left school to help pay for
her sister's education. A few years later, she left for Paris
and went to university, where she earned degrees in
physics and maths.
In 1895, she married Pierre Curie. Together they
discovered polonium and radium, and Marie developed a
theory about radioactivity. They won the Nobel Prize in
Physics in 1903. Eight years later, Marie Curie won the
Nobel Prize in Chemistry on her own. She died on 4 July,
1934, from exposure to radiation. Marie Curie was a
scientific pioneer. She was the first person to win two
Nobel Prizes and the first woman to become a professor
at the University of Paris. She is also an inspiration to
young women who are interested in science all over the
world.
Check your Progress
Ask Ss to assess their own performance in the unit by
ticking the boxes according to how competent they feel
for each of the listed activities.
Ending the lesson Discussing the theme of the module

Additional information
Differentiation – how do you plan to give more Assessment – how are you planning to Cross-curricular
support? How do you plan to challenge the check learners’ learning? links
more able learners? Health and safety
check
ICT links
Values links
prompt less able learners to ask a range of monitor question production in group values links: benefits
questions with different question starters and activity of hobbies
highlight areas of questions that need to be
corrected before proceeding to quiz

challenge more able learners to write different

types of quiz question e.g. multiple choice
complete the missing word etc..

Reflection 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 2 Natural Disasters

LESSON: Module 2 Lesson 1 School:

Introductory lessons
Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s)
that this lesson is 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
contributing to 10.2.1 - understand the main points in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular
topics ;
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and
curricular topics, and some unfamiliar topics;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;
10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures
indicating degree, and intensifying adjectives on a wide range of familiar general and curricular
topics;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund
forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb
on a wide range of familiar general and curricular topics
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

Assessment criteria 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
Value links Natural Disasters
Cross - curricular Natural Disasters
links
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters

Plan

Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

►► Module Objectives
BEGINNING THE Read the title of the module Natural disasters and ask Ss to suggest
LESSON what they think the module will be about (the module is about natural
disasters and accidents). Go through the objectives list to stimulate Ss'
interest in the module.

Vocabulary
PRESENTATION
AND PRACTICE 1
disasters
To present vocabulary for natural

• Play the recording with pauses for Ss to repeat chorally and/or

individually.
• Check Ss' pronunciation and intonation.
To introduce new vocabulary; To
match vocabulary to pictures
• Give Ss time to complete the sentences in pairs.
• Check Ss' answers.
Answer Key
1 burnt 3 caused 5 hit
2 rescued 4 erupted
• Ask Ss to look at the pictures A-E and then match the disasters in
Ex. 1 to them.
• Check Ss' answers.
Answer Key
A forest fire В mine collapse C huge tropical
storm D volcanic eruption E earthquake
&tsunami

b) To discuss feelings related to natural disasters

• Ask Ss to talk in pairs about what they know about the disasters and
how they made them feel and how they think the people involved felt.
• Monitor the activity around the class and then ask some pairs to
share their answers with the rest of the class.
Suggested Answer Key
I heard about the earthquake and tsunami in 2011. I felt very sad for the
people who died and the survivors who lost their loved ones and their
homes. I think the people in Japan also felt very sad.
3 To listen for gist
• Explain the task and play the recording.
• Ss listen and match the extracts to two of t pictures.
• Check Ss' answers.
Answer Key
Extract 1 - D Extract 2 - В
• Play the video for Ss and elicit their comment
 OVER TO YOU!
To personalise the topic
Ask Ss to close their books, then elicit answ( from various Ss around
the class.
Suggested Answer Key
In 2017, 1.2 million acres of land in Portugal wt burnt because of forest
fires.
33 men were trapped in a mine in Chile.
Hurricane Katrina caused terrible flooding in Nt Orleans and lots of
people died.
In 2010, a volcano in Iceland erupted.
There was a terrible earthquake and a tsunami Japan in 2011 and thousands
of people died.
Background information
The Atacama Desert is in Chile in South America to the west of the Andes
Mountains. It covers a 1000-km strip of land along the Pacific coast. It is
said to be the driest place in the world.
New Orleans is a large city in the state of Louisiana, in the south of the
USA. It has a population of 1.2 million people and covers 9,726 square km.
It is famous for its jazz music, its cuisine and its festivals, especially Mardi
Gras. Iceland is an island country in the North Atlantic Ocean. It is part of
Europe and the capital city is Reykjavik. It has a population of about
330,000 people. It is famous for its volcanoes and glaciers. Japan is an
island country in East Asia in the Pacific Ocean. It is also known as the
Land of the Rising Sun. The capital city is Tokyo and the population is 127
million people.
ENDING THE (An activity to consolidate the language of the lesson.) Ask the pupils to
LESSON describe any of global issues with the solution in their region.

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 2 Natural Disasters

LESSON: Module 2 Lesson 2 School: Tokmansai high school

The theme: Disasters
Date:10.10.2019 Teacher name:Zhalgas Gulzhan

CLASS: 10 Number present: absent:

Learning objectives(s) 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
that this lesson is 10.2.1 - understand the main points in unsupported extended talk on a wide range of general
contributing to and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;

Lesson objectives All learners will be able to:

listen and read for gist and for specific information
Most learners will be able to:
listen and read for gist and specific information, to learn animals and their habitats, to learn
prepositional phrases
Some learners will be able to:
listen and read for gist and specific information, to learn animals and their habitats, to learn
prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on
our steppe

Assessment criteria Learners have met the learning objective if they can: speak about animals and their habitats,
the steppe
Value links
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
Vocabulary & Reading
BEGINNING THE 1 a) fl) To present vocabulary related to disasters
LESSON • Elicit/Explain the meaning of the words/ phrases in
the list.
• Explain the task and give Ss time to read and fill in
the headlines.
• Play the recording. Ss listen and check.
• Check Ss' answers around the class. Elicit L1
translations for the headlines.
Answer Key
7 UNDERSEA 5 CLOSED DOWN
2 STRIKES 6 EVACUATED
 3 WASHES AWAY 7 RUNNING WATER
4 FORCE

To activate vocabulary
PRESENTATION Refer Ss to the headlines and elicit answers from
AND PRACTICE various Ss around the class.
Suggested Answer Key
In March 2011, an undersea earthquake struck off the coast of
Japan. Soon after, a 10-metre tsunami followed which washed
away many houses and cars. The force of the Japan quake was
so big that it
Speaking & Writing
To consolidate information in a text
• Play the recording. Ss listen and read the text again.
• Explain the situation and ask Ss think about the
questions in the rubric.
• Give Ss time to write a few sentences using the
headlines in Ex. 1a to help them.
• Have Ss tell their partners and then ask some Ss to
share their answers with the class.
Suggested Answer Key
It was about a quarter to three and I was shopping. As I
was crossing the street, the ground suddenly began to
shake. I froze on the spot as I saw office workers running
out of their buildings and watched as the buildings shook
violently. People were screaming and crying. To make
matters worse, authorities announced a tsunami was
heading our way and ordered people to run to high
ground. There were frantic people everywhere running up
the hills. Once up on the hill, we watched as a 10-metre-
high tsunami crashed into the coast. It washed away
houses, cars and buildings.
moved the island by about 2.4 metres. Many nuclear power
stations in the areas where the quake struck had to be closed
down. Haifa million Japanese people evacuated their houses
and almost 1.4 million in total were without running water.
(Aim To stimulate interest in the topic and read for specific
information
• Read the rubric aloud and elicit questions from Ss
around the class.
• Give Ss time to read the text and try to answer their
questions.
• Check Ss' answers around the class.
Suggested Answer Key
1 How strong was the earthquake? (It was a magnitude 9
quake.)
2 How many people died? (Over 15,000 people died.)
3 How far inland did the tsunami reach? (It reached 10
km inland.)
9 (Aim To write a short article
• Explain the task and give Ss time to write a short article
or assign the task as HW.
• Check Ss' answers by asking various Ss to read out their
articles to the class.
Suggested Answer Key
On 11th March, 2011, an undersea earthquake hit near the
northeastern coast of Japan. It was the most powerful
earthquake in Japan's history and it triggered a devastating
tsunami. Thousands of people died and the coast of Japan was
destroyed. Roads, buildings and entire villages were swept
away. The power of the 9 magnitude earthquake literally shook
the Earth because the planet moved on its axis. The effect of
this is that every day is now shorter by 1.8 milliseconds. It was
a devastating tragedy that will take the country many years to
recover from.
3 То read for cohesion and coherence
• Explain the task and give Ss time to complete it.
• Remind them to look at the key words before and
after the gaps that will help them find the missing sentences.
Answer Key
1C 2 A 3 F 4 E 5 D
• 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.

b)
To listen for confirmation

Play the recording. Ss listen and check their answers.

4 To consolidate new vocabulary

• Explain the task to Ss and give them time to complete
it. Ss work in pairs.
• Check Ss' answers around the class.
Answer Key
triggered: started
partial: incomplete
frantic: panicked & frightened
hurled: violently threw
stranded: unable to leave
swamp-like: very wet
crumbled: broken into small pieces
rubble: pieces of bricks, stones & other materials
clinging to: holding on tightly

(to ) infinitive\ -ing forms

 To prepare a poster Student’s Book: Language
ENDING THE Explain the task and ask Ss to work in small groups to look up Review 1a
LESSON information on the Internet or any other sources. Ss can use Workbook: 1a
ideas from the text on p. 6. Ask various Ss to present their
posters to the class.
Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 2 Natural Disasters School: Tokmansai high school

Date:04.10.2019 Teacher name:Zhalgas Gulzhan

CLASS: 10 Number present: absent:

Learning objectives(s) 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
that this lesson is 10.2.1 - understand the main points in unsupported extended talk on a wide range of general
contributing to and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular
topics ;

Lesson objectives All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
Most learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result
Some learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result, identify the correct usage and use these
forms in the speech

Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of
infinitive/-ing forms, do the correct word formation, express reasons.
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
5 To revise compound adjectives Teacher’s ideas
BEGINNING THE • Elicit how compound adjectives are formed (A
LESSON compound adjective is formed when two or more adjectives are
joined together to modify the same noun.)
• Then give Ss time to find four examples in the text.
• Refer Ss to the Grammar Reference section for more
details.
Answer Key
swamp-like 4-month-old
hard-working world-famous

PRESENTATION To practise compound adjectives

AND PRACTICE • Explain the task and give Ss time to complete it.
• Check Ss' answers. Elicit sentences from various Ss
around the class.
Suggested Answer Key
After the flood, many areas had a swamp-lit appearance.
Tom is a hard-working man.
Jane took her 4-month-old baby to the docU George Clooney
is a world-famous actor.
 To present/revise (to) infinitive/ -ing forms
• Explain/Elicit that the infinitive is the ba: of all verbs.
Explain/Elicit that we can use or without the preposition to.
Say then w the board: / want to play football. I ca football.
Explain/Elicit that we use to-inf after certain verbs such as
would like, love, want, expect, hope, offer, promise, decide
and after be + adjective and wit and enough. Explain/Elicit
that we usi infinitive without to with modal verbs must,
should, etc) and after the verbs le make.
• Explain/Elicit that the -ing form is the form that ends in -
ing. Say then write or board: Swimming is fun. Explain/Elicit tha
can use the -ing form as a noun. Say then \ on the board: / like
running. Explain/Elicit we use the -ing form with the verbs like, I
hate, dislike, enjoy, prefer.
• Explain the task and give Ss time to comp it.
• Ask Ss to check their answers in the Gram/ Reference
section.
Answer Key
1 driving 3 getting 5 repairing
2 to buy 4 leave 6 rescuing

7 To practise (to) infinitive/-/ng forms

• Explain the task and give Ss time to comple it.
• Check Ss' answers. Then ask various Ss to t( the class how
the sentences' meanings differ.
Answer Key
1 a to stand (remember
b reading (fail to remember)
2 a to buy (paused) b working (ceased)
3 a not moving (disappointment) b to inform (remorse)
4 a to stay (attempt) b using (experiment)
5 a to put (intention)
b going (has the meaning)
• For Exs 8 8,9 see p. 22(T)

ENDING THE A Grammar quiz. (Teacher’s ideas)

LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 2 Natural Disasters

LESSON: Module 1 Lesson 4 School: Tokmansai high school

Use of English 1b
Date:11.10.2019 Teacher name:

CLASS: 10 Number present: absent:

Learning objectives(s) 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
that this lesson is 10.2.1 - understand the main points in unsupported extended talk on a wide range of general
contributing to and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range of
 general and curricular topics, including talk on a limited range of unfamiliar topics;
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular
topics ;
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general
and curricular topics, and some unfamiliar topics;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;
10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative
structures indicating degree, and intensifying adjectives on a wide range of familiar general
and curricular topics;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund
forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb
on a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
Most learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result
Some learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result, identify the correct usage and use these
forms in the speech

Assessment criteria

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To revise the to-infinitive and the -ing forms Teacher’s ideas
BEGINNING THE
LESSON

PRESENTATION To present disasters

AND PRACTICE • Di rect Ss' attention to the disasters in the list.
• Play the recording. Ss listen and repeat chorally and/or
individually.
• Go through the list of disasters and elicit which ones are
natural and which ones are influenced by man.
• Then elicit which disasters are shown in the pictures.
Answer Key
1 influenced by man 7natural
2 natural 8 influenced by
3 natural man
9natural
4 influenced by man 10natural
5 influenced by man 11 influenced by
6 influenced by man man
12 natural
 Picture 1 - war Picture 3 - flood
Picture 2 - rail accident Picture 4 -
earthquake
b) To match disasters to headlines
• Give Ss time to complete the task.
• Check Ss' answers. Ask Ss to give justifications.
Answer Key
A 1 (train)
В 10 (tremors)
C 8 (oil spill, coast)
D 6 (aircraft)
E 4 (blast, chemical plant)
F 7 (hurricane)
G 3 (rising river waters)
H 2 (side of mountain collapses)

2 a) To listen for gist

Play the recording. Ss listen and match the descriptions to the
pictures
To prepare a news report
• Explain the task. If necessary, assign it as HW. You can
photocopy the script for Ex. 8 for Ss to use as a model but Ss'
reports should be shorter.
• Ss work in pairs and prepare their news reports.
• Ask various Ss to read their reports to the class.
Answer Key
A1 В3 C4 D2
To describe a picture
• Ss work in pairs and choose a picture to describe to their
partner.
• Monitor the activity around the class and then ask various
Ss to describe the pictures.
Suggested Answer Key
In picture 1, I can see five soldiers. They are wearing army
clothes. They are all wearing gloves and hats. Four of them are
looking through binoculars and one person is writing on a piece of
paper. There is a vehicle behind them. I think it is a tank.
In picture 2, there is a large train engine. It is black with a red
front with the letters 'SP' in white. It has come off the tracks, but it
hasn't fallen over. There are two men by the side of the tracks. I
think they are discussing what to do.
In picture 3, there are a number of people walking along a raised
walkway which runs along a flooded street. The people are
wearing boots and pulling small suitcases along so I think they are
being evacuated from a flooded town. Along the side of the street
there are shops, but they are partly under the water.
In picture 4, there is a rescue worker and a search and rescue dog.
They are in a collapsed building. I can see broken concrete walls.
The dog is looking into an area which has collapsed and maybe it
can smell a person trapped there. The man is wearing safety gear.
He is wearing blue coveralls and a hard hat with a light on it.
 з (Aim To read for gist
Ask Ss to read through the text quickly and then elicit what it is
about from Ss around the class. Answer Key
The text is about floods in Kazakhstan.
Suggested Answer Key
Between 30th August and 16th September, 2017, a massive
hurricane caused catastrophic damage in the Caribbean and the
Florida Keys. Hurricane Irma was a Category 5 hurricane and one
of the most destructive in US history. Winds of 295 kmph swept
through the Atlantic causing widespread damage and considerable
loss of life. The president said everything possible will be done to
help survivors rebuild their communities.
To read for cohesion and coherence
• Explain the task and give Ss time to complete it.
• Remind them to look at the key words before and after the
gaps that will help them find the missing sentences.
Answer Key
1 D 2 A 3 В 4 F SC
• 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 A Grammar quiz. (Teacher’s ideas)

LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 2 Natural Disasters

LESSON: Module 2 Lesson 18 School: Tokmansai high school

Date:11.10.2019 Teacher name: Zhalgas Gulzhan

CLASS: 10 Number present: absent:

Learning objectives(s) 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
that this lesson is groups;
contributing to 10.1.5 - use feedback to set personal learning objectives;
10.3.1 - use formal and informal language registers in talk on a wide range of general and
curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
general and curricular topics;

Lesson objectives All learners will be able to:

 Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give
Most learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give, listen for specific information
Some learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give, listen for specific information, talk about the ASCE Foundation, write an email
about the Dream Big film
Assessment criteria Learners have met the learning objective if they can: speak about natural disasters and write an
email
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To consolidate new vocabulary SB”Action”for KZ
BEGINNING THE • Explain the task and give Ss time to complete it.
LESSON
• Check Ss' answers and then ask various Ss to use the
phrases to talk about flooding in Kazakhstan.
Answer Key
1 moving 5 flood
2 heavy 6 higher
3 emergency 7 power
4 recurring 8 public
Suggested Answer Key
Heavy rain and extreme weather causes recurring floods in
Kazakhstan. Flood damage and moving floodwaters have affected
residential areas, power lines and public buildings.
б a) (Aim To practise prepositions & prepositional phrases
PRESENTATION • Explain the task and give Ss time to complete it.
AND PRACTICE
• Check Ss' answers.

• Ss work in pairs and use the Useful Language in the box and the
headlines in Ex. 1b to make exchanges.
Suggested Answer Key
A: You'll never guess what's happened! Violent tremors have hit
the capital city.
B: Oh no! That's terrible!
A: Did you see the news? There's been an oil spill off the coast.
B: That's so depressing.
A: Have you heard? There was a dangerous blast at a chemical
plant.
B: Really? How horrible!
A: Guess what happened! Some buildings downtown were
damaged by a hurricane.
В: I don't believe it.
A: Look at this! Rising river waters have closed roads.
B: It's awful, isn't it?
A: Did you hear about the side of a mountain that collapsed onto
some homes?
B: Oh no! That's awful!
Listening
information

• Explain the task and ask Ss to read the sentences 1-5 and
underline the key words.
• Elicit what the radio news report will be about (a train
crash and a flood). Play the recording. Ss listen and tick the
sentences as true or false.
• Check Ss' answers. You can play the recording again with
pauses for Ss to check their answers.
Answer Key
IF 2T3T4F5F
Answer Key
1 to 2 to 3 from 4 for 5 with
1 To practise prepositional phrases
Ask various Ss to use the phrases in Ex. 6a to talk about
the natural disasters in Ex. 1a.
Suggested Answer Key
The war led to a huge loss of life.
People who live close to snowy mountains are more likely to
experience avalanches.
The shutters protect their home from storm damage. Wars and
natural disasters are responsible for a huge loss of life.
They dealt with the livestock by moving them to higher
ground during the flood.

7 To role-play giving and reacting to bad

news
• Explain the task and ask two Ss to act out the example
exchange.
• Ss work in pairs and use the Useful Language in the box
and the headlines in Ex. 1b to make exchanges.
Suggested Answer Key
A: You'll never guess what's happened! Violent tremors have
hit the capital city.
B: Oh no! That's terrible!
A: Did you see the news? There's been an oil spill off the
coast.
B: That's so depressing.
A: Have you heard? There was a dangerous blast at a
chemical plant.
B: Really? How horrible!
A: Guess what happened! Some buildings downtown were
damaged by a hurricane.
В: I don't believe it.
A: Look at this! Rising river waters have closed roads.
 B: It's awful, isn't it?
A: Did you hear about the side of a mountain that collapsed
onto some homes?
B: Oh no! That's awful!
• To listen to for specific information Explain the task
and ask Ss to read the sentences 1-5 and underline the key words.
• Elicit what the radio news report will be about (a train
crash and a flood). Play the recording. Ss listen and tick the
sentences as true or false.
• Check Ss' answers. You can play the recording again
with pauses for Ss to check their answers.
Answer Key
IF 2T3T4F5F
To discuss solutions to help people affected by a flood
• Explain the task and divide the class into small groups.
• Give Ss time to discuss solutions to a flood from the
perspective of the emergency services.
• Monitor the activity around the class and then ask some
groups to share their ideas with the class.
Suggested Answer Key
A: I would call out the coast guard to rescue people from their
homes where the streets are flooded.
B: Good idea. I think we should also take food and fresh
water to people who are safe but unable to leave their homes
due to the floodwaters.
C: Yes, I agree. Also, we should set up a rescue centre for
people who have been made homeless, as well as a shelter
where they can sleep and get a hot meal.
For Ex. 9 see p. 24(T)

Ask various Ss around the class to read their emails aloud to the Student’s Book:
ENDING THE class. Language Review 1c
LESSON (Other Ss listen carefully and ask questions if necessary) Workbook: 1c

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 2 Natural Disasters

LESSON: Module 2 Lesson 6 School: Tokmansai High School

Everyday English 1d Expressing opinions
about gender equality issues

Date:16.10.2019 Teacher name:Zhalgas Gulzhan

CLASS: 6 Number present: absent:

Learning objectives(s) 10.1.5 - use feedback to set personal learning objectives;

that this lesson is 10.3.1 - use formal and informal language registers in talk on a wide range of general and
contributing to curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
general and curricular topics;

Lesson objectives All learners will be able to:

 listen and read for gist, pronounce the /oo/ sound
Most learners will be able to:
listen and read for gist, pronounce /oo/ sound, role play a dialogue
Some learners will be able to:
listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental
organization
Assessment criteria Learners have met the learning objective if they can: apply to environmental organization and
role play the dialogue
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
1 ^Ti5^ To present flood safety tips
BEGINNING THE • Direct Ss' attention to the pictures.
LESSON • Play the recording. Ss listen and repeat chorally and/or
individually.

To talk about floods/share a

PRESENTATION personal experience
AND PRACTICE Give Ss time to think about their answers to the questions
and then ask various Ss to share their answers/personal
experiences with the class. (Ss' own answers)

2 a) [Aim To identify a text type

• Direct Ss' attention to the text and elicit what type it is
and its purpose.
• Ask various Ss to tell the class.
Answer Key
The text is a leaflet. Its purpose it to educate.
Suggested Answer Key
I have (not) seen a similar one before.

b) [Aim] To listen and read for specific information

• Ask Ss to guess which actions people should do and
when in a flood.
• Play the recording. Ss listen and read the text and find out
if their guesses were correct.
To listen and read for specific information
• Ask Ss to guess which actions people should do and
when in a flood.
• Play the recording. Ss listen and read the text and find out
if their guesses were correct.
Answer Key
You should turn off the electricity supply before a flood. You
should wear protective clothing and move to higher ground during
a flood. You should not walk through moving water or drive in
flooded areas during a flood.
• Explain the task and give Ss time to complete it by
 thinking of an appropriate word for each gap
• Remind them to look at the key words before and after the
gaps that will help them.
Answer Key
1 where5 from 9 out
2 as 6 to 10 to
3 your 7 what 11 before
4 off 8 can 12 it

Refer Ss to the Check these words box and ask Ss to look them up
in the Word List.
Play the video for Ss and elicit their comments
To consolidate vocabulary and
information in a text
• Explain the task and give Ss time to read the sentences
and look through the text again to find the words/phrases to
complete them.
• Check Ss' answers.
Answer Key
1 emergency kit
2 protective clothing
3 electricity and water supplies
4 flood barriers/defences
5 floodwaters
6 flood updates
7 high ground
8 electrical equipment
Listening & Speaking

information

• Ask Ss to read the questions and the answer choices.

• Play the recording. Ss listen and choose their answers
according to what they hear.
• Check Ss' answers around the class.
Answer Key
1C 2 8 3 В 4 A 5 C 6 В
Ss in pairs prepare similar dialogues and then act them out.
ENDING THE
LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 2 Natural Disasters

LESSON: Module 2 Lesson 7 Prediction and School: Tokmansai high school

prevention of natural disasters
Date:17.10.2019 Teacher name:Zhalgas Gulzhan

CLASS: 10 Number present: absent:

Learning objectives(s) 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
that this lesson is groups;
contributing to 10.1.5 - use feedback to set personal learning objectives;
10.3.1 - use formal and informal language registers in talk on a wide range of general and
curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
general and curricular topics;

Lesson objectives All learners will be able to:

listen and read for gist, for specific information
Most learners will be able to:
listen and read for gist, read for specific information, compare buildings
Some learners will be able to:
listen and read fir gist, read for specific information, compare buildings, write about an eco-
friendly building
Assessment criteria Learners have met the learning objective if they can: compare buildings and write about
buildings
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters
Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)

BEGINNING THE To consolidate information in a listening task

LESSON
Ask various Ss to tell the class what they have learnt about
earthquake safety.
Suggested Answer Key
I learnt that it's important to have an emergency supply kit with
bottled water, tinned food, a first aid kit, a torch and a battery-
powered radio. I also learnt that you should write down your
contact names and numbers. Not only that, it's much safer to
stay inside the house and go under a table or stand in a
doorway away from heavy furniture than to go outside. I also
learnt that if you happen to be outside when the earthquake
happens, you should try to stay in an open place away from
trees and buildings.
PRESENTATION
AND PRACTICE Speaking
Aim] To role-play making suggestions and
agreeing/disagreeing
• Explain the task and ask two Ss to act out the example
exchange.
• Ss work in pairs and use the Useful Language in the
box and the earthquake safety tips in Ex. 5 to make exchanges.
Suggested Answer Key ... you should stay inside the house and
go under a table or stand in a doorway away from heavy
furniture rather than to go outside.
B: That sounds great. If you are outside, though, you should try
to stay in an open place away from trees and buildings.
Writing
• Explain the task and give Ss time to look for
information on the Internet about ways to prevent damage in a
natural disaster.
• Ss may work individually or in small groups and then
use their information to prepare a leaflet similar to the one in
Ex. 2.
• Ask various Ss to present their leaflet to the class.
Suggested Answer Key
Always be prepared
• Have a torch with batteries handy.
• Have a battery-operated radio available.
• Have a first-aid kit handy.
Before a hurricane
• Use storm shutters or board all windows securely.
• Protect outward doors.
• Check that oil and gas stoves are in working order;
replenish stock of fuel.
• Store all garden tools and furniture inside if possible.
During a hurricane
• If you are evacuating, leave early so that not stranded
by flooded roads, fallen tree and traffic jams. Make sure
you have enoi in your vehicle.
• If there is a lull after the ‘eye' of the sti passed, stay in
place, except to make em repairs. The wind may return
suddenly w. greater strength.
• Rely ONLY on official bulletins from radic do not use the
telephone.
After a hurricane
• Assist in search and rescue.
• Seek medical attention for persons injuret
• Clean up debris and do temporary repairs.
• Report damage to the authorities.
• Assist in road clearance.
Ask various Ss to read their text to the class. Alternatively,
ENDING THE assign the task as HW and check Ss' answers in the next lesson.
LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 2 Natural Disasters

LESSON: Module 2 Lesson 8 School: Tokmansai high school

Prediction and prevention of natural disasters

Date:18.10.2019 Teacher name: Zhalgas Gulzhan

CLASS: Number present: absent:

Learning objectives(s) that 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
this lesson is contributing groups;
to 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers
on a range of general and curricular topics;
10.3.5 - interact with peers to make hypotheses about a wide range of general and
 curricular topics ;

Lesson objectives All learners will be able to:

listen and read for gist, read for specific information
Most learners will be able to:
listen and read for gist, read for specific information, prepare a poster on how to make a
positive change to the world
Some learners will be able to:
listen and read for gist, read for specific information, prepare a poster on how to make a
positive change to the world, make a speech about the importance of being a global citizen.

Assessment criteria Learners have met the learning objective if they can: prepare a poster about changing the
world and make a speech about the importance of being a global citizen
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To introduce the topic and predict the content of the text
BEGINNING THE Writing
LESSON 1 [Aim) To analyse a rubric
• Ask Ss to read through the rubric and look at the key words
in bold and answer the questions.
• Explain to Ss that it is very important to read the rubric
carefully so that they include all the points mentioned.
• Check Ss' answers around the class.
Answer Key
1 a story
2 readers of a travel magazine
3 about a nasty holiday experience
4 between 120-180 words
5 first-person narrative
PRESENTATION AND To analyse a model story
PRACTICE • Ask Ss to read the Writing Tip.
• Read the rubric aloud, give Ss time to read the model story
and answer the questions.
• Check Ss' answers.
Answer Key
1 The writer sets the scene by introducing the main characters
(himself and his friend James), saying where and when they
were (travelling across the USA during a summer holiday),
and what they were doing (taking a journey on a steam train).

BACKGROUND INFORMATION
The Bahamas is a country made up of 29 islands. It is
located in the Atlantic Ocean to the southeast of the USA
off the coast of Florida. The capital city is Nassau and the
 population is around 330,000 people. It is a popular tourist
destination.
Miami is a large city in the state of Florida in the southeast
United States. The population is 5.5 million people and the
city is an important commercial, entertainment and cultural
centre.
The Gulf of Mexico is an ocean basin surrounded on three
sides by land between Mexico, the USA and Cuba. It is
around 1,300 kilometres across and the deepest part is
4,384 metres. It is an important ecosystem and was badly
damaged by the Deepwater Horizon oil spill in 2010.
The Mississippi River is the biggest river system in the USA.
It is 3,730 km long and crosses 10 states. The Mississippi
River Delta drains into the Gulf of Mexico.
Lake Pontchartrain is not actually a lake, it is an estuary in
southeast Louisiana. It is 1,600 km2 in area and averages 3
to 4 metres in depth.
2 The climax event is when the train started rocking
dangerously from side to side and people started screaming.
3 In the end, the train slowed down and pulled into the
next station.
4 The characters felt relieved that no one was injured.

з To put events in a story in order

• Explain the task to Ss and give them time to re-read the
text and complete the task.
• In pairs, have Ss compare their answers.
• Check Ss' answers around the class.
Answer Key
A3 Cl E2 G6
В7 D5 F4 H8

1 To identify adjectives in a story

• Ss do the task.
• Check Ss' answers.
Answer Key
terrifying 2 smooth 3 screechin
To make a positive change by being a global citizen you can:
ENDING THE LESSON volunteer for a group that helps your local community.
sign a petition that campaigns for positive action to help the
environment.
email/tweet your local MP or a world leader to encourage them
to make a positive change.
Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 2 Natural Disasters

LESSON: Module 2 Lesson 9 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
this lesson is contributing groups;
to 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers
on a range of general and curricular topics;
10.3.5 - interact with peers to make hypotheses about a wide range of general and
curricular topics ;
10.5.5 - develop with support coherent arguments supported when necessary by examples
and reasons for a wide range of written genres in familiar general and curricular topics;
10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative
structures indicating degree, and intensifying adjectives on a wide range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
read for gist, read for specific information
Most learners will be able to:
read for gist, read for specific information and write an essay following the plan given
Some learners will be able to:
read for the gist, read for specific information, write an essay following the plan given and
offer solutions to a problem.

Assessment criteria Learners have met the learning objective if they can: write an essay offering solutions to a
problem
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)

BEGINNING THE 5 To identify adverbs in a story

LESSON Elicit the adverbs in the story that describe the verbs in the list
from Ss around the class.
Answer Key
1 slowly 3 dangerously 5 anxiously
2 frantically 4 quickly

To practise using adjectives and adverbs

PRESENTATION AND
• Explain the task. Elicit which of the words in the list are
PRACTICE
adjectives/adverbs.
• Explain that we use intensifiers (usu adverbs) to emphasise
adjectives. Intensifiers include: really, quite, completely,
extremely, absolutely, incredibly, etc.
• Ss do the task. Check Ss' answers.
Answer Key
1 deafening (adv), violently (adv).
2 absolutely (adv), massive (adj), rapidly (adv)
3 Dark (adj), heavy (adj)
4 carefully (adv)
Answer Key
A 3 a huge wave hit the jeep В 1 the characters put their
surfboards in theJ C 4 the emergency services rescued them D
2 they went to the beach, there were < clouds and the wind was
strong
10 fAim) To write a story
• Explain the task and give Ss time to write t story using
the plan and their answers to E> Then ask various Ss to read
their stories alou
• Remind Ss to use a variety of adjectives adverbs.
• Alternatively, assign the task as HW and ch Ss'
answers in the next lesson.
Answer Key
Adverb used as an intensifier: absolutely
Other intensifiers: amazingly, entirely, remarkably,
totally
To practise using linkers that show sequence of events
• Explain the task to Ss and give them time to complete
it.
• Check answers around the class.
Answer Key
1 As soon as 4 Suddenly
2 Eventually 5 and
3 While6 Before
To understand how to set the scene
• Ask Ss to read through the Study Skills box.
• Ask Ss to say how the writer sets the scene in the story
in Ex. 2. (who = my friend James and I, where = travel across
the USA, when = summer)
• Explain the task and give Ss time to complete it.
• Check Ss' answers around the class.
Suggested Answer Key
Steve could never expect his weekend trip would end like this.
Last Saturday afternoon, Steve and his friends were enjoying
themselves in their sailing boat. Suddenly, the sky went dark
and the wind began to blow hard. Huge waves hit their boat
and Steve and his friends felt frightened.
9 due! To predict the content of a stc and practise sequence of
events; to listen foi sequence of events
• Direct Ss' attention to the pictures and s what each one
shows and ask Ss to decid which order they go.
• Play the recording. Ss listen and check.
Answer Key
A 3 a huge wave hit the jeep В 1 the characters put their
surfboards in theJ C 4 the emergency services rescued
them D 2 they went to the beach, there were < clouds and
the wind was strong

10 To write a story
• Explain the task and give Ss time to write t story using
the plan and their answers to E> Then ask various Ss to read
their stories alou
• Remind Ss to use a variety of adjectives adverbs.
Alternatively, assign the task as HW and ch Ss' answers in the
next lesson.
Suggested Answer Key
A Nasty Experience
It was a lovely sunny day in August. Jim and three friends
decided to go surfing at a sandy be that they knew about 20
miles away.
After they had loaded their surfboards in the bad Jim's jeep,
 they clambered inside and set off hapf. At first, the sun was
shining brightly but by the ti they got to the beach, dark clouds
began to app in the sky. The wind started blowing hard and sea
was full of big white waves. Excited rather tl disappointed by
the change in the weather, Jim dn onto the beach and parked
on the sand.
The four friends were about to get out of the ji and get their
surfing gear when, all of a sudden huge wave smashed against
the side of the vehi and overturned it. They knew they had to
get ( quickly before another wave struck. Harry manat to open
a door. "This way, hurry!" he shout Unluckily, Max's seatbelt
was stuck. The bt screamed frantically as they tried to release
hi Eventually, they managed, but not before the jt was half full
of water!
Jim phoned the emergency services and before lo they were
towing the jeep out of the wat Everyone sighed with relief. It
had been a na: experience but at least they were safe.
(An activity to consolidate the language of the lesson.) Ask the
ENDING THE LESSON pupils to describe any of global issues with the solution in their
region.

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? ICT links
Values links
Reflection Use the space below to reflect on
your lesson. Answer the most
Were the lesson objectives/learning objectives relevant questions from the box
realistic? on the left about your lesson

Module 2 Natural Disasters

LESSON: Module 2 Lesson 10 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
this lesson is contributing groups;
to 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers
on a range of general and curricular topics;
10.3.5 - interact with peers to make hypotheses about a wide range of general and
curricular topics ;
10.5.5 - develop with support coherent arguments supported when necessary by examples
and reasons for a wide range of written genres in familiar general and curricular topics;
10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative
structures indicating degree, and intensifying adjectives on a wide range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
Listen and read for a gist, read for specific information
Most learners will be able to:
Listen and read for a gist, learn about values, do a quiz
Some learners will be able to:
Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Assessment criteria Learners have met the learning objective if they can: speak about values

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE To listen and read for gist
LESSON • Ask Ss to look at the picture and answer the question.
• Play the recording. Ss listen and follow the text in their
books.
• Ss check their answers.
Answer Key
Hurricane Katrina has seriously affected New Orleans. A
lot of people lost their homes and many others lost their
lives.

PRESENTATION AND 3 To read for key information

PRACTICE • Go through the subheadings A-G and elicit/ explain any
unknown words. Give Ss time to do the task.
Check Ss' answers. Ask Ss to justify their answers

Answer Key
1 E birth of storm - storm formed
2 В gathering strength - became stronger
3 A surrounded/water - river on two sides,
lake/north, most of city below sea level
4 G awful situation - left city/temporary shelters,
begging for help, suffering from looting
5 F help at last - eventually, moved into, get
food, pumped last of water
6 D moving on - slow recovery
• Refer Ss to the Check these words box and ask Ss to look
them up in the Word List.
• Play the video for Ss and elicit their comments.

To consolidate new vocabulary

• Ask Ss to read the text again and give them time to match
the words accordingly.
• Check Ss' answers.
Answer Key declared:
announced
evacuating: sending people to a place of safety
under threat: in danger
came ashore: moved from the sea to land
smashed: broke
the elderly: old people
begging: asking anxiously
looting: stealing
cope: manage
4 To consolidate new vocabulary
Give Ss time to complete the task, then check Ss' answers.
Answer Key
1 tropical 5 level 9struggle
2 declare 6 shelters 10pump
3 eye 7 rise 11lose
4 threat 8 beg 12 recovery

3 To personalise a situation

Explain the task and ask various Ss to use the phrases in Ex. 4
to narrate their experience to the class.
Suggested Answer Key
We heard about the tropical storm, but when the mayor
declared a state of emergency, we knew we had to evacuate the
city. The city is below sea level and the risk of flooding is too
great. When the eye of the storm missed the city, some people
relaxed and thought it would be OK. We didn't. We thought it
would be best to leave and stay in temporary shelter until the
danger passed. We watched the scenes on television and saw
the waters rise. People were begging for help and struggling to
cope. We stayed away until the army had pumped the water
out of the city. After that we went back to help rebuild the city,
including our own house.
To describe a national disaster; to compare and contrast
disasters
• Explain the task and ask Ss to work in small groups and
look up information on the Internet.
• Ask various Ss to compare their disaster with the New
Orleans disaster.
• Check Ss' answers.
Suggested Answer Key
In April, 2017, terrible floods happened in the areas of
Akmola, Aktobe, East Kazakhstan, Zhambyl, Karaganda,
Kostanay and North Kazakhstan.
7,115 people were evacuated and at least 70 people had to be
rescued from flood water. Around 1,500 homes have been
damaged, as well as some public buildings including a school.
The disaster is different to that of New Orleans because it was
on a much smaller scale. Fewer people were affected and there
 was less damage.
For Background Information see p. 28(T)
Play the video and elicit Ss’ comments at the end. VIDEO + QUESTIONS
ENDING THE LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 2 Natural Disasters

LESSON: Module 2 Lesson 11 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
this lesson is contributing groups;
to 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers
on a range of general and curricular topics;
10.3.5 - interact with peers to make hypotheses about a wide range of general and
curricular topics ;
10.5.5 - develop with support coherent arguments supported when necessary by examples
and reasons for a wide range of written genres in familiar general and curricular topics;
10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative
structures indicating degree, and intensifying adjectives on a wide range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
Listen and read for a gist, read for specific information
Most learners will be able to:
Listen and read for a gist, learn about values, do a quiz
Some learners will be able to:
Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Assessment criteria Learners have met the learning objective if they can: speak about values

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Natural Disasters

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE To introduce the topic and read for specific information
LESSON Elicit what Ss know about tsunamis.
Suggested Answer Key
I know that tsunamis are huge waves that can cause
terrible damage to coastal areas.
• Ask Ss to write down three questions they would like to
ask on the topic.
• Play the recording. Ss listen and follow the text in their
books and see if they can answer the questions.
Suggested Answer Key
1 Why do they happen ? (They are usually caused by an
undersea earthquake.)
2 Why is there sometimes more than one at a time?
(There are often other waves following a tsunami because of
the ripple effect.)
3 How destructive can a tsunami get? (It can cause the
loss of life, flatten buildings and trees and destroy whole
ecosystems.)

PRESENTATION AND 2 To read for key information

PRACTICE • Ask Ss to read the subheadings A-G and then give them
time to read the text and complete the task.
• Check Ss' answers. Ask Ss to justify their answers.
Answer Key
 1 G undersea/underwater
2 E move suddenly
3 В the water ripples
4 C wave moves, hit shore/strong and fast tide
5 F slowly get smaller
6 D powerful force, loss of life
• 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.

з To read for key information

Give Ss time to complete the task and then check Ss'
answers.
Extra Activity Suggested Answer Key from p. 32(T)
Suggested Answer Key
1 Eyjafjallajdkull erupted in 2011. (F - 2010)
2 Forest fires destroyed 1.2 million acres of land in
Spain in 2017. (F - Portugal)
3 Floods happen often in Kazakhstan. (T)
4 The River Ishim is in Astana. (T)
5 New Orleans has recovered from Hurricane Katrina. (F
- It's making a slow recovery.)
6 You can drive in a flooded area. (F - You car swept
away.)
7 Hurricane Katrina had winds of over 270 krr:
(T)
8 A tsunami has only one wave. (F - There are of’ other
waves behind it that can be just as big.)
Answer Key
1 volcanic eruption 4 shore, inland, p:
2 tectonic plates 5 flatten
3 pebble, scale
• Give Ss time to prepare their answers anc their
partners.
• Check Ss' answers by asking various pairs tc the class.
Suggested Answer Key
I have learnt what causes a tsunami.
Not all tsunamis are giant waves, some are sr tides.
An undersea earthquake usually happens on a h line.
I didn't know there were underwater volcanoes

Play the video and elicit Ss’ comments at the end. VIDEO + QUESTIONS
ENDING THE LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 2 Natural Disasters

LESSON: Module 2 Lesson 12 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
that this lesson is groups;
contributing to 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers
on a range of general and curricular topics;
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular
topics ;
10.5.5 - develop with support coherent arguments supported when necessary by examples
and reasons for a wide range of written genres in familiar general and curricular topics;
10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative
structures indicating degree, and intensifying adjectives on a wide range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
use some language from the module to express views and pose some relevant activity
accurately
Most learners will be able to:

use a range of language from the module to express views and pose a range of relevant
activity accurately
Some learners will be able to:

use a wide range of language from the module to express views and pose a range of relevant
activity accurately
Previous learning Natural Disasters

Plan

Planned timings Planned activities Excel

Resources
Beginning the lesson https://
Watch to the video www.youtube.com/
watch?v=QKm-
To present and practise phrasal verbs with back, call and carry SOOMC4c
• Go through the list of phrasal verbs and their definitions and
elicit an example for each one from various Ss around the class using
their dictionaries to help them if necessary.
• Give Ss time to complete the task and then check Ss' answers.
Answer Key
away 3 on 5 off
out 4 up 6 out

Main activities To practise prepositional phrases

• Explain the task and give Ss time to complete it and then check
Ss' answers.
• Ask Ss to start a Prepositions Section in their notebooks and use
it to list words that go with prepositions in alphabetical order.
• Ask Ss to revise this section regularly as this will help them use
the English language in a natural way.
Answer Key
1 at 2 to 3 in 4 in 5 for

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 stay 3 blocked 5 reached
2 shake 4 rose
Note:
• keep sb alive
• rise - rose - risen: intransitive verb - doesn't take an object, raise -
raised - raised: transitive verb - takes an object; (raise your hand) arise -
arose - arisen (for problems, difficulties, etc.)
• arrive in a big city, arrive at a small area (village)

To form compound adjectives

• Read the theory box and the examples aloud and then explain the
task.
• Give Ss time to complete the task.
• Check Ss' answers.
Answer Key
1 never- 3 thought- 5 man-
2 well- 4 thirty-

To revise vocabulary from the module

Give Ss time to complete the task and then check Ss' answers.
Answer Key
1 tectonic 6emergency
2 barrier 7environmental
3 nuclear 8sea
4 volcanic 9take
5 relief 10struck

Further Practice - Quiz

consolidate information in the
• Make photocopies of the quiz.
• Give Ss time to complete the quiz, looking back through the
module if necessary.
• Check Ss' answers.

Quiz
Mark the sentences T (true) or F (false). Correct the false sentences.
1 The tsunami in Japan was caused by a magnitude 7 earthquake.
2 The dam in Astana was built in 2010.
3 A baby boy became famous after surviving the
earthquake in Japan.
4 Hurricane Katrina hit New Orleans in 2005.
5 Mudslides in Kazakhstan can happen after high
temperatures.
6 Lake Pontchartrain is in the north of New Orleans.
7 Floods cause tsunamis.
8 Hurricane Katrina started as a tropical storm.
Answer Key
1 F (magnitude 9)
2 T
3 F (baby girl)
4 T
5 T
6 T
7 F (Undersea earthquakes, undersea landslides
and underwater volcanoes cause them.)
T Extra Activity
To create a quiz
• Ask Ss to read through Module 2 and write a quiz of their own.
• Ss can prepare their quizzes alone or in groups (in class or at
 home). Ask Ss to go through the module and compile their quizzes.
• Ask Ss to exchange their quizzes, do them, and then check their
answers.
For Suggested Answer Key see p. 31(T)
To read for specific information
• Give Ss time to read the text again and complete the task.
• Check Ss' answers. Ask Ss to justify their answers.
Answer Key
1 A He can't stay this dose for too long because
the gases and acids will destroy his camera ... (para 2)
2 C It takes a lot of patience ... (para 3)
3 D ...the volcano was throwing out rocks the
size of cars, so for most of the time he was sheltering behind
a large boulder! (para 4)
4 В ... but that doesn't stop him from taking
precautions because this is a job where safety is a priority,
(para 5)
5 D As Martin admits, "One has to know when
it's safe to come near and when it is a matter of survival to
stay away ..." (para 5)
.

Ending the lesson Discussing the theme of the module

Additional information

Differentiation – how do you plan to give more Assessment – how are you planning to check Cross-curricular
support? How do you plan to challenge the learners’ learning? links
more able learners? Health and safety
check
ICT links
Values links
prompt less able learners to ask a range of monitor question production in group activity values links:
questions with different question starters and benefits of hobbies
highlight areas of questions that need to be
corrected before proceeding to quiz

challenge more able learners to write different

types of quiz question e.g. multiple choice
complete the missing word etc..

Reflection 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 Virtual reality

LESSON: Module 3 Lesson 1 School: Tokmansai high school

Introductory lessons
Date:06.11.2019 Teacher name:Zhalgas Gulzhan

CLASS: 10 Number present: absent:

Learning objectives(s) 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
that this lesson is groups;
contributing to 10.2.1 - understand the main points in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.5 - interact with peers to make hypotheses about 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 gis and identify all
specific information

Assessment criteria 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
Value links Virtual reality
Cross - curricular Virtual reality
links
ICT skills Using pictures
Previous learning Virtual reality

Plan

Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

Module Objectives
BEGINNING THE Read the title of the module Virtual reality and ask Ss to suggest what
LESSON they think the module will be about (the module is about applications
of virtual reality, materials & substances, mobile apps and computer
accessories & gadgets). Go through the objectives list to stimulate Ss'
interest in the module.
Vocabulary
1 [Aim] To introduce the topic of virtual reality
• Read the definition aloud and explain/elicit the meanings of any
unknown words.
• Then ask what Ss know about VR and what we use it for. Ask Ss to
discuss in pairs and then ask some Ss to share their answers with the class.
Suggested Answer Key
VR uses computer technology to create realistic images and sounds
that allows someone through a headset to feel like they are in a virtual
or imaginary environment. V\/e use VR for entertainment, healthcare,
art and education purposes.

2 a) (Aim To practise vocabulary relating to applications of virtual

PRESENTATION reality
AND PRACTICE • Ask Ss to work in pairs or small groups and match the pictures to
the applications.
• Elicit answers from around the class.
Answer Key
IB 2 F 3 E 4 A 5 C 6 D
• Play the video for Ss and elicit their comments.
To match applications to their
related fields
• Explain the task and read out the example.
• Give Ss time to make similar sentences and check Ss' answers
 around the class.
Answer Key
Practising operating on patients without any risk is related to the field of
healthcare.
Going on a field trip without leaving the classroom is related to the field of
education.
Visiting the world's best department stores from your home is related to the
field of shopping. Simulating the construction of a new building is related
to the field of architecture.
Interacting with other gamers in immersive gameplay is related to the field
of entertainment.
To express an opinion
Ask Ss to consider the questions, then elicit ansv from various Ss around
the class with reasons.
Suggested Answer Key
I think healthcare is the most important aspect of because surgeons
can practise a tricky or delii surgery without any risk to the patient. They
practise many times until they can perform the surg perfectly. This way the
risks are greatly reduced.
If we had VR headsets in our classroom I would like go somewhere
amazing like the North Pole or e\ Mars and walk around and see what it is https://
like then would be able to see polar bears without getting о or being in yandex.kz/
danger and I would get to be in space another planet without leaving the images/search?
room. text=virtual
%20reality
%20video&stype
=image&lr=2955
5&source=wiz&
pos=16&img_url
=https%3A%2F
%2Fblog.iblesoft
.com%2Fwp-
content
%2Fuploads
%2F2016%2F08
%2Fsamsung-
gear-vr-most-
innovative-
companies-of-
2015_02.jpg&rpt
=simage

ENDING THE (An activity to consolidate the language of the lesson.) Ask the pupils to
LESSON describe any of global issues with the solution in their region.

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 2 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
that this lesson is groups;
contributing to 10.1.4 - evaluate and respond constructively to feedback from others;
10.1.5 - use feedback to set personal learning objectives;
10.2.1 - understand the main points in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular
topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
 general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
unfamiliar general and curricular topics;
10.4.2 - understand specific information and detail in extended texts on a range of familiar
general and curricular topics, and some unfamiliar topics;
10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety
of written genres on a range of general and curricular topics;
10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of
familiar general and curricular topics, and some unfamiliar general and curricular topics;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund
forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb
on a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
listen and read for gist and for specific information
Most learners will be able to:
listen and read for gist and specific information, to learn animals and their habitats, to learn
prepositional phrases
Some learners will be able to:
listen and read for gist and specific information, to learn animals and their habitats, to learn
prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on
our steppe

Assessment criteria Learners have met the learning objective if they can: speak about animals and their habitats,
the steppe
Value links Virtual reality
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Virtual reality

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
Vocabulary
BEGINNING THE • Play the recording with pauses for Ss to repeat chorally
LESSON and/or individually.
• Read the example sentence aloud and elicit similar
sentences from Ss around the class.
Answer Key
2 The key is made of metal.
3 The bottle is made of glass.
4 The chair is made of wood.
5 The box is made of plastic.

Reading & Listening

PRESENTATION Answer key
AND PRACTICE
• Direct Ss' attention to the title, introduction and
pictures and elicit Ss' guesses as to what they think the text is
about.
• Play the recording. Ss listen and follow the text in their
books to find out.
 Suggested Answer Key
I expect the text to be about technology of the
future and how it will make life easier for people.
To read for specific information
• Ask Ss to read questions 1-7 and underline the key
words.
• Give Ss time to read the text and write the letter A, В
or C next to each question.
• Remind Ss that they should look for words or phrases
in texts A-C that say the same as the words and phrases they
underlined in the questions.
• Allow Ss time to complete the task.
• Check Ss' answers and ask them to justify their
answers.
Suggested Answer Key
1 robust material
2 recycling
3 first-aid use
4 treasure-hunting
5 machine no putting together
6 shopping
7 limitless potential
1 В It's as strong as steel...
2 A You can dissolve it and use the material again
to make something new.
3 A They are also looking into its use for spray-on
bandages ...
4 C ... searching for the lost treasure
5 В It comes out as a complete bike so there's no
assembly required.
6 C ... go to a virtual department store, ...
7 В The possibilities for this new technology are
endless.
• Refer Ss to the Check these words box and ask Ss to
look them up in the Word List.
• Play the video for Ss and elicit their comments.
To consolidate new vocabulary
• Explain the task and give Ss time to complete
it.
• Check Ss' answers.
Answer Key
1 assembly 4 graphics
2 turn into 5 dissolve
3 endless
To prepare a poster Student’s Book: Language
ENDING THE Explain the task and ask Ss to work in small groups to look up Review 1a
LESSON information on the Internet or any other sources. Ss can use Workbook: 1a
ideas from the text on p. 6. Ask various Ss to present their
posters to the class.
Additional information
 Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 3 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
that this lesson is groups;
contributing to 10.1.4 - evaluate and respond constructively to feedback from others;
10.1.5 - use feedback to set personal learning objectives;
10.2.1 - understand the main points in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular
topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
 unfamiliar general and curricular topics;
10.4.2 - understand specific information and detail in extended texts on a range of familiar
general and curricular topics, and some unfamiliar topics;
10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety
of written genres on a range of general and curricular topics;
10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of
familiar general and curricular topics, and some unfamiliar general and curricular topics;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund
forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb
on a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
Most learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result
Some learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result, identify the correct usage and use these
forms in the speech

Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of
infinitive/-ing forms, do the correct word formation, express reasons.
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Virtual reality

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
to introduce the topic of the lesson Teacher’s ideas
BEGINNING THE Gramma revise future tenses
LESSON • Explain the task. Go through the descriptions A-G and elicit
which tense we use in each case. Refer Ss to the Grammar
Reference section for more details.
• Give Ss time to complete the task and then check Ss' answers.
Answer Key
IE ЗА 5C 7G
2D 4В 6F
• Elicit further examples from the text in Ex. 2.
Answer Key
will: will be like, there will be, will have be going to: You are
going to be able to future continuous: what will we be wearing,
you'll be doing

PRESENTATION To practise future tenses

AND PRACTICE
• Explain the task. Give Ss time to complete it and then check
Ss' answers.
• Elicit the reasons for each use.
 Answer Key
1 will answer - an on-the-spot decision
2 will be - a prediction based on what we believe/ imagine
3 am going to buy - a plan or intention
4 Are you working - a fixed arrangement
5 will be travelling - an action in progress at a particular
time in the future
6 won't - a promise
7 is going to play - a prediction based on what we
7 To practise future tenses using personal examples
Elicit a variety of answers from Ss around the das: Suggested
Answer Key I will be studying at school this time next week.
I will be having an English lesson this time next wee- I'm
playing football tomorrow evening.
I'm visiting my grandparents tomorrow evening.
In the summer, I will swim in the sea.
In the summer, I will go on holiday.
I'm going to clean my room this weekend.
I'm going to watch TV this weekend.
Speaking & Writing
s ВДвм (Aim) To speculate
Give Ss three minutes to prepare their answers ar: then ask
various Ss to tell the class.

Suggested Answer Key

People will be able to make clothes that fit ther perfectly with the
spray-on fabric. They won't nee: to look for clothes that are the
right size. Fabrica- will also help people who travel a lot. They
won - need to pack so many clothes when they travel.
The 3D printer will help scientists and medics to tes: their ideas.
Also, shoppers will be able to use it t: get what they want without
leaving the house.
VR headsets will make games more exciting. Surgeries will be
more successful. People can go on a V: holiday and have amazing
experiences at home.

ENDING THE A Grammar quiz. (Teacher’s ideas)

LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 4 School:

Use of English 1b
Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
that this lesson is groups;
contributing to 10.1.4 - evaluate and respond constructively to feedback from others;
10.1.5 - use feedback to set personal learning objectives;
10.2.1 - understand the main points in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular
topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
unfamiliar general and curricular topics;
10.4.2 - understand specific information and detail in extended texts on a range of familiar
general and curricular topics, and some unfamiliar topics;
10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety
 of written genres on a range of general and curricular topics;
10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of
familiar general and curricular topics, and some unfamiliar general and curricular topics;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund
forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb
on a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
Most learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result
Some learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result, identify the correct usage and use these
forms in the speech

Assessment criteria Virtual reality

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Virtual reality

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To revise the to-infinitive and the -ing forms Teacher’s ideas
BEGINNING THE Vocabulary
LESSON 1 a) To introduce the topic and present new vocabulary
• Elicit where app comes from (application).
• Then elicit what Ss use mobile apps for and ask them
to tell their partner and make sentences using the prompts and
following the example.
• Ask various Ss to tell the class.
Suggested Answer Key
I use mobile apps to chat online, upload pictures and play
games.

B To talk about mobile apps and how useful they are

• Ask Ss to come up with a list of other mobile apps
they know. Then Ss compare their list with their partner's. Ss also
discuss how useful these mobile apps are.
• Give Ss some time to complete the task.
• Ask Ss to share their answers with the class.
Suggested Answer Key
Other mobile apps that I know are: social media, messaging,
news/weather, navigation/maps, entertainment/games,
health/exercise, etc.
I think that social media and messaging apps are useful
because they help you stay in touch with your friends.
 The news/weather apps keep you updated with the latest
news as well as provide you with an hourly weather forecast.
Navigation/Maps apps can also be very useful because they
can help you to travel around; they can tell you which way to
go and how long it will take to get there.
Health/exercise apps can record your calories and the amount
of exercise you do. This is useful for those wanting to stay in
shape and keep fit.

PRESENTATION text; to listen and read for gist

AND PRACTICE
• Read out the title and ask Ss to read the first paragraph of the
text and guess what the text is about.
• Play the recording. Ss listen and read and find out.
Answer Key
The text is about new types of apps that are available.

To read for specific information

• Explain the task. Give Ss time to read the questions and the
answer choices and then read the text again and choose the correct
answers.
• Check Ss' answers.
Answer Key
1 A 2 В 3D 4 В 5 D
• Refer Ss to the Check these words box and ask Ss to look
them up in the Word List.
• Play the video for Ss and elicit their comments.

To consolidate new vocabulary

• Give Ss time to complete the task. Tell them to refer back
to the text if necessary.
• Check Ss' answers.
1 living 5
2 live 6
3 breaking 7
basic 9 keep
real i 0 go
grab tap
Suggested Answer Key
7 Apps can provide us with information about the living
world.
2 There is an app that allows you to stream a high-definition
live feed of the space station's view of our planet.
3 Apps keep us updated with all the breaking news.
4 Apps are great at helping students become independent
learners.
5 There are apps that can help people learn basic skills.
6 You can track movements in the sky in real time.
7 Apps grab students' attention.
8 By tapping a touchscreen you have access to many
activities.
9 Apps keep us updated with events and news.
10 Apps allow us to learn on the go.
To consolidate new vocabulary
• Give Ss time to complete the task. Ss can look up any
 words they are unsure of in their dictionaries.
• Check Ss' answers.
Answer Key
monitoring = watching and checking carefully perform = do
revising = studying sth you have already learnt within moments =
almost immediately flora and fauna = plants and animals whole -
complete stream = watch on the Internet
Grammar
To present/practise determiners &
pre-determiners
• Ask Ss to read the theory box on p. 38 and explain any
points Ss are unsure of.
• Refer Ss to the Grammar Reference section for more
details.
• Then give Ss time to read sentences 1-8 and choose the
correct words in bold.
• Check Ss' answers.
Answer Key
1 an 4 that 7 Each
2 those 5 Both 8 twice
3 these 6 such
To listen for specific information
• Explain the task and ask Ss to read statements 1-6.
• Play the recording. Ss listen and complete the task.
• Check Ss' answers.
To explain express opinion - agree/disagree

• Read out the rubric and explain the task.

• Ss work in pairs and discuss the questions in the rubric using
the expressions in the table and following the example.
• Monitor the activity around the class and then ask some pairs
to tell the class.
Suggested Answer Key
A: If you ask me, mobile apps are useful.
В: I don't agree. I think they're a waste of time.
To express creativity
• Explain the task and give Ss time to think of their own mobile
app and write a paragraph about it.
• Ask various Ss around the class to read their paragraphs aloud.

ENDING THE A Grammar quiz. (Teacher’s ideas)

LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 5 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
that this lesson is groups;
contributing to 10.1.4 - evaluate and respond constructively to feedback from others;
10.1.5 - use feedback to set personal learning objectives;
10.2.1 - understand the main points in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular
 topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
unfamiliar general and curricular topics;
10.4.2 - understand specific information and detail in extended texts on a range of familiar
general and curricular topics, and some unfamiliar topics;
10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety
of written genres on a range of general and curricular topics;
10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of
familiar general and curricular topics, and some unfamiliar general and curricular topics;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund
forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb
on a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give
Most learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give, listen for specific information
Some learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give, listen for specific information, talk about the ASCE Foundation, write an email
about the Dream Big film
Assessment criteria Learners have met the learning objective if they can: speak about natural disasters and write an
email
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Virtual reality

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
Vocabulary
BEGINNING THE • Play the recording with pauses for Ss to repeat chorally
LESSON and/or individually.
• Then give Ss time to match the words to the pictures.
• Check Ss' answers.
Answer Key
1 speakers 5 smartphone
2 headphones 6 keyboard
3 tablet 7 monitor
4 games console 8 mouse
b) To talk about computer accessories
PRESENTATION Read out the example and elicit further sentences from Ss around
AND PRACTICE the class.
Suggested Answer Key
И/е use speakers and headphones to listen to sound through the
computer.
We use a tablet as a portable computer.
 We use a games console to play games.
We use a smartphone to make calls, send texts, take photos and
more.
We use a keyboard to enter information into a computer.
We use a monitor to view information from a computer on the
screen.
Reading & Listening
Aim To listen and read for specific information
• Ask Ss to read the definition and elicit their answers to the
question.
• Ask Ss to briefly look through the article and find out.
Suggested Answer Key
3D games are more realistic than 2D games and have immersive
gameplay. Both types of games have storylines, but 2D games are
simpler and have pixelated characters.

3 To read for cohesion 8i coherence

• Give Ss time to read the text carefully and then match the
missing sentences to the gaps.
• Tell Ss to look at the words before and after each gap to
help them choose their answers.
• Play the recording. Ss listen and read the text and check
their answers.
Answer Key
1 D2F3В4E5A
• 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.
BACKGROUND INFORMATION
Space invaders is an arcade video game created by Tomohiro
Nishikado and released in 1978. It is one of the earliest shooting
games and the aim is to defeat waves of aliens with a laser cannon
to earn as many points as possible. It was one of the forerunners
of modern video gaming and very successful.
Donkey Kong is a series of video games featuring the adventures
of an ape-like character conceived by Shigeru Miyamoto in 1981.
It was a single¬screen platform/action puzzle game, featuring
Donkey Kong as the opponent to the character of Mario in an
industrial construction setting.
Mario Bros is a platform game published and developed for
arcades by Nintendo in 1983. It was created by Shigeru
Miyamoto. Mario is an Italian- American plumber who, along
with his younger brother Luigi, has to defeat creatures that have
been coming from the sewers below New York City. The
gameplay focuses on Mario's extermination of them by flipping
them on their backs and kicking them away.
Ask various Ss around the class to read their emails aloud to the Student’s Book:
ENDING THE class. Language Review 1c
LESSON (Other Ss listen carefully and ask questions if necessary) Workbook: 1c

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 6 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
that this lesson is groups;
contributing to 10.1.4 - evaluate and respond constructively to feedback from others;
10.1.5 - use feedback to set personal learning objectives;
10.2.1 - understand the main points in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular
topics;
 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
unfamiliar general and curricular topics;
10.4.2 - understand specific information and detail in extended texts on a range of familiar
general and curricular topics, and some unfamiliar topics;
10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety
of written genres on a range of general and curricular topics;
10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of
familiar general and curricular topics, and some unfamiliar general and curricular topics;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund
forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb
on a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
listen and read for gist, pronounce the /oo/ sound
Most learners will be able to:
listen and read for gist, pronounce /oo/ sound, role play a dialogue
Some learners will be able to:
listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental
organization
Assessment criteria Learners have met the learning objective if they can: apply to environmental organization and
role play the dialogue
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To consolidate information in a text
BEGINNING THE • Give Ss time to answer the questions referring to the text as
LESSON necessary.
• Check Ss' answers.
Answer Key
1 The advantages of 2D games are that they are cheap to
produce, don't require much computer memory and are
suitable for hand-held devices. The disadvantages are that
they are simplistic with pixelated characters and only
involve one screen.
2D games are popular again because they can be played on
smartphones as a mobile game. Modern versions of 2D consoles
are now collector's items and new games are still being produced.
Suggested Answer Key
I would prefer to play 3D games because I think a bigger
virtual world with realistic characters is better than a game
played on one screen with flat pixelated characters.

To consolidate new vocabulary from a text

PRESENTATION • Explain the task and give Ss time to complete it referring to
AND PRACTICE the text as necessary. Then ask Ss to make sentences based on the
text.
• Ask Ss around the class to share their answers with the rest
of the class.
Answer Key
1 game
2 hand-held
3 memory
4 downloadable
Suggested Answer Key
In the 1970s and 80s people played video games on game
machines.
Now people play 2D games on their smartphone or other hand-
held device.
2D games don't use too much computer memory.
3D games often have extra downloadable content. Modern
versions of 2D consoles are sold as collector's items.
The smartphone is today's must-have gadget. PlayStation and
Xbox allow people to play open world games.
Mario and Donkey Kong are platform games.
To consolidate new vocabulary
• Refer Ss to the words in bold in the text and give them
time to match them to their definitions in the list.
• Check Ss' answers.
Answer Key
commands = orders
interact = have an effect on each other
combined = joined
defended = protected
courageous = brave
increasingly = more and more
require = need
a must = essential
Grammar
To present/practise quantifiers
• Explain that we use some in affirmative sente for plural
items and we use any in negative pi sentences and interrogative
plural sentences.
• Explain that we use much/(a) little v uncountable nouns
and many/(a) few v countable nouns.
• Explain that we use a lot of with countable uncountable
nouns.
• Refer Ss to the Grammar Reference section more details.
• Explain the task and give Ss time to compl it. Check Ss'
answers and then elicit senten using the other words.
Answer Key
1 any 3 a lot of 5 many, a
2 few 4 much
Suggested Answer Key
There are some secret levels in this game.
There is very little skill required in this game. Mobile games don't
cost much money.
I have many games for my games console.
How much do VR headsets cost? There are sot expensive ones.
To practise quantifiers
• Explain the task and give Ss time to comple it.
• Refer Ss to the Grammar Reference section ft help if
necessary.
• Check Ss' answers.
Answer Key
1 Every 3 any
2 a number of 4 Much
For Exs 9, 10 & 11 see p. 42(T)
To analyse a rubric
• Read the Writing Tip box aloud and introduce the type of
writing, the content, layout and useful language.
• Ask Ss to read through the rubric and identify the key
words and answer the questions.
• Check Ss' answers around the class.
Answer Key
Key words: '3D games are the best option for the
current generation of gamers', teacher, essay giving
your opinion with reasons, 120-180 words
1 my teacher
2 my opinion with reasons
3 formal because an essay is a formal piece of writing
4 I think that there are some great non-3D games around,
but for a rich, immersive experience with excellent graphics the
best option for the current generation of gamers is 3D games.
To practise quantifiers
• Explain the task and give Ss time to complete it.
• Refer Ss to the Grammar Reference section for help if
necessary.
• Check Ss' answers.
Suggested Answer Key
The whole of an early platform game takes place on one
screen.
Both Donkey Kong and Mario Bros were early platform
games.
Neither Space Invaders nor Mario Bros were 3D games. You
can now play either 2D or 3D versions of some games.
None of the early heroes in video games were 3D characters.
Speaking & Writing
10 (Aim) Design a video game
• Ask Ss to work in small groups and design a video game
including all the points in the rubric.
• This task may be assigned as a class or group project or as
HW according to the Ss' abilities and allotted a suitable timescale
in which to complete it.
• On completion, ask various Ss to present their video game
to the class.
(Ss' own answers)
To write about a game
• Give Ss time to write a paragraph about their game or
have Ss complete the task when they complete Ex. 10.
Have various Ss read out their paragraph to the class.
 Ss in pairs prepare similar dialogues and then act them out.
ENDING THE
LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 7 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.7 - develop and sustain a consistent argument when speaking or writing;
that this lesson is 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives
contributing to on the world;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading
on a range of general and curricular topics;
10.4.5 deduce meaning from context in extended texts on a wide range of familiar general
and curricular topics, and some unfamiliar topics;
 10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range
of general and curricular topics;
10.5.1 - plan, write, edit and proofread work at text level independently on a range of
general and curricular topics;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar
general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and
curricular topics;
10.5.8 - communicate and respond to news and feelings in correspondence through a variety
of functions on a range of general and curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular topics
with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past forms
and past perfect simple forms in narrative and reported speech on a wide range of familiar
general and curricular topics
Lesson objectives All learners will be able to:
listen and read for gist, for specific information
Most learners will be able to:
listen and read for gist, read for specific information, compare buildings
Some learners will be able to:
listen and read fir gist, read for specific information, compare buildings, write about an eco-
friendly building
Assessment criteria Learners have met the learning objective if they can: compare buildings and write about
buildings
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Virtual reality

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
1 a) То analyse a model for content and structure
BEGINNING THE • Give Ss time to read the model and match the
LESSON paragraphs to their content.
• Check Ss' answers.
Answer Key
A5 В3C1D2E4

b) To analyse a model for content and structure

• Give Ss time to read the model again and answer the
questions.
• Elicit answers from Ss around the class.
Answer Key
1 The writer thinks that 3D games are the best option for
today's gamers.
2 3D games have excellent graphics making the game
world more believable and the game more enjoyable. 3D
games have open world gameplay. Gamers therefore
have a fully immersive experience.
 3 3D games need expensive hardware. As a result, people
may prefer 2D games because they cannot afford the
technology for 3D games.
To categorise linkers

• Ask Ss to read the model again and identify and categorise

PRESENTATION the linkers.
AND PRACTICE • Check Ss' answers on the board.
Answer Key
introduce an opinion - I believe
list points - To begin with
add more points - Secondly
show results - As a result/Therefore
introduce an opposite viewpoint - On the other
hand
introduce examples - For example conclude - In conclusion
To substitute linkers

• Explain the task and give Ss time to complete it.

• Ask Ss to check their answers with their partner.
Answer Key
I believe - In my view
To begin with - To start with
For example - For instance
As a result/therefore - Consequently
Secondly - In addition
On the other hand - However
In conclusion - To sum up

(Aim To write supporting sentences for topic sentences

• Go through the example. Elicit the conm between the
topic sentence and the supp sentences (they give reasons).
• Give Ss time to read the topic sentence write
supporting sentences for them.
• Ask Ss around the class to read out supporting
sentences.
Suggested Answer Key
First of all, they present the player with dt landscapes.
Secondly, the characters they m the game have believable
facial expressions. Computer games enthusiasts will war
experience the more realistic games it off will also provide
people with an opportun have virtual trips and holidays, at a
fracti the cost of real ones.
(Aim To match viewpoints and supportir reasons/examples.
Ask Ss to read the essay topic and elicit wh£ about (whether
2D games should still be creai Give Ss time to match the
viewpoints t< supporting reasons/examples.
Check Ss' answers around the class.
Answer Key
Id 2c 3a 4b
To write an opinion essay
• Explain the task and give Ss time to write essay, using the
plan and their answers to Then ask various Ss to read their
essays ale
• Remind Ss to use topic sentences with suppe sentences.
• Alternatively, assign the task as HW and c Ss' answers in
 the next lesson.
For Suggested Answer Key see p. 44(T)

Ask various Ss to read their text to the class. Alternatively,

ENDING THE assign the task as HW and check Ss' answers in the next lesson.
LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 8 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.7 - develop and sustain a consistent argument when speaking or writing;
this lesson is contributing 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
to perspectives on the world;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of general and curricular topics;
Lesson objectives All learners will be able to:
listen and read for gist, read for specific information
Most learners will be able to:
listen and read for gist, read for specific information, prepare a poster on how to make a
positive change to the world
Some learners will be able to:
listen and read for gist, read for specific information, prepare a poster on how to make a
positive change to the world, make a speech about the importance of being a global citizen.

Assessment criteria Learners have met the learning objective if they can: prepare a poster about changing the
world and make a speech about the importance of being a global citizen
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Virtual reality

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
2 a) То analyse a model for content and structure
BEGINNING THE • Give Ss time to read the model and match the
LESSON paragraphs to their content.
• Check Ss' answers.
Answer Key
A5 В3C1D2E4

b) To analyse a model for content and structure

• Give Ss time to read the model again and answer the
questions.
• Elicit answers from Ss around the class.
Answer Key
4 The writer thinks that 3D games are the best option for
today's gamers.
5 3D games have excellent graphics making the game
world more believable and the game more enjoyable.
3D games have open world gameplay. Gamers therefore
have a fully immersive experience.
6 3D games need expensive hardware. As a result, people
may prefer 2D games because they cannot afford the
technology for 3D games.
To categorise linkers
PRESENTATION AND • Ask Ss to read the model again and identify and categorise
PRACTICE the linkers.
• Check Ss' answers on the board.
Answer Key
introduce an opinion - I believe
list points - To begin with
add more points - Secondly
show results - As a result/Therefore
introduce an opposite viewpoint - On the other
hand
 introduce examples - For example conclude - In conclusion
To substitute linkers

• Explain the task and give Ss time to complete it.

• Ask Ss to check their answers with their partner.
Answer Key
I believe - In my view
To begin with - To start with
For example - For instance
As a result/therefore - Consequently
Secondly - In addition
On the other hand - However
In conclusion - To sum up

(Aim To write supporting sentences for topic sentences

• Go through the example. Elicit the conm between the
topic sentence and the supp sentences (they give reasons).
• Give Ss time to read the topic sentence write
supporting sentences for them.
• Ask Ss around the class to read out supporting
sentences.
Suggested Answer Key
First of all, they present the player with dt landscapes.
Secondly, the characters they m the game have believable
facial expressions. Computer games enthusiasts will war
experience the more realistic games it off will also provide
people with an opportun have virtual trips and holidays, at a
fracti the cost of real ones.
(Aim To match viewpoints and supportir reasons/examples.
Ask Ss to read the essay topic and elicit wh£ about (whether
2D games should still be creai Give Ss time to match the
viewpoints t< supporting reasons/examples.
Check Ss' answers around the class.
Answer Key
Id 2c 3a 4b
To write an opinion essay
• Explain the task and give Ss time to write essay, using the
plan and their answers to Then ask various Ss to read their
essays ale
• Remind Ss to use topic sentences with suppe sentences.
• Alternatively, assign the task as HW and c Ss' answers in
the next lesson.
For Suggested Answer Key see p. 44(T)

To make a positive change by being a global citizen you can:

ENDING THE LESSON volunteer for a group that helps your local community.
sign a petition that campaigns for positive action to help the
environment.
email/tweet your local MP or a world leader to encourage them
to make a positive change.
Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 9 School:

Expressing and justifying opinions about 2D
games
Date:22.11.2019 Teacher name:

CLASS: 10 Number present: absent:

Learning objectives(s) that 10.1.7 - develop and sustain a consistent argument when speaking or writing;
this lesson is contributing 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
to perspectives on the world;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of general and curricular topics;
10.4.5 deduce meaning from context in extended texts on a wide range of familiar
 general and curricular topics, and some unfamiliar topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a
range of general and curricular topics;
10.5.1 - plan, write, edit and proofread work at text level independently on a range of
general and curricular topics;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular
topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar
general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and
curricular topics;
10.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a range of general and curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a wide range of
familiar general and curricular topics
Lesson objectives All learners will be able to:
read for gist, read for specific information
Most learners will be able to:
read for gist, read for specific information and write an essay following the plan given
Some learners will be able to:
read for the gist, read for specific information, write an essay following the plan given and
offer solutions to a problem.

Assessment criteria Learners have met the learning objective if they can: write an essay offering solutions to a
problem
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Virtual reality

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To introduce the topic and predict the content of
BEGINNING
1 THE the text
LESSON To introduce vocabulary from the text
Ask Ss to look at the different pieces of equipment and think
about what they do. Tell them they can check any they are not
sure of in a dictionary or online.
Elicit what they do around the class.
Suggested Answer Key A VR headset is used to view the VR
world.
A console runs a game or other software.
An HDMI cable transfers audio-visual information from one
device to another.
A display is what we see on a screen or VR headset.
Headphones allow us to hear sound.
 A microphone allows us to communicate.
A controller allows us to physically interact with a VR world.
Sensors are instruments which detect heat, light, movement,
etc.
2 |1,29| To predict information in a text
PRESENTATION AND and to listen and read to verify the information
PRACTICE • Elicit a variety of answers to the question in the rubric
from various Ss around the class.
• Play the recording. Ss listen and follow the text in their
books to find out.
Answer Key
Users put on a VR headset. It is connected to a console either
wirelessly or through an HDMI cable. The display shows them
the VR world and they listen to sound through the headphones.
Controllers allow them to physically interact with the VR
environment. They can communicate through their
microphone. In the future, sensors will detect the movements
users make.
з [Aim To read for specific information
• Ask Ss to read questions 1-5 and then give them time
to read the text again and answer them.
• Check Ss' answers.
Suggested Answer Key
1 The headset is connected to the console either
wirelessly or with an HDMI cable.
2 Our brains get the 3D images from the display
Extra Activity Suggested Answer Key from p. 46(T)
Suggested Answer Key
1 Spray-on clothes will take time to dry. (F - ... will dry
instantly.)
2 Scientists have already printed a 3D bicycle. (T)
3 There are about 300 species of plants on the planet. (F
- ... 300,000 ...)
4 The first 2D characters were only a few hundred pixels
in size. (F - ... a few pixels ...)
5 No one plays 2D games anymore. (F - ... there still a
place in their hearts for little pixela:-. characters ...)
6 Noosa is in Australia. (T)
7 The first prize at Create Noosa is a drawing tablet. (F -
a VR system)
8 In VR in the future, you might be able to fee. when
something is hot. (T)
9
The headset follows our movements so image changes
depending on where looking.
We can't hear what is happening in world because the
headphones block it o_* Bodysuits or sensors will make us
feel the environment in the future.
Refer Ss to the Check these words box Ss to look them up in
the Word List.
Play the video for Ss and elicit their comr
4 [Aim To consolidate new vocabulary
Give Ss time to complete the task and the' Ss' answers.
Answer Key
1 surface = ground
2 audience = people at a performance
 3 intrude = interrupt
4 runs = controls
5 images = pictures
6 block out = stop
7 physically = using the body
To consolidate information in a text
and express a personal opinion
• Give Ss five minutes to write a short summa- the text.
Remind them to use the words in Ei
• Ask various Ss around the class to read tr summary
out.
Suggested Answer Key
The headset covers our eyes and ears completely, console runs
the software to it, either wireless . through an HDMI cable.
The display shows us the world and we listen to sound through
the headpho-- We can communicate through a microphone
built - the headset. Controllers allow us to physically inte-a
with the environment. In the future, sensors detect the
movements we make.
(An activity to consolidate the language of the lesson.) Ask the
ENDING THE LESSON pupils to describe any of global issues with the solution in their
region.

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 10 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.7 - develop and sustain a consistent argument when speaking or writing;
this lesson is contributing 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
to perspectives on the world;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of general and curricular topics;
10.4.5 deduce meaning from context in extended texts on a wide range of familiar
general and curricular topics, and some unfamiliar topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a
range of general and curricular topics;
10.5.1 - plan, write, edit and proofread work at text level independently on a range of
general and curricular topics;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular
topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar
general and curricular topics;
 10.5.7 - use independently appropriate layout at text level on a range of general and
curricular topics;
10.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a range of general and curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a wide range of
familiar general and curricular topics
Lesson objectives All learners will be able to:
Listen and read for a gist, read for specific information
Most learners will be able to:
Listen and read for a gist, learn about values, do a quiz
Some learners will be able to:
Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Assessment criteria Learners have met the learning objective if they can: speak about values

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Virtual reality

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE
LESSON To present and practise phrasal verbs with look and try
• Go through the list of phrasal verbs and their definitions
and elicit an example for each one from various Ss around the
class. Tell them they can use their dictionaries to help them if
necessary.
• Give Ss time to complete the task and then check Ss'
answers.
Answer Key
1 out 3 over 5 up to

2 after 4 out 6 into

PRESENTATION AND
PRACTICE To practise prepositional phrases
• Explain the task and give Ss time to complete it and
then check Ss' answers.
• Ask Ss to add the words to the Prepositions section in
their notebooks.
• Ask Ss to revise this section regularly as this will help
them use the English language in a natural way.
Answer Key
1 to 2 on 3 on 4 out 5 on

To consolidate words which are often confused

• Explain the task.

• Give Ss time to complete the task and then check their

answers.

Answer Key

1 choose 2 lets 3 simulate 4 skills

3 (Aim) To form adjectives from nouns/verbs

• Read the theory box and the examples aloud and then
explain the task.

• Give Ss time to complete the task and then check Ss'

answers.

Answer Key

1 creative 3 frightened 5 different

2 sensible 4 relaxing

4 (Aim To consolidate collocations from the

module

Explain the task and give Ss time to complete it, then check
their answers.

Answer Key

1 high-definition 6 breaking

2 live 7 collector's

3 flora 8 built-in

4 generate 9 independent

5 monitor 10 must-have

Further Practice - Quiz

110-1.6 To consolidate information in the

module

• Make photocopies of the quiz.

• Give Ss time to complete the quiz, looking back

through the module if necessary.

• Check Ss' answers.

Quiz

Mark the sentences T (true) or F (false). Correct the false

sentences.

1 You can only wear clothes made from

spray-on fabric once.

2 It took half an hour to produce a human

ear from a 3D printer.

3 Apps do not help learners perform better

in their exams.

4 There are more than 8 million species of

animals on the planet.

5 We can stream the Earth from the

International Space Station.

6 Gamers had consoles at home in the 1970s

7 The video game Space Invaders lets

gamers attack Earth.

8 Smartphones need games that don't use

too much memory.

9 Create Noosa is a competition for

students all over the world.

Answer Key

7 F (You can wear it, wash it and wear it again ... )

2 T

3 F (... help them ... perform better in exams.)

4 T

5 T

6 F (In the 1970s and 1980s, there were no

consoles...)

7 F (... they defended Earth from aliens.)

8 T

9 F (... open to high school students from

Noosa ... )

Extra Activity

(Aim) To create a quiz

• Ask Ss to read through Module 3 and write a quiz of

 their own.

• Ss can prepare their quizzes alone or in groups (in

class or at home). Ask Ss to go through the module and
compile their quizzes.

• Ask Ss to exchange their quizzes, do them, and then

check their answers.

For Suggested Answer Key see p. 45(T)

(An activity to consolidate the language of the lesson.) Ask the VIDEO + QUESTIONS
ENDING THE LESSON pupils to describe any of global issues with the solution in their
region.

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 11 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.7 - develop and sustain a consistent argument when speaking or writing;
this lesson is contributing 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
to perspectives on the world;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of general and curricular topics;
10.4.5 deduce meaning from context in extended texts on a wide range of familiar
general and curricular topics, and some unfamiliar topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a
range of general and curricular topics;
10.5.1 - plan, write, edit and proofread work at text level independently on a range of
general and curricular topics;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular
topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar
general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and
curricular topics;
10.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a range of general and curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a wide range of
familiar general and curricular topics
Lesson objectives All learners will be able to:
 Listen and read for a gist, read for specific information
Most learners will be able to:
Listen and read for a gist, learn about values, do a quiz
Some learners will be able to:
Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Assessment criteria Learners have met the learning objective if they can: speak about values

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Virtual reality

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE
LESSON Reading
1 (Aim) To read for specific information
• Give Ss time to read the text and complete the task.
• Check Ss' answers. Ask Ss to justify their answers.
Answer Key
1 C (... allow people to create a big-screen
experience on their living room wall with their
mobiles.)
2 C (... roll out the screen from your phone so it
is
closer to the size of a laptop.)
3 В (... turning us into a cashless society.)
4 D (... large amounts of information about our
lifestyles on our phones ...)
5 D (... allowing us to use our phones to scan our
food for harmful toxins...)

Listening
PRESENTATION AND
2 (Aim) ^To listen for specific information
PRACTICE
• Explain the task and ask Ss to read the statements.
• Play the recording. Ss listen and complete the text with
the correct information.
• Ss check their answers with their partners.
• Check Ss' answers around the class.
Answer Key
IF 2 T 3 T 4 F 5
• Explain the task.
• Ss complete the task.
• Check Ss' answers.
Answer Key
interact 6 stream
audience 7 arcade
comeback 8 lightweight
level 9 hand-held
tap 10 code

(Aim To practise vocabulary from the module

To consolidate grammar from the module
• Explain the task.
• Ss complete the task.
• Check Ss' answers.

Answer Key
1 will make 6 won't let
2 are going to knock 7 am not going to be
3 starts 8 turns/will turn
4 will have released 9 is getting
5 are going to buy 10 will go
To consolidate
module grammar from the
• Explain the task.
• Ss complete the task.
• Check Ss' answers.
Answer Key
1 such 3 All 5 our

Aim To consolidate grammar from the module

• Explain the task.
• Ss complete the task.
• Check Ss' answers
Answer Key
1 a lot of 6 Neither
2 hardly any 7 a couple of
3 many 8 A few
4 A large number 9 Both
5 any 10 several

2 that 4 twice
• 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
Many people talk about virtual reality as the next big thing in
education and art. But is it useful outside of entertainment? In
my opinion, it should only be used for entertaining people.
To start with, VR technology is not useful in education
because it is too distracting. For example, students wouldn't
listen to their teachers if there was a VR display in the
classroom. As a result, they wouldn't learn what they were
supposed to. Furthermore, some argue that art made with VR
technology isn't creative enough. For instance, it can look like
a computer made it instead of a person. This means that people
wouldn't feel inspired by VR art. On the other hand, VR
technology can be useful in healthcare as new doctors can use
it for training to learn how to perform surgery. In this way, VR
helps make it easier for doctors to practise.
All things considered, while VR technology may have some
uses in healthcare, I believe that the fact that it is distracting
and less creative means it should only be used in
 entertainment.
Check your Progress
Ask Ss to assess their own performance in the unit by ticking
the boxes according to how competent they feel for each of the
listed activities.
Play the video and elicit Ss’ comments at the end. VIDEO + QUESTIONS
ENDING THE LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 3 Virtual reality

LESSON: Module 3 Lesson 12 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.7 - develop and sustain a consistent argument when speaking or writing;
that this lesson is 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
contributing to perspectives on the world;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading
on a range of general and curricular topics;
10.4.5 deduce meaning from context in extended texts on a wide range of familiar general
and curricular topics, and some unfamiliar topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a
range of general and curricular topics;
10.5.1 - plan, write, edit and proofread work at text level independently on a range of
general and curricular topics;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular
topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar
general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and
curricular topics;
10.5.8 - communicate and respond to news and feelings in correspondence through a variety
of functions on a range of general and curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past forms
and past perfect simple forms in narrative and reported speech on a wide range of familiar
general and curricular topics
Lesson objectives All learners will be able to:
use some language from the module to express views and pose some relevant activity
accurately
Most learners will be able to:
use a range of language from the module to express views and pose a range of relevant
activity accurately
Some learners will be able to:
use a wide range of language from the module to express views and pose a range of relevant
activity accurately

Previous learning Virtual reality

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson
SA according the tasks

Main activities

Ending the lesson

Additional information
Differentiation – how do you plan to give more Assessment – how are you planning to Cross-curricular
support? How do you plan to challenge the check learners’ learning? links
more able learners? Health and safety
check
ICT links
Values links
prompt less able learners to ask a range of monitor question production in group values links: benefits
questions with different question starters and activity of hobbies
highlight areas of questions that need to be
corrected before proceeding to quiz

challenge more able learners to write different

types of quiz question e.g. multiple choice
complete the missing word etc..

Reflection 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 1 School:

Introductory lessons
Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s)
that this lesson is 10.1.5 - use feedback to set personal learning objectives;
contributing to 10.2.2 - understand specific information in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.4 - understand implied meaning in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a
range of familiar general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
unfamiliar general and curricular topics;
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general
and curricular topics, and some unfamiliar topics;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.6 - use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and
reflexive pronoun structures on a wide range of familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide range
of familiar general and curricular topics;
10.6.13 - use a growing variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics

Lesson objectives 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

Assessment criteria 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
Value links Organic and non-organic worlds
Cross - curricular Organic and non-organic worlds
links
ICT skills Using videos& pictures, working with URLs
Previous learning Organic and non-organic worlds

Plan

Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

Module Objectives
BEGINNING THE Read the title of the module Organic and non-organic worlds and ask
LESSON Ss to suggest what they think the module will be about (the module is
about organic and non-organic food production and renewable energy
sources). Go through the objectives list to stimulate Ss' interest in the
module.
Vocabulary
1 To present vocabulary relating to organic/non-organic food
production
• Direct Ss' attention to the pictures.
• Play the recording. Ss listen and repeat chorally and/or individually.
Then elicit which of the pictures relate to organic/non-organic food
production.
Answer Key
Organic food production: compost, biological pesticides Non-organic
food production: chemical pesticides, GMO crops, hormones and
antibiotics, synthetic fertilisers

2 (Aim To practise vocabulary relating to organic/non-organic food

PRESENTATION production
AND PRACTICE • Ask Ss to work in pairs or small groups and match the columns to
make sentences.
• Elicit answers from around the class.
Answer Key
1C ЗА 5 G 7 E
2D 4В 6 H 8 F
In organic food production ...
biological pesticides can help reduce pests and disease.
compost is used as fertiliser.
animal feed is GMO-free and has organic ingredients.
good living conditions can help prevent disease.
In non-organic food production ...
farmers spray chemical pesticides to protect crops
from pests.
 animals eat any type of food which can contain synthetic substances.
livestock are given antibiotics and hormones to prevent and treat illness and
make animals grow faster.
farmers use synthetic fertilisers to increase the growth of plants.
• Play the video for Ss and elicit their comments
To express an opinion
Ask Ss to consider the question, then elicit answers from various Ss
around the class with reasons.
Suggested Answer Key
think chemical pesticides and antibiotics and hormones have the worst
effect on our health because these things can have a very negative effect on
the human body and can cause diseases such as cancer.
ENDING THE (An activity to consolidate the language of the lesson.) Ask the pupils to
LESSON describe any of global issues with the solution in their region.

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 2 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.5 - use feedback to set personal learning objectives;

that this lesson is 10.2.2 - understand specific information in unsupported extended talk on a wide range of
contributing to general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a
range of familiar general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
unfamiliar general and curricular topics;
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general
and curricular topics, and some unfamiliar topics;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.6 - use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and
reflexive pronoun structures on a wide range of familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide
range of familiar general and curricular topics;
10.6.13 - use a growing variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
listen and read for gist and for specific information
Most learners will be able to:
listen and read for gist and specific information, to learn animals and their habitats, to learn
prepositional phrases
Some learners will be able to:
listen and read for gist and specific information, to learn animals and their habitats, to learn
prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on
our steppe
Assessment criteria Learners have met the learning objective if they can: speak about animals and their habitats,
the steppe
Value links Organic and non-organic worlds
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
Vocabulary
BEGINNING THE To present vocabulary related to food
LESSON Ask Ss to think of as many words as they can under each
heading related to food.
Check Ss' answers around the class.
Suggested Answer Key
FRUIT: apples, pears, bananas, melon, grapes,
oranges, lemons, etc.
VEGETABLES: potatoes, carrots, broccoli, tomatoes, lettuce,
cucumbers, etc.
MEAT: beef, lamb, pork, chicken, etc.
DAIRY PRODUCTS: milk, cheese, yoghurt, butter, cream,
etc.

To talk about organic food

PRESENTATION 2 Ask Ss to talk in pairs about which organic food they buy
AND PRACTICE and give reasons why (not).
3 Ask various Ss to tell the class.
Suggested Answer Key
I buy organic fruit and vegetables because I don't want to eat
food that is covered in pesticides. I don't buy organic meat and
dairy products because they are not readily available and they
are very expensive.
4 Reading Ask Ss to read the title and the headings and then
elicit what the text is about.
5 Play the recording. Ss listen, read and find out.
Answer Key
The text is about the benefits of eating organic food
6 To read for specific information
7 Ask Ss to read statements 1-6. Then give them time to read
the text again and mark them according to what they read.
8 Check Ss' answers.
Answer Key
IT 2 F 3 DS 4 T 5 F 6 F
9 Refer Ss to the Check these words box and ask Ss to look
them up in the Word List.
10 Play the video for Ss and elicit their comments
11 4 To consolidate new vocabulary
12 Explain the task and give Ss time to complete it.
13 Check Ss' answers.
To prepare a poster Student’s Book: Language
ENDING THE Explain the task and ask Ss to work in small groups to look up Review 1a
LESSON information on the Internet or any other sources. Ss can use Workbook: 1a
ideas from the text on p. 6. Ask various Ss to present their
posters to the class.
Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 3 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.5 - use feedback to set personal learning objectives;

that this lesson is 10.2.2 - understand specific information in unsupported extended talk on a wide range of
contributing to general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a
range of familiar general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
unfamiliar general and curricular topics;
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general
and curricular topics, and some unfamiliar topics;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.6 - use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and
reflexive pronoun structures on a wide range of familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide
range of familiar general and curricular topics;
10.6.13 - use a growing variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
Most learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result
Some learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result, identify the correct usage and use these
forms in the speech

Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of
infinitive/-ing forms, do the correct word formation, express reasons.
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Organic and non-organic worlds

Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
to introduce the topic of the lesson Teacher’s ideas
BEGINNING THE Give Ss time to answer the question referring to the text as
LESSON necessary and then elicit Ss' answers.
Suggested Answer Key
Non-organic farming methods can have a negative impact on
the environment by polluting the soil and the water table
with pesticides and chemical fertilisers. They also pollute
our bodies with hormones and chemicals when we eat these
foods.

PRESENTATION Grammar
AND PRACTICE 4 To present/revise pronouns and
8.6.15.1 – UE15 quantifiers
5 Ask Ss to study the table and then elicit when we use the
different types of pronouns and quantifiers.
6 Refer Ss to the Grammar Reference section to check.
Suggested Answer Key
We use relative pronouns in relative clauses to
identify/describe the person/place/thing in the main clause.
We use demonstrative pronouns to indicate the person or
thing referred to.
We use indefinite pronouns to refer to one or more
unspecified objects, people or places.
We use reflexive pronouns with certain verbs/ prepositions
when the subject and the object of the verb are the same.
We use quantifiers to talk about a number of things at once.

To practise pronouns and quantifiers

7 Explain the task and give Ss time to complete it.
8 Check Ss' answers.
Answer
Key
1 some
2 that
3 everyone

9 ourselves
10 anything
11 a few
12 Those
13 everything

Listening & Speaking

s a) To listen for specific information
• Explain the task and ask Ss to read the questions.
• Play the recording and give Ss time to make notes in
answer to the questions.
• Check Ss' answers.
Suggested Answer Key
1 In Europe, shoppers can choose whether or not to buy GM
food because all GM food must be labelled. In the USA, food
manufacturers do not have to reveal if their products contain GM
 ingredients.
2 Arguments against GM food include: it is dangerous to
both humans and the environment, it is harmful, the whole
organic farming industry will be destroyed because of cross-
contamination of GM crops with non-GMO crops and GM crops
will lead to more pollution because many are designed to
withstand greater applications of pesticides and herbicides.
3 A GMO is a plant, animal or microbe that is created when
scientists combine DNA from one species with another species by
'cutting' and 'pasting' together their DNA.
4 GM food would not end world hunger because the world
already produces too much food.
b) (Aim) To compare notes and talk about GM food
• Ask Ss to compare the notes they made in Ex. 8a with
their partner's.
• Ask some Ss to tell the class the answers to the questions.
Writing
icfl (Aim) To give a presentation on GM
food
• Explain the task and give Ss time to go online and do
research about GM food and find out more information.
• Ask various Ss to present their information to the class.
Suggested Answer Key
We can avoid most GM food and ingredients by only buying
organic products. We can also avoid certain GM ingredients in
our food. The main GM ingredients in our food are corn (corn
flour, cornmeal, corn oil, corn starch, gluten, and corn syrup),
soybeans (soy flour, lecithin, isolate, and isoflavone), canola
(canola or rapeseed oil) and cottonseed (cottonseed oil).

ENDING THE A Grammar quiz. (Teacher’s ideas)

LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 4 School:

Use of English 1b
Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.5 - use feedback to set personal learning objectives;

that this lesson is 10.2.2 - understand specific information in unsupported extended talk on a wide range of
contributing to general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a
range of familiar general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
unfamiliar general and curricular topics;
 10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general
and curricular topics, and some unfamiliar topics;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.6 - use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and
reflexive pronoun structures on a wide range of familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide
range of familiar general and curricular topics;
10.6.13 - use a growing variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
Most learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result
Some learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation
(nouns from verbs), learn clauses of reason/result, identify the correct usage and use these
forms in the speech

Assessment criteria Organic and non-organic worlds

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Organic and non-organic worlds

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To revise the to-infinitive and the -ing forms Teacher’s ideas
BEGINNING THE Reading and listening
LESSON • Ask Ss to look at the picture. Elicit what they can see (a
tall, round, glass building).
• Play the recording. Ss listen and repeat chorally and/or
individually.
• Ask various Ss around the class to try to answer the
questions in the rubric.
• Give Ss time to read the task and find out.
Suggested Answer Key
I think it's a tall building where you can grow food.
It is powered by solar panels and the produce is
grown in a solution of nutrients and water.

PRESENTATION To consolidate information in a

AND PRACTICE Play the recording. Ss listen, read and then work in pairs and tell
each other what they learnt. Then, ask some Ss to tell the class.
Suggested Answer Key
I learnt that the population is going to reach 9 billion by the year
2050 and that we don't have enough farmland to grow enough
food for all those people. I learnt that scientists are trying to come
up with ideas like vertical farming. It was interesting to learn that
crops can be grown in nutrients and water instead of soil.
To read for cohesion and coherence
• Explain the task. Give Ss time to read the text again and choose
the correct sentence for each gap.
• Check Ss' answers and elicit the Ss' reasons.
Answer Key
1C 3H 50 7В
2F 4E 6A
• Refer Ss to the Check these words box and ask Ss to look them
up in the Word List.
• Play the video for Ss and elicit their comments.
To consolidate new vocabulary
• Give Ss time to complete the task. Tell them to use their
dictionaries if they wish.
• Check Ss' answers.
Answer Key
1 challenge 4 save 7 produce
2 risen 5 powered 8 rising
3 springing up 6 drains
To practise new vocabulary

• Give Ss time to complete the task. Ss can look up any

words they are unsure of in their dictionaries.
• Check Ss' answers. Give Ss time to write their sentences.
Check Ss' answers by asking various Ss to read their sentences
aloud.
Answer Key
2 friendly 5 vertical 8direct
3 real 6 local
4 wind 7 costs
Suggested Answer Key
2 We only buy products that are environmentally friendly.
3 Feeding everyone is going to be a real challenge in the
coming years.
4 Skyscraper farms are powered by wind turbines.
5 Vertical farming may solve our problems in the future.
6 We should all try to buy local produce.
7 Transport costs are included in the products you buy.
8 Avoid direct sunlight and use sunblock if you have fair
skin.
To develop critical thinking skills
• Explain the task and give Ss time to read the text again
and write their sentences.
• Ask various Ss around the class to read their sentences
aloud.
Suggested Answer Key
Vertical farms are a good idea because they don't take up as much
space as traditional farms. They can benefit society because they
may be a solution to growing enough food for an increasing
population with a lack of farmland. They can be built in cities to
allow people to have access to local produce and therefore reduce
transport costs. They will be powered by solar and wind energy
and will grow a variety of fruit and vegetables in a solution of
nutrients and water.
 ENDING THE A Grammar quiz. (Teacher’s ideas)
LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 5 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.5 - use feedback to set personal learning objectives;

that this lesson is 10.2.2 - understand specific information in unsupported extended talk on a wide range of
contributing to general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.3.3 - explain and justify own and others’ point of view on a wide range of general and
curricular topics;
10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a
range of familiar general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some
unfamiliar general and curricular topics;
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general
and curricular topics, and some unfamiliar topics;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics;
10.6.6 - use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and
reflexive pronoun structures on a wide range of familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide
range of familiar general and curricular topics;
 10.6.13 - use a growing variety of past modal forms including must have, can’t have, might
have to express speculation and deduction about the past on a wide range of familiar general
and curricular topics
Lesson objectives All learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give
Most learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give, listen for specific information
Some learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs
with give, listen for specific information, talk about the ASCE Foundation, write an email
about the Dream Big film
Assessment criteria Learners have met the learning objective if they can: speak about natural disasters and write an
email
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Organic and non-organic worlds

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
Grammar
BEGINNING THE To present the future perfect and the future perfect continuous
LESSON • Write on the board: In the future, people will grow vegetables on
skyscraper farms. Elicit when we use the Future simple. Then,
write on

PRESENTATION the board: In the future, crops will be grown on skyscraper

AND PRACTICE farms. Elicit how we form the passive form of the future
simple (will + be + past participle)
• Write on the board: / will have taught and say what you
will have done by the end of the day (I will have taught for 8
hours by the end of the day.). Elicit the meaning of will have +
past participle (expresses an action that will have finished before a
stated time in the future).
• Write on the board: / will have been living and say how
long you will have been living at your house by the end of next
month (By the end of next month, I will have been living in my
house for 10 years.). Elicit the meaning of will have been + verb +
-ing (expresses the duration of an action until a certain time in the
future).
• Ask Ss to read through the theory box and then find
examples in the text.
• Write answers on the board as Ss say them aloud.
Answer Key
will have risen, will require, will be, will have, will be, will be
made, will be grown, will have been travelling, will go, will be
powered, 'II save, 'll (all) be eating, won't be able to do

5 To practise the future perfect and the future perfect continuous

• Explain the task and give Ss time to complete it.
 • Check Ss' answers around the class.
Answer Key
1 will have been living
2 will have been converted
3 will have been working
4 won't have finished
5 Will we have found

6 To personalise the topic

• Read out the rubric and explain the task.
• Ss work in pairs and tell each other their answers.
• Monitor the activity around the class and then ask some
pairs to tell the class.
Suggested Answer Key
I hope I will have travelled abroad and I hope I will have got
a great career by the time I'm 30.
By the end of this year, I will have been learning English for
over 5 years and I will have been living in my house for over 5
years.
By the end of the century, flying cars and personal robots will
probably have been invented.
Ask various Ss around the class to read their emails aloud to the Student’s Book:
ENDING THE class. Language Review 1c
LESSON (Other Ss listen carefully and ask questions if necessary) Workbook: 1c

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 6 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
that this lesson is 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of general
contributing to and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on
a range of general and curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on
a growing range of general and curricular topics;
10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which
is spelt accurately;
10.5.9 - punctuate written work at text level on a wide range of general and curricular topics
with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics ;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide
range of familiar general and curricular topics;
10.6.17 - use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause reference] on a
wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
listen and read for gist, pronounce the /oo/ sound
Most learners will be able to:
listen and read for gist, pronounce /oo/ sound, role play a dialogue
Some learners will be able to:
listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental
organization
Assessment criteria Learners have met the learning objective if they can: apply to environmental organization and
role play the dialogue
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Organic and non-organic worlds

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
Speaking
BEGINNING THE To introduce the topic; to talk about renewable energy sources
LESSON Refer Ss to the pictures and elicit what Ss now about renewable
energy sources and which one(s) are used in their country.
Ask various Ss to tell the class.
Suggested Answer Key
know that hydroelectric power, solar power, wind power,
geothermal energy and tidal power are all forms of renewable
energy sources from natural resources such as water, the sun, the
wind, the heat from the Earth and the sea.
(Ss' own answers)
Reading
PRESENTATION To listen and read for specific
AND PRACTICE information
• Ask Ss to read the title and the subheadings in the text and
try to answer the questions.
• Play the recording. Ss listen and follow the text in their
books and check their answers.
Suggested Answer Key
• Biofuels are made from recently living organisms such as
plants and animals.
• They are mostly made from plant material.
• There are different methods to make them (e.g. ethanol is
mixed with petrol and biodiesel is mixed with regular diesel)
• Yes and no. They are carbon neutral and they produce less
toxic chemicals than regular fuels, as well as less pollution and
less acid rain. However, it takes more energy and natural
resources to produce them, possibly destroying natural habitats.
• Refer Ss to the Check these words box and ask Ss to look
them up in the Word List.
Aim To read for specific information
• Give Ss time to read the text again and then complete the
sentences with phrases from the text.
• Check Ss' answers.
Answer Key
7 coal, oil and gas
2 ethanol, biodiesel and biojet fuel
3 plant material
4 corn, sugar cane, wheat, rapeseed and soybeans
5 to power engines
6 air pollution
b) TO write a summary of the text
 Give Ss time to use the completed phrases to write a short
summary of the text and then ask various Ss to read out
the summary to the class.
Suggested Answer Key
Fossil fuels will be replaced with biofuels. Biofuels are made
from recently living organisms and they are a renewable
energy source. One benefit of biofuels is that they are carbon
neutral and don't increase the amount of carbon dioxide in
the atmosphere. They also produce less toxic chemicals and
reduce air pollution and acid rain. They are made from plant
material and some are made from animal fats. However,
some people say that they use more natural resources to
produce.

1 a) To understand the author's attitude/opinion

Ask various Ss to tell the class about the author's
opinion and justify their answers using the text.
Suggested Answer Key
think the author is generally in favour of biofuels because even
though he/she presents a balanced argument, he/she believes using
biofuels is a positive move (it is a good start).
To discuss biofuels and alternative energy sources and express an
opinion
• Have Ss talk in pairs about the use of biofuels giving
reasons and expressing their opinions on renewable energy
sources.
• Have some Ss share their answers with the class.
Suggested Answer Key
A: I think we should encourage the production of biofuels to
replace the use of fossil fuels but not to the point that there is not
enough land for food production or to the point where natural
habitats are being destroyed.
В: I agree and I think we should also use other renewable energy
sources as well to have a balance. For example, we can have solar
powered vehicles that use biofuel as a backup for when the solar
power is not enough such as on cloudy days.
Listening
To listen for specific information
• Ask Ss to read the questions and the answer choices
and think about the key words.
• Play the recording and give Ss time to choose their
answers.
• Check Ss' answers.
Answer Key
IB 2 А ЗА 4 A 5 В

Ss in pairs prepare similar dialogues and then act them out.

ENDING THE
LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 7 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
that this lesson is 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of general
contributing to and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on
a range of general and curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on
a growing range of general and curricular topics;
10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which
is spelt accurately;
10.5.9 - punctuate written work at text level on a wide range of general and curricular topics
with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics ;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide
range of familiar general and curricular topics;
10.6.17 - use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause reference] on a
wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
listen and read for gist, for specific information
Most learners will be able to:
listen and read for gist, read for specific information, compare buildings
Some learners will be able to:
listen and read fir gist, read for specific information, compare buildings, write about an eco-
friendly building
Assessment criteria Learners have met the learning objective if they can: compare buildings and write about
buildings
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Organic and non-organic worlds

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To present a renewable resource
BEGINNING THE Give Ss time to research online for information about another
LESSON renewable energy resources and prepare a short presentation
for the class.
Remind Ss to use the text in Ex. 2 as a model and then
 proofread their work. Ask Ss to present their piece of writing
to the class.
Elicit feedback and then have Ss make corrections.

Suggested Answer Key

PRESENTATION Hydropower
AND PRACTICE What is it?
Hydropower is an excellent renewable energy source because,
on a planet that is 70% water, it can never run out.
How does it work?
Hydroelectric power schemes store water high up in dams or
reservoirs. The more water in the dam, the more electricity that
can be produced. The dam has gates which open and close to
regulate the amount of water that is released into the pipes. As
the water flows through the pipes energy is produced by the
movement of the water. The force and high pressure of the
water turns a series of shafts in a generator. Spinning shafts in
the generator charges millions of coils and magnets to create
electricity, which is regulated by a transformer. This is then
transported through cables to homes and factories. What are
the benefits?
The benefits of hydropower are that the water is not used up.
Thanks to the water cycle, it is returned to the reservoir. Also,
hydropower is completely carbon neutral and does not produce
any greenhouse gases. Furthermore, it does not produce any
pollution at all.
What are the drawbacks?
The drawback to hydropower is that to build a dam there has to
be valleys and rivers that flow all year round. This way, the
fullest effect of the waters energy can be tapped. Hydropower
may not be an option for countries with no fast-flowing water.
Also, it can have some negative impact on animals and plants
in the water.
Conclusion
Overall, hydropower is a is the most important and widely-
used renewable source of energy that doesn't cause global
warming because it doesn't release dangerous greenhouse
gases.
Ask various Ss to read their text to the class. Alternatively,
ENDING THE assign the task as HW and check Ss' answers in the next lesson.
LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 8 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
this lesson is contributing 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
to general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers
on a range of general and curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts
on a growing range of general and curricular topics;
10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics ;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide
range of familiar general and curricular topics;
10.6.17 - use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause reference] on
a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
listen and read for gist, read for specific information
Most learners will be able to:
listen and read for gist, read for specific information, prepare a poster on how to make a
positive change to the world
Some learners will be able to:
listen and read for gist, read for specific information, prepare a poster on how to make a
positive change to the world, make a speech about the importance of being a global citizen.

Assessment criteria Learners have met the learning objective if they can: prepare a poster about changing the
world and make a speech about the importance of being a global citizen
Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Organic and non-organic worlds

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
To introduce the topic and predict the content of the text
BEGINNING THE
LESSON Writing
1 To analyse a rubric
• Read the Writing Tips box aloud and introduce the
type of writing, content, layout and useful language.
• Ask Ss to read through the rubric, identify the key
 words and answer the questions.
• Check Ss' answers around the class.
Answer Key
1 a for-and-against essay
2 formal
3 A-1,3, 4, 5, 7 3-2, 6,3

PRESENTATION AND 2 To identify starting/ending techniques

PRACTICE • Give Ss time to read the essay and elicit which
techniques the writer has used to start/end the essay.
Answer Key
The writer addresses the reader directly and uses a
rhetorical question to start the essay. Then a quotation is
used to end the essay.

з To analyse a model for content and structure

• Give Ss time to read the model again and match the
paragraphs to their content.
• Check Ss' answers.
Answer Key
1 presents the topic
2 gives the arguments for the topic
3 gives the arguments against the topic
gives the writer's opinion

• Ask Ss to read the examples in the box on linkers.

• Then explain the task and give Ss time to complete it.
• Check Ss' answers and then ask them to suggest
suitable alternative from the box.
Answer Key
1 To begin with, For example
2 Some people feel that, because
3 In contrast, For instance
Suggested Answer Key
To start with = Firstly, Firstly = First of all, For example = For
instance, In this way = As a result, Secondly = In addition,
Therefore = As a result, On the other hand = However, To
begin with = Firstly, Since = As, Moreover = Furthermore, as a
result = therefore, All in all = In conclusion
To order sentences into a paragraph
and identify/substitute the topic sentence
• Give Ss time to read the sentences and put them in
order to form a cohesive paragraph. Check Ss' answers.
• Elicit the topic sentence and then ask Ss around the
class to suggest a suitable alternative.
Answer Key
A5 В3C2D1E4
Suggested Answer Key
There are many advantages to using biofuels in our
vehicles./There are a number of benefits to using biofuels.
Your turn
To analyse a rubric
• Ask Ss to read through the rubric, underline the key
words and answer the questions.
 • Explain to Ss that it is very important to read the
rubric carefully so that they include all the points mentioned.
• Check Ss' answers around the class.
Answer Key
1 a for-and-against essay, students
2 1 - present the topic, 2 - the pros of biofuels,
3 - the cons of biofuels, 4 - my opinion
3 I could begin with a rhetorical question and end by
addressing the reader
4 1B (in favour) 2C (against) ЗА (in favour)
Suggested Answer Key
4 They don't increase the amount of carbon dioxide (a
greenhouse gas) in the atmosphere. They are mostly carbon
neutral meaning they put into the atmosphere less or the same
amount of carbon as they take out.
When land is used for biofuels it is not used for food
crops. There may not be enough land to grow food.

2 To write a for-and-against essay

• Explain the task and give Ss time to write their essay
using the plan and their answers to Ex. 6. Then ask various Ss
to read their essays aloud.
• Remind Ss to use linkers.
• Alternatively, assign the task as HW and check Ss'
answers in the next lesson.

Suggested Answer Key

Wouldn't the world be a better place if there were less exhaust
fumes from petrol and diesel engines? Well, this could happen
if more people switched to biofuels to run their vehicles.
There are many advantages to using biofuels in our vehicles.
First of all, they are a renewable energy source. This means
that they can easily be replaced by growing more crops. What
is more, biofuels are better for the environment. They produce
less of the harmful chemicals that cause air pollution and acid
rain.
On the other hand, there are some disadvantages to fossil fuels.
To start with, the production of biofuels requires a lot of
resources. This means that land, water and a lot of energy is
required to grow crops.
All in all, I believe using biofuels is better than using fossil
fuels and more cars should use them. Whilst more cars may
run on clean energy such as electricity and solar power in the
future, using biofuels in vehicles is a step in the right direction,
wouldn't you agree?
To make a positive change by being a global citizen you can:
ENDING THE LESSON volunteer for a group that helps your local community.
sign a petition that campaigns for positive action to help the
environment.
email/tweet your local MP or a world leader to encourage them
to make a positive change.
Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 9 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
objectives(s) that 10.2.4 - understand implied meaning in unsupported extended talk on a wide
this lesson is range of general and curricular topics, including talk on a limited range of
contributing to unfamiliar topics;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a growing range of general and curricular topics;
10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide
range of familiar general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
10.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a
variety of noun phrases on a wide range of familiar general and curricular topics ;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide
 range of familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on
a wide range of familiar general and curricular topics;
10.6.17 - use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause
reference] on a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
read for gist, read for specific information
Most learners will be able to:
read for gist, read for specific information and write an essay following the plan
given
Some learners will be able to:
read for the gist, read for specific information, write an essay following the plan
given and offer solutions to a problem.

Assessment criteria Learners have met the learning objective if they can: write an essay offering
solutions to a problem
Value links Solutions to global issues, natural disasters and global citizenships

Cross - curricular Global issues

links
ICT skills Using videos& pictures, working with URLs

Previous learning Organic and non-organic worlds

Plan

Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources

BEGINNING THE То introduce the topic and read for gist

LESSON Ask Ss to read the title and look at the pictures.
Have Ss guess what the text is about.
Ss read to find out.
Answer Key
think the text is about the organic industry in the UK.
Answer Key
1 industry

To consolidate information in a text 4 wool 7 materials

PRESENTATION • Give Ss time to prepare a short summary of
AND PRACTICE the text using their answers to Ex. 3a.
• Ask various Ss around the class to share their
answers with the rest of the class.
Suggested Answer Key
The organic industry is booming in the UK because
more and more people want to buy clothes made
from organic cotton and wool without synthetic
chemicals like non-organic materials have. The
popularity of chemical-free clothing is increasing and
there will soon be a larger choice available. People in
the UK are also buying organic toiletries and beauty
products. These have an official certified organic
logo on them. They are more expensive than non-
organic alternatives but they are safer and the organic
health and wellbeing sector is now worth more than
£61.2 million.
 To write a paragraph about the
organic industry in your country
• Give Ss time to collect information about the
organic industry in their country and write a text
about it. Then ask various Ss to read out their text to
the class.
• Alternatively, assign the task as HW and ask
Ss to give read out their texts in the next lesson.
2 synthetic 5 c 8 sector
h
ENDING THE e
LESSON m
i
c
a
l
Additional information 3 6 log
a
Differentiation – how do you plan to give more Assessment – how are you Cross-curricular
support? How do you plan to challenge the planning to check learners’ links
more able learners? learning? Health and safety
check
Reflection ICT
Use the space below to reflect on your links Answer
lesson.
the most relevant questions from the box on the left
Were the lesson objectives/learning objectives about your lesson
realistic?

Did I stick to timings?

What changes did I make from my plan and

why?

Module 4 Organic and non-organic worlds

LESSON: Module 4 Lesson 10 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
this lesson is contributing 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
to general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers
on a range of general and curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts
on a growing range of general and curricular topics;
10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
 topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics ;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide
range of familiar general and curricular topics;
10.6.17 - use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause reference] on
a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
Listen and read for a gist, read for specific information
Most learners will be able to:
Listen and read for a gist, learn about values, do a quiz
Some learners will be able to:
Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Assessment criteria Learners have met the learning objective if they can: speak about values

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Organic and non-organic worlds

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE
LESSON • Ask Ss to read sentences 1-10 and then ask various
Ss around the class to say which one(s) best describe(s) them.
• Elicit/Explain any unknown words.
Suggested Answer Key
Sentence 2 - I always check where and how a product
was made. I read the labels on the clothes I buy and if I
hear in the news about stores that use cheap labour, I
avoid going to them. Also sentence 3 - / often shop
online. I believe you can find some real bargains by
shopping on websites.

b) To express a personal opinion and to listen and read to

verify information
• Elicit a variety of answers to the question in the
rubric from various Ss around the class.
• Play the recording. Ss listen and follow the text in
their books to find out.
Suggested Answer Key
A responsible shopper knows where and how the
products they buy are made. They buy fair trade
products. They buy products that use fewer natural
resources and that don't have unnecessary packaging.
They buy second-hand goods and they recycle.
Responsible shoppers don't buy anything that is
unnecessary and they don't pay too much.
PRESENTATION AND 3 To read for specific information
PRACTICE • Ask Ss to read the incomplete sentences 1-6 and then
give them time to read the text again and complete them.
• Check Ss' answers.
Suggested Answer Key
1 manufacture their goods
2 the goods have been made under acceptable working
conditions
3 goods are often much better quality than cheaply made
new products for sale at similar prices
4 try to recycle our belongings
5 to avoid paying too much
6 to save money
• 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.
(Aim)
To consolidate new vocabulary
Give Ss time to complete the task and then check
Ss' answers.
Answer Key
1 human 4 reduced7 wisely
2 child 5 take 8 seasonal
3 working 6 hard-earned
THINK!
To consolidate information

in a text and express a personal opinion

• Give Ss three minutes to write a few sentences
expressing their opinion on how the information in the text
may have changed their perspective and helped them.
• Ask various Ss around the class to read their sentences
out.
Suggested Answer Key
The text made me realise that I don't think enough about where
and how the things I buy were manufactured. Because of it, I
will start doing some research on the big stores that I use. This
will stop me paying money to companies that use child labour
or have unacceptable working conditions.
Play the video and elicit Ss’ comments at the end. VIDEO + QUESTIONS
ENDING THE LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 11 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
this lesson is contributing 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
to general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers
on a range of general and curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts
on a growing range of general and curricular topics;
10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics ;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide
range of familiar general and curricular topics;
10.6.17 - use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause reference] on
a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
Listen and read for a gist, read for specific information
Most learners will be able to:
Listen and read for a gist, learn about values, do a quiz
Some learners will be able to:
Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values
Assessment criteria Learners have met the learning objective if they can: speak about values

Value links Solutions to global issues, natural disasters and global citizenships
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning Organic and non-organic worlds

Plan

Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE To present and practise phrasal verbs with do, drop and get
LESSON Go through the list of phrasal verbs and their definitions and
elicit an example for each one from various Ss around the class
using their dictionaries to help them if necessary.
Give Ss time to complete the task and then check Ss' answers.
out 3 along 5 over
up 4 by 6 across

PRESENTATION AND To practice prepositional phrases

PRACTICE • Explain the task, give Ss time to complete it and then
check Ss' answers.
• Ask Ss to add the words to the Prepositions section in
their notebooks.
• Ask Ss to revise this section regularly as this will help
them use the English language in a natural way.
Answer Key
1 at 3 for 5 to 7 from
2 of 4 on 6 from
в Aim To form verbs from nouns/adjectives
• Read the theory box and the examples aloud and then
explain the task.
• Give Ss time to complete the task and then check Ss'
answers.
Answer Key
1 shorten3 ensure 5 encourage
2 strengthen 4 enlarge
Aim To consolidate collocations from the module
Explain the task and give Ss time to complete it and then check
their answers.
Answer Key
1 advice 4 natural 7 produce
2 vertical 5 responsible 8 organic
3 environmentally 6 animal

To consolidate words which are often confused

Explain the task and give Ss time to complete it and then check
 their answers
Further Practice - Quiz
• Make photocopies of the quiz.
• Give Ss time to complete the quiz, looking back through the
module if necessary.
• Check Ss' answers.

Quiz
Mark the sentences T (true) or F (false). Correct the false
sentences.
1 Animals have better living conditions on organic farms.
2 Synthetic fertilisers prevent crop damage
3 More than 90% of our farmland is in use
4 Fossil fuels come from living things.
5 Ethanol is used to power jet engines.
6 Biofuel production could lead to loss of habitat.
7 The organic industry in the UK is worth over £2
billion.
8 New products are sold off at reduced prices in
charity shops.
1 T
2 F (Synthetic fertilisers harm plant and animal
life.)
3 F (80%)
4 T
5 F (Ethanol is used to power cars.)
6 T
7 T
8 F (Products are sold off at reduced prices in
sales.)

Extra Activity
Win) To create a quiz
• Ask Ss to read through Module 4 and write a quiz of
their own.
• Ss can prepare their quizzes alone or in groups (in
class or at home). Ask Ss to go through the module and
compile their quizzes.
• Ask Ss to exchange their quizzes, do them, and then
check their answers.
For Suggested Answer Key see p. 59(T)

Play the video and elicit Ss’ comments at the end. VIDEO + QUESTIONS
ENDING THE LESSON

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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 Organic and non-organic worlds

LESSON: Module 4 Lesson 12 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
that this lesson is 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
contributing to general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on
a range of general and curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts
on a growing range of general and curricular topics;
10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of
familiar general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of
noun phrases on a wide range of familiar general and curricular topics ;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of
familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a wide
range of familiar general and curricular topics;
10.6.17 - use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause reference] on a
wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
use some language from the module to express views and pose some relevant activity
accurately
Most learners will be able to:
use a range of language from the module to express views and pose a range of relevant
activity accurately
Some learners will be able to:
use a wide range of language from the module to express views and pose a range of relevant
activity accurately
Previous learning Organic and non-organic worlds

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson
(Aim To read for specific information
• Give Ss time to read the text again and
complete the task.
• Check Ss' answers. Ask Ss to justify
their answers.
Answer Key
1 A (As I approached, I was immediately
shocked
by the dirty, rundown building.)
2 C (I'd finished just four. My supervisor
came
over and told me disapprovingly that if I
continued like that, I wouldn't get paid.)
3 A ("It's the factory or the street and if
you say
anything, you lose your job." The other girls
nodded in agreement.)
4 D (I never managed to work fast
enough or
well enough, so my wages were lowered ...
demoted to lowliest position)
5 В (I hope that when people see the
documentary,
they’ll think twice before grabbing that cheap
pair of jeans in the future. \Ne all need to
understand the true cost of cheap clothes.)

Main activities Listening

• Explain the task and ask Ss to read the text.
• Play the recording. Ss listen and complete the text
with the correct word.
• Ss check their answers with their partners.
• Check Ss' answers around the class.

Answer Key
1 organic 5 delivered
2 space 6 neighbours
3 gardening 7 friends
4 compost and nutrients8 full-time
з (Aim) To practise vocabulary from the module
• Explain the task.
• Ss complete the task.
• Check Ss' answers.
Answer Key
1 converted 5 resources 9 certified
2 power 6 solution 10 shortage
3 nutrients 7 substances
4 renewable 8 Compost
4 (Aim) To consolidate grammar from the module
• Explain the task.
• Ss complete the task.
• Check Ss' answers.
Answer Key
1 will have run
2 will have been working
3 will have created
4 will have opened
5 (Aim) To consolidate grammar from the module
• Explain the task.
• Ss complete the task.
• Check Ss' answers.
Answer Key
1 any 4 This 7 myself
2 anyone 5 who 8 anything
3 himself 6 These

6 (Aim To consolidate prepositional phrases from

the module
• Explain the task.
• Ss complete the task.
• Check Ss' answers.
To consolidate word formation
Give Ss time to complete the task and then check Ss'
answers.
Answer Key
7 resistant 2 beneficial
8 (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.
• Alternatively assign the task as HW and check Ss'
answers in the next lesson.
Suggested Answer Key
Wouldn't we all be healthier if the food we ate and the
products we used had no chemicals in them? Well, this
could happen if everyone only bought organic products.
There are many advantages to using organic products.
First of all, organic products are produced without
chemicals, hormones and GMOs. Therefore, they are not
harmful to our health. In addition, organic food is more
nutritious. It contains more nutrients than non- organic
food.
On the other hand, there are some disadvantages to using
only organic products. To start with, as they cost more to
produce, they are more expensive to buy. This means that
you will spend more money on your shopping. Also, they
don't last very long as they don't contain preservatives.
This means that you have to go shopping more often.
All in all, I believe using organic products is the right
thing to do. It is healthier and safer than the alternatives
even if it is a bit more expensive. After all, how can we
put a price on good health?
Check your Progress
Ask Ss to assess their own performance in the unit by
ticking the boxes according to how competent they feel
for each of the listed activities.
 Ending the lesson Discussing the theme of the module

Additional information
Differentiation – how do you plan to give more Assessment – how are you planning to Cross-curricular
support? How do you plan to challenge the check learners’ learning? links
more able learners? Health and safety
check
ICT links
Values links
prompt less able learners to ask a range of monitor question production in group values links: benefits
questions with different question starters and activity of hobbies
highlight areas of questions that need to be
corrected before proceeding to quiz

challenge more able learners to write different

types of quiz question e.g. multiple choice
complete the missing word etc..

Reflection 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 Reading for pleasure

LESSON: Module 5 Lesson 1-2 School:

Date:09.01.2020 Teacher name:

CLASS: 10 Number present: absent:

Learning objectives(s) 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers10.C3
that this lesson is respect differing points of view;
contributing to 10.1.4 - evaluate and respond constructively to feedback from others;
10.1.6 - organise and present information clearly to others;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on
a range of general and curricular topics;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.1 - use formal and informal language registers in talk on a wide range of general and
curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts
on a growing range of general and curricular topics;
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics;
10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general
and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety
of written genres on a range of general and curricular topics;
10.6.5 - use a wide variety of question types on a wide range of familiar general and
curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
Aim To present/practise vocabulary for capabilities of the human brain

Lesson objectives All learners will be able to:

use some target language correctly in response to speaking and writing task prompts and in
exchanges
Most learners will be able to:
use a range of target language correctly in response to speaking and writing task prompts
and in exchanges
Some learners will be able to:
use a range of target language correctly in response to a wider range of speaking and writing
task prompts and in exchanges
Previous learning basic vocabulary
Plan
Planned timings Planned activities Excel Teacher
Resources Notes
Beginning the lesson R ead the title of the module Reading for pleasure and
ask Ss to suggest what they think the module will be
about (the module is about types of literature). Go
through the objectives list to stimulate Ss' interest in the
module.
Main Activities To present vocabulary for types of
literature; to introduce the topic
• Direct Ss to the pictures. Explain that they show book
covers for different types of literature.
• Elicit which ones are fiction and which ones are non-
fiction from Ss around the class.
Answer Key
Fiction: A, C, D, H Non-fiction: В, E, F, G
Aim] To talk about types of books; to present adjectives
• Read out the adjectives in the list and explain/ elicit their
meanings.
• Then ask Ss to read the example and elicit similar
sentences from Ss around the class about which books they like to
read and why.
Suggested Answer Key
I enjoy science-fiction books as I find them thrilling
and imaginative.
I don't like travel books. I find them a waste of time.
To read for specific information
G .e Ss time to read the text and answer the question. Elicit an
answer from the class.
Answer Key
H.G. Wells wrote science-fiction novels.
To consolidate information in a text
• Have Ss ask and answer questions in pairs about H.G.
Wells following the example.
• Monitor the activity around the class.
Suggested Answer Key
B: He worked as a shop assistant, a chemist's assistant, a teaching
assistant and a teacher. What did he study at college?
A: He studied biology. Who did he marry?
B: He married Amy Catherine Robbins. What was his first novel?
A: 'The Time Machine'. What other novels did he write?
B: 'The Invisible Man' and 'The War of the Worlds'.
When did he die?
A: In 1946.
5 (Aim) To read for specific information (T/F/DS statements)
• Explain the task and ask Ss to read the statements and
then read the text and mark them according to what they read.
• Check Ss' answers.
Answer Key
IT 2 F 3 T 4 DS 5 F
To identify and discuss text types
• Ask Ss to read the theory box. Explain/Elicit the meanings
of any unknown words.
• Then ask Ss to identify the text types in Exs 3 & 5 and
justify their answers by giving reasons using the information in
the theory box.
Suggested Answer Key
The text in Ex. 3 is a biography. It is non-fiction because it is fact-
based; it informs the reader about a real person and events in their
life; it is not a narrative; and it has an introduction, a main body
and a conclusion.
The text in Ex. 5 is a review. It is non-fiction because it is fact-
based; it informs the reader about a real book; it is written without
a point of view (1st- 2nd- 3rd-person); and it has an introduction,
 a main body and a conclusion.
7 (Aim To identify character development
through emotions in a literary extract
Give Ss time to read the extract and elicit how the characters
express their fears.
Suggested Answer Key
The narrator expresses his fears physically by walking around and
shouting (lines 4-5). Then he expresses his fear by doing
something careless and dangerous (lines 42-43). He also expresses
his fears by letting his imagination run wild (lines 3-4). He also
expresses his fears in his description of others (lines 31-32).
The curate expresses his fears physically in the way he acts like a
helpless child (lines 23-24) and the way he followed the narrator
(lines 25-26). He also expresses his fears verbally by trying to
reassure himself (line 20).
They both express their fears in their actions when they are hiding
in fear, when they are too scared to move, and when they are
running away (lines 36-37, 51-52).
Ending the Ask some pairs to ask and answer in front of the class.
lesson
Additional information

Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular links
more support? How do you plan to learners’ learning? Health and safety check
challenge the more able learners? ICT links
Values links

prompt less able learners to engage in monitor for spoken accuracy in elicitation and cross curricular links:
whole class checking and plenary checking tasks and use a range of oral correction languages [TV genres]
activities with supportive questioning techniques
provide headings for final note writing
task
challenge more able learners to give
reasons for their views and to say how
they view content

Lesson plan Reading for pleasure

LESSON: Module 5 Lesson 3-4 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers10.C3 respect
objectives(s) that differing points of view;
this lesson is 10.1.4 - evaluate and respond constructively to feedback from others;
contributing to 10.1.6 - organise and present information clearly to others;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a
range of general and curricular topics;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and curricular
subjects;
10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular
topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a
growing range of general and curricular topics;
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar
general and curricular topics;
10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general and
curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is
spelt accurately;
10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of
written genres on a range of general and curricular topics;
10.6.5 - use a wide variety of question types on a wide range of familiar general and curricular
topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular
topics
Lesson objectives All learners will be able to:
identify some specific information and key ideas in texts and use some target language to express
views and comment on some views of others with support
Most learners will be able to:
identify most specific information and key ideas in texts and use a range of target language to
express views and comment on some views of others with support
Some learners will be able to:
identify all specific information and most key ideas in texts and use a range of target language to
express views and comment on views of others with little support
Previous learning
Plan
Planned timings Planned activities Excel Teacher
Resources Notes
Beginning the Ss revise the vocabulary of the previous lesson
lesson

То read for specific information

Main Activities • 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.
• Check Ss' answers.
Answer Key
1В 2В ЗА
To describe a fictional object from an extract
• Give Ss time to read the extract again and list all the words used
to describe tripods.
• Then ask Ss to use the words to describe a tripod to their partner.
• Monitor the activity around the class and then ask some Ss to tell
the class.
Answer Key
taller than the trees and metallic, towering, long legs, Heat-Ray,
 metal container hanging like a workman's basket behind him
Suggested Answer Key
The tripods are taller than the trees and metallic. They have long
legs, a Heat-Ray, and a metal container hanging behind them.
To compare fiction and non-fiction
Elicit comparisons from Ss around the class. Tell them to refer to
the table in Ex. 6 if necessary.
Suggested Answer Key
The extract is about an imaginary series of events featuring fictional
characters, but the biography and the review are factual about a real
person and a real book. The purpose of the extract is to entertain,
but the purpose of the biography and the review is to inform. The
extract is in the first-person point of view, but the biography is in
the third-person and the review has no person. The extract has a plot
that is being advanced, but the biography and the review both
contain an introduction, a main body and a conclusion. The
language in the extract is very stylistic and descriptive, but the
language in the biography and the review is less descriptive and
plainer.
To listen for specific information; to complete a Venn diagram
Play the recording. Ss listen and complete the Venn diagram in their
notebooks
To compare the personalities of two
characters from a literary extract
• Explain the task and give Ss time to formulate their answers
referring to the extract in Ex. 7 and the ideas in Ex. 11 to help
them.
• Elicit answers from Ss around the class.
Suggested Answer Key
The narrator is worried because he doesn't know where his wife is
(lines 2-3 and line 11). He is also courageous (lines 42-43) because
he wants to try and find her even though the Martians' deadly
machines are close by. The curate, on the other hand, is selfish (line
12) because he is complaining about the situation, but he isn't
helping change it. He is also childish (lines 23-24) and unable to
keep calm as well as foolish because he is saying that the house is
safe, when it clearly isn't (line 20). Both the narrator and the curate
are scared (lines 36-37).
To present and practise conjunctions
• Ask Ss to read the theory box and then give them time to read
the sentences 1-7 and choose the correct conjunction.
• Check Ss' answers around the class.
Answer Key
1 despite 5However
2 however 6 because
3 both 7although
4 What is more
Ending the Ask some pairs to ask and answer in front of the class.
lesson
Additional information
 Differentiation – how do you plan to give Assessment – how are you planning to check learners’ Cross-curricular
more support? How do you plan to learning? links
challenge the more able learners? Health and safety
check
ICT links
Values links

support less able learners in check learner comprehension using thumbs up or cross-curricular
comprehension task by encouraging down technique and follow-up questioning links: literature
them to scan text quickly to find a [film genres]
section of the text that contains the
answer.

provide challenge for more able learners monitor production error in pair and whole class
by asking them to form a range of checking discussions and feedback to whole class
questions about the information in the
table

Reflection 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?

Lesson plan Reading for pleasure

LESSON: Module 5 Lesson 5 -6 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers10.C3
that this lesson is respect differing points of view;
contributing to 10.1.4 - evaluate and respond constructively to feedback from others;
10.1.6 - organise and present information clearly to others;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on
a range of general and curricular topics;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.1 - use formal and informal language registers in talk on a wide range of general and
curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts
on a growing range of general and curricular topics;
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics;
10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general
and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety
of written genres on a range of general and curricular topics;
10.6.5 - use a wide variety of question types on a wide range of familiar general and
curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
identify some specific information in the listening text and use some functional language
correctly in speaking and email writing task with support
Most learners will be able to:
identify most specific information in the listening text and use a range of functional language
correctly in speaking and email writing task with support
Some learners will be able to:
identify all specific information in the listening text and use a range of functional language
correctly in speaking and email writing task with little support
Previous learning Physical structure of the human brain

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson To complete a graphic organiser
• Explain the task and give Ss time to
complete the graphic organiser referring to
the extract in Ex. 7.
• Then ask Ss to use their notes and suitable
conjunctions to write a summary of the
extract.
Suggested Answer Key
Characters: the narrator, the curate (the
narrator's brother and cousin)
Setting: an empty house in Halliford, England
Main events: black smoke around house, men
 prisoners, Monday morning, tripod washed it
away, narrator decided to leave, curate came
with him, roads full of scared people, saw
Martians at Kew, hid in shed, narrator sets off
before dark, curate follows, saw a tripod
chasing men, Martian picked them up and
threw them into a metal container, froze in fear,
ran for lives
The narrator and the curate are in an empty
house in Halliford, England. There is black
smoke around the house which makes the men
prisoners. On Monday morning, a tripod
washed it away and the narrator decided to
leave. The curate came with him. The roads
were full of scared people. They saw some
Martians at Kew and they hid in a shed. Then
the narrator set off again before dark. The
curate followed him. They saw a tripod chasing
some men. A Martian picked them up and
threw them into a metal container. The narrator
and the curate froze in fear and then they ran
for their lives.

Main Activities
To present, identify and practise
find examples in the extract in Ex. 7.
• Elicit answers from around the class and then elicit each
type of figurative language used in the sentences 1-6.
Answer Key
Simile: like frightened animals, like a workman's basket
Metaphor: he was a child, frozen with fear Personification: the
Black Smoke had crept around the house
1 simile (fought like lions)
2 metaphor (bomb site)
3 personification (flowers danced)
4 personification (wind howled)
5 simile (sly as a fox)
6 metaphor (heart of stone)
To read and consolidate information
• Ask Ss to read the novel The War of the Worlds at home.
Direct them to www.projectgutenberg.com for an online
version. In a future lesson after Ss have read the book, ask Ss
to answer the questions to test their knowledge.
• Alternatively, have Ss guess the answers to the questions and
then read the book and correct their guesses at a future time.
• If it is not feasible to read the book have Ss read a plot
summary of the book on Wikipedia or a similar website and
then complete the quiz.
Ending the Ask S’s to read out their quiz to the class and give the answers
lesson

Additional information
 Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular
more support? How do you plan to learners’ learning? links
challenge the more able learners? Health and safety
check
ICT links
Values links
provide more support for less able correct learners’ oral responses using a range of ICT links: email
writers through suggested sentence feedback techniques including delayed response options
starters wait-time

provide further challenge in the writing take in learners extended email writing to assess at
task for stronger writers by asking them the end of the lesson
to include particular target words in their
email
Reflection 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?

Lesson plan Reading for pleasure

LESSON: Module 5 Lesson 7-8 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers10.C3
that this lesson is respect differing points of view;
contributing to 10.1.4 - evaluate and respond constructively to feedback from others;
 10.1.6 - organise and present information clearly to others;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on
a range of general and curricular topics;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.1 - use formal and informal language registers in talk on a wide range of general and
curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts
on a growing range of general and curricular topics;
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics;
10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general
and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety
of written genres on a range of general and curricular topics;
10.6.5 - use a wide variety of question types on a wide range of familiar general and
curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
use some target structures accurately in more controlled and freer production tasks with some
support
Most learners will be able to:
use most target structures accurately in more controlled and freer production tasks with some
support
Some learners will be able to:
use most target structures accurately in more controlled and freer production tasks with little
support
Previous learning
Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson To compare a novel with a film
• Ask Ss to watch the film adaptation of
The War of the Worlds or rent the
DVD and play it in class. If this is not
feasible, ask Ss to read a plot summary
for the film at www.wikipedia.org or
www.imdb.com and compare it to the
plot of the book.
• Elicit answers from Ss around the class.
Suggested Answer Key
The film is completely different to the
book in a number of ways. The characters
are different. In the film, the main
characters are Ray Ferrier and his children,
Rachel and Robbie. In the book, the main
characters are the narrator and his wife, the
curate and the artilleryman. The setting is
different. The film is set in the USA and
 the book is set in the UK. On the whole
the plots are very different, but the main
idea is the same that Martians come to
Earth, cause lots of death and destruction
and are then killed by simple bacteria.

Main Activities To read for gist/specific information

Ask Ss to read the newspaper headlines and the extracts and
say how they are related to The War of the Worlds.
Suggested Answer Key
The first extract is about how people believed Earth was
being attacked by Martians when The War of the Worlds was
first broadcast over the radio in 1938. They didn't understand
it was a fictional drama.
The second extract explains that the first story over
exaggerates what really happened and although some people
were frightened, there was no mass hysteria.
Aim To compare and contrast two news articles
• Ask Ss to read the news articles again and compare
and contrast the presentation of the reaction to Orson
Welles' version of The War of the Worlds.
• Elicit comparison from Ss around the class and which
one Ss believe and why.
Suggested Answer Key
The first article presents the public reaction as hysteria with
many injuries and calls to the police. The second article
presents the public reaction as mild and claims that the initial
reports were exaggerated. It says that some people were
frightened, but not in a complete panic. It claims that the
newspapers at the time misrepresented the story to make it
more news worthy.
I believe the report from 2011 because I think it is very
possible that it made the story more exciting. I don't think
people were so easily fooled by a radio programme.
express an opinion
Ask various Ss around the class to tell the rest of the class
how they would represent the story if they were to film the
story today in their country.
Suggested Answer Key
I would keep it very closely to the original story. The main
characters would be the narrator, another man like the curate,
but perhaps he would be a farmer or a villager instead of a
type of priest. The place would be a country village and a
large city as in the book and I would include a lot of special
effects for the aliens. The plot would be the same as the book
with only a few changes to make it more relevant to the
present day. The Martians would be aliens from another
planet because we know a lot more about Mars these days
and we know there are no Martians. They would still have
weapons like the Heat-Ray and the Black Smoke because
these are still very scary. However, the ending would be the
same as it is logical that bacteria could kill aliens.
Ending the To create a poster
lesson Explain the task. Divide Ss into small groups and tell them to
 research online and create a poster about how activate
intelligence. Allow time for Ss to complete the task or
assign it as HW. Ask various Ss around the class to present
their poster to the class.
Check Ss’ answers around the class.
Additional information

Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular links
more support? How do you plan to learners’ learning? Health and safety check
challenge the more able learners? ICT links
Values links

monitor less able learners in group work use concept checking questions to check learner cross-curricular links:
and give further modelling and drilling understanding of why passive is used languages [contrasts
support with L1]

challenge more able learners to give assess pronunciation in oral and checking stages
multiple [and/or] answers in practice of the lesson [particularly weak form ‘was’]
exercises

Reflection 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?

Lesson plan Reading for pleasure

LESSON: Module 5 Lesson 9-10 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers10.C3
that this lesson is respect differing points of view;
contributing to 10.1.4 - evaluate and respond constructively to feedback from others;
10.1.6 - organise and present information clearly to others;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on
a range of general and curricular topics;
 10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.1 - use formal and informal language registers in talk on a wide range of general and
curricular topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts
on a growing range of general and curricular topics;
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics;
10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general
and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety
of written genres on a range of general and curricular topics;
10.6.5 - use a wide variety of question types on a wide range of familiar general and
curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
use some target structures accurately in more controlled and freer production tasks with some
support
Most learners will be able to:
use most target structures accurately in more controlled and freer production tasks with some
support

Some learners will be able to:

use most target structures accurately in more controlled and freer production tasks with little
support
Previous learning

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson To practise pronunciation of situational
language
Play the recording. Ss listen and repeat
chorally and/or individual Pay attention to Ss’
pronunciation and intonation and correct as
necessary.

Main Discussing and preparing project about different books and

Activities stories

Ending the write own biography Check Ss’ answers around the class.
lesson

Additional information
 Differentiation – how do you plan to Assessment – how are you planning to check Cross-curricular links
give more support? How do you plan to learners’ learning? Health and safety
challenge the more able learners? check
ICT links
Values links

monitor less able learners in group use concept checking questions to check learner cross-curricular links:
work and give further modelling and understanding of why passive is used languages [contrasts
drilling support with L1]

challenge more able learners to give assess pronunciation in oral and checking stages of
multiple [and/or] answers in practice the lesson [particularly weak form ‘was’]
exercises

Reflection 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 “The human brain”

LESSON: Module 6 Lesson1 School:

Date: Teacher name:

CLASS: 10 Number present: absent:

Learning objectives(s) 10.2.7

that this lesson is 10.1.10
contributing to 10.3.2
10.3.3
10.3.4
10.5.2
 10.3.5
10.3.7
10.5.2
Aim To present/practise vocabulary for capabilities of the human brain

Lesson objectives All learners will be able to:

use some target language correctly in response to speaking and writing task prompts and in
exchanges
Most learners will be able to:
use a range of target language correctly in response to speaking and writing task prompts
and in exchanges
Some learners will be able to:
use a range of target language correctly in response to a wider range of speaking and writing
task prompts and in exchanges
Previous learning basic vocabulary
Plan
Planned timings Planned activities Excel Teacher
Resources Notes
Beginning the lesson Module Objectives
Read the title of the module The human brain
and ask Ss to suggest what they think the
module will be about (the module is about
capabilities of the human brain and stress and
advice). Go through the objectives list to-
stimulate Ss' interest in the module.

Main Activities 1A To present the module The human brain SB p. 69

Give Ss time to read the texts A-D and complete the gaps with
10.5.2 the words in the lists. Give Ss time to discuss in pairs other things
that the brain can do.
Elicit answers from around the class.
Check Ss' answers.

Answer Key
1 experience 5 identify 9 written
2 react 6 strong 10 imagine
3 beat 7 learn 11 tell
4 enjoy 8 converts 12 invent

10.3.5 1B To discuss capabilities of the human brain

10.3.7 Give Ss time to discuss in pairs other things that the brain can do.
Elicit answers from around the class.
Suggested Answer Key
The brain controls body temperature, blood pressure, heart rate
and breathing.
It handles all the information about the world around us from our
senses (sight, hearing, taste, touch, smell and touching).
It handles our physical movement when walking, talking, standing
or sitting.
It lets us think and dream.
• Play the video for Ss and elicit their comments.
OVER TO YOU! To personalise the topic
Ask Ss to consider the questions, then elicit answers from various
Ss around the class.
 Suggested Answer Key
I think the ability to experience emotions is the most important
because if we couldn't do this we would be like robots. There
wouldn't be a lot of point to life if we couldn't experience joy and
sadness.
I would like to improve my ability to understand languages. If I
could understand every language in the world that would be
amazing. I would be able to speak to anyone, anywhere.
10.3.3 To introduce the topic; to lister and read for gist
10.3.4 Ask Ss to look at the picture, read the title and try to answer the
10.3.7 questions. Play the recording. Ss listen and read the text and find
out if their guesses were correct.

• Play the video for Ss and elicit their comments.

Ending the Ask some pairs to ask and answer in front of the class.
lesson
Additional information

Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular links
more support? How do you plan to learners’ learning? Health and safety check
challenge the more able learners? ICT links
Values links

prompt less able learners to engage in monitor for spoken accuracy in elicitation and cross curricular links:
whole class checking and plenary checking tasks and use a range of oral correction languages [TV genres]
activities with supportive questioning techniques
provide headings for final note writing
task
challenge more able learners to give
reasons for their views and to say how
they view content

Lesson plan

LESSON: Module 6 Lesson 2 School:

Date:05.02.2020 Teacher name:

CLASS: Number present: absent:

Learning 10.3.7
objectives(s) that 10.4.8
this lesson is 10.5.2
contributing to 10.4.2
10.3.2
10.4.5
Lesson objectives All learners will be able to:
identify some specific information and key ideas in texts and use some target language to express
views and comment on some views of others with support
Most learners will be able to:
identify most specific information and key ideas in texts and use a range of target language to
express views and comment on some views of others with support
Some learners will be able to:
identify all specific information and most key ideas in texts and use a range of target language to
express views and comment on views of others with little support
Previous learning Vocabulary the human brain
Plan
Planned timings Planned activities Excel Teacher
Resources Notes
Beginning the Ss revise the vocabulary of the previous lesson
lesson

1 a) To present vocabulary related to the physical structure of the SB p. 70

Main Activities human brain
Ask Ss to talk in pairs about the meanings of the words /phrases in
the list.
10.3.7 Tell Ss to check the meanings of any they are unsure of in their
10.4.8 dictionaries.
10.5.2 Check Ss' answers around the class.

Answer Key
blood pressure (n): the pressure of the blood in the circulatory
system
body temperature (n): how hot or cold the body is skull (n): the
bone that protects/covers the brain hemisphere (n): half of a sphere
nerve fibre (n): a long thin thread that carries information between
the brain and other parts of the body
neurologist (n): a doctor who deals with nerves and the nervous
system
synapse (n): a junction between two nerve cells neuron (n): a nerve
cell

10.4.2 1 b) To predict the content of the text; to listen and read for gist
Explain that our brain is divided into two hemispheres (left, right)
each one controlling different tasks/skills.
• Elicit Ss' guesses in answer to the questions in the rubric.
Suggested Answer Key
Left hemisphere: logic, details, lists, language
Right hemisphere: creativity, general ideas, music skills, emotions,
imagination
• Play the recording. Ss listen and read to find out and check
if their guesses were correct.

2 To read for specific information

10.4.2 • Ask Ss to read the statements 1-8 and then give Ss time to
read the text and mark the statements according to what they read. SB p. 71
 • Ss compare their answers with their partner.
• Check Ss’ answers.

Answer Key
1T 3F 5F 7DS 2DS 4T 6T 8T
• 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.

3. To consolidate information in a text

Give Ss time to answer the questions referring to the text as
necessary and then elicit Ss’ answers.
Answer Key
10.3.2 1 Each hemisphere is responsible for the opposite side of the body.
2 They think the brain creates synapses between neurons.
3 I think the right side of my brain is dominant because I am good
at writing, drawing and music.

4. To consolidate new vocabulary

Go through the list of words in the rubric and give Ss time to match
them to the highlighted words in the text.
Tell Ss they may use their dictionaries if necessary.
Check Ss' answers.
Answer Key regulates = controls complex = complicated
10.4.5 senses = the five physical abilities (touch, taste,
sight, smell & hearing)
dominant = more powerful
function = purpose
handle = deal with/manage

Ending the Ask some pairs to ask and answer in front of the class.
lesson
Additional information

Differentiation – how do you plan to give Assessment – how are you planning to check learners’ Cross-curricular
more support? How do you plan to learning? links
challenge the more able learners? Health and safety
check
ICT links
Values links

support less able learners in check learner comprehension using thumbs up or cross-curricular
comprehension task by encouraging them down technique and follow-up questioning links: literature
to scan text quickly to find a section of [film genres]
the text that contains the answer.

provide challenge for more able learners monitor production error in pair and whole class
by asking them to form a range of checking discussions and feedback to whole class
questions about the information in the
 table

Reflection 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?

Lesson plan

LESSON: Module 6 Lesson 3 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.6.5

that this lesson is 10.2.2
contributing to 10.2.3
10.2.7
10.3.2
10.3.7
10.1.6
10.1.4
10.4.4.
10.4.8
Lesson objectives All learners will be able to:
identify some specific information in the listening text and use some functional language
correctly in speaking and email writing task with support
Most learners will be able to:
 identify most specific information in the listening text and use a range of functional language
correctly in speaking and email writing task with support
Some learners will be able to:
identify all specific information in the listening text and use a range of functional language
correctly in speaking and email writing task with little support
Previous learning Physical structure of the human brain

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson Ss try to guess the theme of the lesson. They
read the sentences on the board and guess that
they will work with the Physical structure of
the human brain

Main Activities 5 Grammar To revise/present question types SB p. 71

Ask Ss to read the examples in the box and then elicit more
10.6.5 examples from the text from Ss around the class.
Refer Ss to the Grammar Reference section for more details.
Answer Key
Tag question: It's an amazing organ, isn't it?
Rhetorical question: Will we ever fully understand our own
brains?

6 a) To classify questions and ask and answer questions

10.6.5 Explain the task and give Ss time to complete it.
Check Ss' answers. Elicit sentences from various Ss around the
class.
Answer Key
1 rhetorical question 3 wh-question
2 tag question 4 Yes/по question
Suggested Answer Key
A: Wouldn't it be great to be happy all the time?
B: Yes, it would. We can learn so much more about the brain,
can't we?
A: Yes, we can. Why do we sleep and dream?
В: I think it's so the body can rest and the brain can
organise our thoughts. Does your brain worl better in the
morning?
A: Yes, it does.

10.6.5 6 b) To practise question types

Ask Ss to ask and answer their own questions in pairs.
Monitor the activity around the class.
Suggested Answer Key
A: Do you like learning about the brain?
B: Yes, I do. What is your favourite subject?
A: Science. It's interesting, isn't it?
B: Yes, it is. It helps me understand the world.

10.2.2 7 Listening To listen for specific information

10.2.3 Explain the task and ask Ss to read the questions and
10.2.7 answer choices.
Play the recording and give Ss time to complete the task.
Check Ss' answers.
 Answer Key
1A2 В 3 В 4 В 5С

8 Speaking & Writing To consolidate information in a text

Ask Ss to read the text again.
10.3.2 Then explain the situation and ask Ss to ask and answer questions
10.3.7 in pairs following the example.
Monitor the activity around the class and then ask some pairs to
ask and answer in front of the class.
Suggested Answer Key
A: What does the brain do?
B: It controls our other organs, regulates pleasure and pain,
hunger and thirst, blood pressure and body temperature as well as
determines our personal identity through thoughts, memories and
emotions. What are the two halves of the brain?
A: The left hemisphere and the right hemisphere. How do
instructions pass from one side of the brain to the other?
B: Through the corpus callosum. What is each hemisphere
responsible for?
A: Each hemisphere is responsible for the opposite side of the
body. What does each hemisphere control?
B: The left hemisphere controls logic and analysis, and the right
hemisphere controls the imagination and emotions. How does
each hemisphere control speech?
A: The left side handles the syntax and vocabulary of language,
and the right side controls the accent, speed and intonation of
speech. What have neurologists found?
B: They found that if one half of the brain is removed, the other
side can take over some of its functions.

9A To write a short summary

Explain the task and give Ss time to write a short summary of the
text.
10.1.6 Ask various Ss to read out their summaries to the class.
10.4.2 Suggested Answer Key
10.5.1 The brain controls our other organs, regulates pleasure and pain,
hunger and thirst, blood pressure and body temperature as well as
determines our personal identity through thoughts, memories and
emotions. There are two halves of the brain: the left hemisphere
and the right hemisphere. Instructions and information pass from
one side to the other through the corpus callosum. Each
hemisphere is responsible for the opposite side of the body. The
left hemisphere controls logic and analysis, and the right
hemisphere controls the imagination and emotions. The left side
of the brain handles the syntax and vocabulary of language, and
the right side controls the accent, speed and intonation of speech.
Neurologists have found that if one half of the brain is removed,
the other side can take over some of its functions.

9B to prepare a quiz
Give Ss time to research online and collect information about the
brain and prepare a quiz.
Have Ss swap their quizzes with their partner and complete them.
Suggested Answer Key
1. How fast does the brain process information? (Up
10.1.2 to 120m/sec.)
10.1.4 2. How long can the brain survive without oxygen? (4-
 10.4.4. 6 minutes)
10.4.8 3. How many genes are responsible for the complex
design of the brain? (Half of them.)
4. How many thoughts, on average, do humans
experience each day? (Around 70,000.)
5. How long do we dream for each night? (For at least
1-2 hours.)
6. How many dreams do we have each night? (An
average of 4-7)
7. When are brain waves most active? (While you are
dreaming)
Ending the Ask S’s to read out their quiz to the class and give the answers
lesson

Additional information

Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular
more support? How do you plan to learners’ learning? links
challenge the more able learners? Health and safety
check
ICT links
Values links
provide more support for less able correct learners’ oral responses using a range of ICT links: email
writers through suggested sentence feedback techniques including delayed response options
starters wait-time

provide further challenge in the writing take in learners extended email writing to assess at
task for stronger writers by asking them the end of the lesson
to include particular target words in their
email
Reflection 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?
Lesson plan

LESSON: Module 6 Lesson 4 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2

that this lesson is 10.1.10
contributing to 10.4.1
10.4.7
10.3.2
10.5.2
Lesson objectives All learners will be able to:
use some target structures accurately in more controlled and freer production tasks with some
support
Most learners will be able to:
use most target structures accurately in more controlled and freer production tasks with some
support
Some learners will be able to:
use most target structures accurately in more controlled and freer production tasks with little
support
Previous learning Question types
Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson 1A To present vocabulary for types of SB p. 72
intelligences
10.5.2 Direct Ss’ attention to the intelligences (1-8) in
the list.
Ask them to read them and the explanations (a-
h) and then match them.
Have Ss tell their partners.
Check Ss’ answers.
Answer Key
1d 3e 5a 7 h 2g 4b 6c 8f

Spatial intelligence refers to visualising space

in the mind.
Bodily-kinaesthetic intelligence refers to using
your body to solve problems or create
 something.
Musical intelligence refers to singing, playing
or composing music.
Linguistic intelligence refers to communicating
well and being good with languages. Logical-
mathematical intelligence refers to seeing
relationships between symbols and actions.
Interpersonal intelligence refers to
understanding the emotions and needs of
others.
Intrapersonal intelligence refers to
understanding your own emotions and needs.
Naturalistic intelligence refers to understanding
the natural world.

Main Activities 1B To introduce the topic of a text and read for specific SB p. 72
information
Read the questions in the rubric aloud and then elicit Ss'
10.5.2 guesses.
10.1.10 Give Ss time to read the text and find out if their guesses
10.4.1 were correct.
Suggested Answer Key
They relate to Howard Gardner's theory of multiple
intelligences which we all have to a greater or lesser extent.

2. To listen and read for cohesion and coherence

Explain the task and ask Ss to read the sentences A-F and
10.4.7 then read the text and choose the correct ones to fill each gap.
• Give Ss time to complete the task and remind them to
look at the key words before and after the gaps that will help
them find the missing sentences.
• Play the recording. Ss listen and read and check
Answer Key
ID 2 C 3 E 4 F 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.

3. To consolidate information in a text

• Give Ss time to answer the questions referring to the
text as necessary.
10.3.2 • Check Ss' answers.
Answer Key
1 It is important for schools because educators must
activate each intelligence to reach every pupil in the
classroom.
Suggested Answer Key
2 I think I have linguistic intelligence more than any
other intelligence because I speak three languages and I love
word games.
3 I agree with Gardner's theory because it seems to
make a lot of sense to me and it helps to explain why some
people are better at certain things than others especially when
they have had the same upbringing and education.

4. To consolidate new vocabulary

• Explain the task and give Ss time to complete it.
 Check Ss' answers.

10.5.2 Answer Key

1 memorise 4 smart 7 proposing
2 excels 5 far-reaching 8 responded
3 calculated 6 rise

Ending the To create a poster

lesson Explain the task. Divide Ss into small groups and tell them to
research online and create a poster about how activate
intelligence. Allow time for Ss to complete the task or
assign it as HW. Ask various Ss around the class to present
their poster to the class.
Check Ss’ answers around the class.
Additional information

Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular links
more support? How do you plan to learners’ learning? Health and safety check
challenge the more able learners? ICT links
Values links

monitor less able learners in group work use concept checking questions to check learner cross-curricular links:
and give further modelling and drilling understanding of why passive is used languages [contrasts
support with L1]

challenge more able learners to give assess pronunciation in oral and checking stages
m2ultiple [and/or] answers in practice of the lesson [particularly weak form ‘was’]
exercises

Reflection 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?

Lesson plan

LESSON: Module 6 Lesson 5 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.6.17

that this lesson is 10.3.7
contributing to 10.5.2
10.5.3
Lesson objectives All learners will be able to:
use some target structures accurately in more controlled and freer production tasks with some
support
Most learners will be able to:
use most target structures accurately in more controlled and freer production tasks with some
support

Some learners will be able to:

use most target structures accurately in more controlled and freer production tasks with little
support
Previous learning Intelligences

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson To practise pronunciation of situational
language
Play the recording. Ss listen and repeat chorally
and/or individual Pay attention to Ss’
pronunciation and intonation and correct as
necessary.

Main 5 Grammar To present relative clauses SB p. 73

Activities Explain that a defining relative clause gives necessary
information and is essential to the meaning of the main sentence.
10.6.17 We do not put the clause in commas, e.g. The man who fixed my
car was very tall. (Which man is tall? The one who fixed my
car.)
Explain that a non-defining relative clause gives extra
information and is not essential to the meaning of the main
sentence. The clause is put in commas. We cannot use that
instead of who. E.g. Ben, who is my ractice, is noisy. (Ben is
noisy – the meaning of the sentence is clear; who is my ractice –
gives extra information.)
Ask Ss to read the theory box and then elicit examples from the
text.
Refer Ss to the Grammar Reference section for more details.
Answer Key
Shakira has an IQ of 140, which almost makes her a genius.
The theory proposes that there is not just one ‘intelligence’, but
eight or more ‘intelligences’ that we all have to a greater or
lesser extent.
Each intelligence is a skill which people are good at. She has the
ability to move her body on a stage, where the movements she
makes create a performance.
 6. To ractice defining/non-defining relative clauses
Explain the task and give Ss time to complete it.
Check Ss’ answers.
10.6.17 Answer Key
1. We just met Dr Jones who has written a book on
multiple intelligences. Or Dr Jones, who we just met,
has written a book on multiple intelligences.
2. This is the IT building where Professor Harris is
working on important research.
3. Kairat recommended a documentary which/that was
very informative. Or The documentary which/that
Kairat recommended, was very informative.
4. 1983 was the year when Howard Gardner's book was
published.
5. I understand the reason why Martha loves all sports.
6. Anna is the new student whose IQ is very impressive.

7. Speaking & Writing To conduct a survey, interview

classmates and prepare a poster
• Explain the task and give Ss time to conduct a survey by
interviewing their classmates about their type of intelligence
with reasons.
• Give Ss time to compile their information and create a
10.3.7 poster. Tell Ss they may include a chart or a diagram to display
the information.
• Then display the posters around the classroom.
Suggested Answer Key
Students and Types of Intelligences
■ naturalistic ■ bodily-kinaesthetic
■ spatial ■ musical
■ interpersonal ■ linguistic
■ intrapersonal ■ logical-mathematical

8. To write a biography
• Explain the task and ask Ss to go online arc research
information about Howard Gardner
• Give them time to use the information to write a short
biography and add a picture.
• Check Ss' answers by asking various Ss to present their
biography to the class.
10.5.2
10.5.3 Suggested Answer Key
Howard Earl Gardner was born in Pennsylvania, USA in 1943.
He is a developmental psychologist. He s best known for his
theory of multiple intelligences.
He graduated from Harvard University in 1965, a-z he also
earned a PhD. In 1983, he wrote a book cal ~z 'Frames of Mind:
The Theory of Multiple Intelligences He proposed that humans
have several different ways of processing information, and these
ways are relatively independent of one another.
He has received a lot of criticism for his theory but re has also
received a lot of awards. He won Tne National Psychology
Award for Excellence in :-e Media, for his book as well as a
number o~ fellowships and the Brock International Prize -
Education.
Today he is the senior director of Harvard Projer. Zero, and
since 1995, he has been the co-director of The Good Project
 which studies human development.
Ending the write own biography Check Ss’ answers around the class.
lesson

Additional information

Differentiation – how do you plan to Assessment – how are you planning to check Cross-curricular links
give more support? How do you plan to learners’ learning? Health and safety
challenge the more able learners? check
ICT links
Values links

monitor less able learners in group use concept checking questions to check learner cross-curricular links:
work and give further modelling and understanding of why passive is used languages [contrasts
drilling support with L1]

challenge more able learners to give assess pronunciation in oral and checking stages of
multiple [and/or] answers in practice the lesson [particularly weak form ‘was’]
exercises

Reflection 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?

Lesson plan

LESSON: Module 6 Lesson 6 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2

that this lesson is 10.2.2
contributing to 10.4.2
10.4.5
10.3.2
10.6.1
Lesson objectives All learners will be able to:
identify some specific information and key ideas in texts and use some target language to
express views and comment on some views of others with support
Most learners will be able to:
 identify most specific information and key ideas in texts and use a range of target language to
express views and comment on some views of others with support
Some learners will be able to:
identify all specific information and most key ideas in texts and use a range of target
language to express views and comment on views of others with little support
Previous learning Relative clauses

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson 1 To practise subject-specific vocabulary SB p. 74
• Give Ss time to complete the sentences
10.5.2 using the words.
• Check Ss' answers around the class.
Answer Key
1 media 4 psychologists
2 produce 5 practitioners
3 immune system

Main 2 To listen and read for specific information

Activities • Have Ss read the sentences again. SB p. 74
• Play the recording. Ss listen and follow the text
in their books and find out which of the sentences in Ex.1 are
10.2.2 true.
10.4.2 • Check Ss' answers.
Answer Key
1 F ( 5-7) 4 T(29)
2 T (16-17) 5 T (40-41)
3 T (22-23)

Background information
Alzheimer's disease is a progressive brain damaging illness that slowly
destroys memory and thinking skills. In most people suffering from
this disease, symptoms appear after the age of 60.

3. To read for specific information

10.4.2 Ask Ss to read questions 1-3 and the possible answers and give them SB p. 75
10.4.5 time to read the text again and choose the correct answers.
Check Ss' answers around the class. Ss should justify their answers.
Answer Key
C(11-12) 2 С (16-19) 3 С (39-44)
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. To answer comprehension questions based on a text

Give Ss time to answer the questions without copying the information
straight from the text.
10.3.2 Check Ss’ answers around the class.
Suggested Answer Key
1. Certain hormones are released when we're stressed which
prepare our bodies for action.
2. People are encouraged to believe that any type of stress is a
problem.
 5. To identify abstract and compound nouns
Explain that an abstract noun is the name of something that is not
concrete or tangible (e.g. emotion, intelligence) and that a compound
noun is the name of something that is made up of two words that have
10.6.1 been put together (e.g. blackboard, swimming pool).
Answer Key
Abstract nouns: stress, disease, illness, health, situation, reaction,
condition, problem, consequence
Compound nouns: daily life, home life, immune system, workout,
website
Ending the To research and write a paragraph about stress.
lesson Explain the task and ask Ss to work in small groups and collect
information from the Internet. Then ask Ss to use their notes to write a
paragraph about it. Ask various Ss to read their text to the class.
Alternatively, assign the task as HW and check Ss' answers in the next
lesson.
Additional information
Differentiation – how do you plan to Assessment – how are you planning to check learners’ Cross-curricular
give more support? How do you plan to learning? links
challenge the more able learners? Health and safety
check
ICT links
Values links
support less able learners in check learner comprehension using thumbs up or down cross-curricular
comprehension task by encouraging technique and follow-up questioning links: Music
them to scan text quickly to find a [music genres /
section of the text that contains the sections of the
answer. orchestra]
challenge more able learners to ask monitor general accuracy and pronunciation in Q&A task
more complex questions by suggesting for feedback to whole class
more complex question starters

Reflection 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?
Lesson plan

LESSON: Module 6 Lesson 7 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning 10.6.9
objectives(s) that this 10.6.17
lesson is contributing 10.2.5
to 10.2.6
10.3.7
10.5.2
10.5.3
10.5.5
Lesson objectives All learners will be able to:
identify some key ideas from listening and plan and write an email recounting some experiences
with support
Most learners will be able to:
identify most key ideas from listening and plan and write an email recounting a range of
experiences with support
Some learners will be able to:
identify all key ideas from listening and plan and write an email recounting a range of experiences
with little support

Previous learning Stress

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson 6A To identify and revise the passive SB p. 75
Explain that to form the passive we use the verb to be
10.6.9 and the past participle of the main verb. Elicit that the
subject of the active sentence becomes the agent (the
 person doing the action) and is introduced with by.
Explain that the passive sentence gives emphasis to the
action rather than the person who does it.
Then elicit the passive forms in the text.
Check Ss' answers and refer them to the Grammar
Reference section for more information.
Answer Key
Examples: hormones are produced, blood flow to the
brain and muscles is increased, why are we continually
told, that needs to be cured
We form the passive with the verb to be and the past
participle of the main verb.

6 b) Grammar To practise the passive

• Explain the task and give Ss time to complete it.
10.6.9 • Check Ss' answers.
Answer Key
1 be avoided 4 not be considered
2 were handed out 5 are often affected
3 is said

7 To present type 3 Conditional

10.6.17 • Ask Ss to read the examples.
• Explain/Elicit that we form type 3 conditional with
if/when + past perfect + would have + past participle and that
we use it to talk about an unreal situation in the past.
• Refer Ss to the Grammar Reference section for more
information.
Answer Key
We form type 3 conditional with if/when + past perfect +
would have + past participle.

8 To practise the type 3 Conditional

• Explain the task and give Ss time to complete it.
10.6.17 • Check Ss' answers.

Answer Key
1 had been 2 would you have done
3 would not have had 4 hadn’t burnt
5 would have arrived 6 had known

9. Listening To listen for specific information

(multiple matching)
10.2.5 Explain the task and ask Ss to read the statements (A-E) and
10.2.6 then play the recording.
Play the recording. Ss listen and complete the task.
Check Ss' answers.

Answer Key
ID 2A 3C

10 A Speaking & Writing To talk about reducing stress

Read the rubric aloud and elicit answers from Ss around the
10.3.7 class.
Suggested Answer Key
I go for a run and get an early night, and I share my worries
with my family.
 10B To write a paragraph about reducing stress
• Explain the task and give Ss time to research online for other
ways to reduce stress and write a short paragraph about it.
10.5.2 Ask various Ss around the class to read out the paragraphs to
10.5.3 the class.
10.5.5 Alternatively, assign the task as HW and check Ss' answers in
the next lesson.
Suggested Answer Key
There are a number of things we can do to try to reduce stress.
One thing we can do is meditation. By relaxing and emptying
the mind we can stop thinking about our worries for a while
and we may even come up with a solution. Exercising is
another way to reduce stress. A calm form of exercise can help
you strengthen your body and have a soothing effect on the
mind. \Ne can also listen to soothing music and get lots of
sleep to reduce stress
Ending the Ask various Ss around the class to read out the paragraphs to
lesson the class.

Additional information

Differentiation – how do you plan to Assessment – how are you planning to check Cross-curricular links
give more support? How do you plan to learners’ learning? Health and safety check
challenge the more able learners? ICT links
Values links

monitor less able learners as they plan use thumbs up or down technique and follow-up ICT links: email features
write their emails and highlight with a questioning to check comprehension and tools
pencil things they should self-correct

encourage more able learners to include take in learners’ extended email writing for
in their email points responding to assessment
previous emails.

Reflection 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?
Lesson plan

LESSON: Module 6 Lesson 8 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.4

that this lesson is 10.6.17
contributing to 10.6.9

Lesson objectives All learners will be able to:

use some target functional language appropriately in functional exchanges and pronounce
some target words and phrases clearly with support
Most learners will be able to:
use a range of target functional language appropriately in functional exchanges and
pronounce most target words and phrases clearly with support
Some learners will be able to:
use a range of target functional language appropriately in functional exchanges and
pronounce most target words and phrases clearly with little support
Previous learning The passive, conditionals – type 3

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson Revise grammar the passive and
conditionals – type 3

Main Activities 1. Writing То analyse a rubric

• Read the Writing Tip aloud and introduce the type of
writing, the content, layout and useful language.
• Ask Ss to read through the rubric and look at the key words
in bold and answer the questions.
• Explain to Ss that it is very important to read the rubric
carefully so that they include all the points mentioned.
• Check Ss' answers around the class.

Answer Key
1 an email
2 my English friend
3 advice about how to study better
4 between 120-180 words
5 informal

2 To analyse a model story for structure and content

Read the rubric aloud and give Ss time to read the email and match
the paragraphs to the content.

Answer Key
1B 2 E 3 C 4 A 5 D
3. To identify opening/dosing remarks
Give Ss time to read sentences 1-10 and elicit which ones are
 opening remarks and which ones are closing remarks.
Check Ss' answers.

Answer Key
1 CR 3 OR 5 OR 7 OR 9 OR
2 CR 4 OR 6 CR 8 CR 10 CR

4 To substitute opening/closing remarks in a model

• Give Ss time to substitute the remarks in the email with
suitable alternatives from Ex. 3.
• Elicit answers from Ss around the class.

Suggested Answer Key

Opening remarks: How're things? Sorry to hear about your
problems. Let me give you some advice.
Closing remarks: Well, that's all for now. All the best and keep me
posted..
To talk about the importance of places of natural beauty

Ending the Ask various Ss around the class to give some pieces of advice
lesson

Additional information

Differentiation – how do you plan to give Assessment – how are you planning to check learners’ Cross-curricular
more support? How do you plan to learning? links
challenge the more able learners? Health and safety
check
ICT links
Values links
monitor less able learners in group work assess pronunciation of individual sounds and cross-curricular
and give further modelling and drilling intonation in role play and sentence links: languages
support [contrasts with
L1]

challenge more able learners to leave assess learner interactive ability in role play.
some lines blank in script of role play to
promote spontaneous interaction

Reflection 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?

Lesson plan

LESSON: Module 6 Lesson 9 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.4

that this lesson is 10.5.6
contributing to 10.1.5
10.5.1
10.5.7
10.5.8
Lesson objectives All learners will be able to:
identify some key ideas from listening and use some target language correctly in planning
and giving a presentation with support
Most learners will be able to:
identify most key ideas from listening and use a range of target language correctly in
planning and giving a presentation with support
Some learners will be able to:
identify all key ideas from listening and use a range of target language correctly in planning
and giving a presentation with little support
Previous learning Giving pieces of advice

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson Giving advises

Main 1. To identify elements of informal style SB p. 77

Activities Read the Writing Tip aloud and then give Ss time to find
examples of informal style in the email.
10.5.4 Elicit answers from Ss around the class.

Answer Key
short forms: you're, I'd, it's, you'll, don't, won't. I'm phrasal
verbs: put off, sort out
colloquial expressions/idioms: under the weather omission of
pronouns: Hope my advice helps,
informal linkers: so, and

2. To practise using informal style

10.5.4 Give Ss time to rewrite the paragraphs, and then ask various Ss
to read out the paragraphs to the class.

Suggested Answer Key

A Dear James,
Thanks for your email. I'm very sorry about your problem. The
same thing happened to me last year. Let me give you some
advice.
В Got to go now. Let me know if my advice helped.
Say hello to your family for me.
Yours,
Elizabeth

3. To identify ways to make suggestions

10.5.6 Read the Writing Tip aloud and then give Ss time to find
 examples of making suggestions in the email.
Elicit answers from Ss around the class.

Answer Key
If I were you I'd ..., You should ..., Why don't you ... ? It would
be a good idea to ...

4. To practise making suggestions

10.5.6 Explain the task and give Ss time to complete it.
Check Ss' answers around the class.

Suggested Answer Key

1. You should take up a sport and eat healthily.
2. Why don't you share your worries with your parents?
3. It would be a good idea to focus on the cause of the
stress.
4. If I were you I'd make time for fun and relaxation.

5. To practise giving results for pieces of advice

Read the Writing Tip aloud and then time to find and write
results for the f advice in Ex. 8.
10.1.5 Elicit answers from Ss around the class.
10.5.1
10.5.7 Suggested Answer Key
10.5.8 1 That way you will feel healthier and bein. will help relieve
your stress.
2 Then you will have support from the peop love you.
3 If you do this, you'll reduce your anxiety.
4 This will help by allowing you to take you off your problems
and enjoy yourself.

6. To write an email giving advice

Explain the task and give Ss time to write email using the plan
and their answers to & 9. Then ask various Ss to read their e
aloud.
Remind Ss to use informal style.
Alternatively, assign the task as HW and c Ss' answers in the
next lesson.
Suggested Answer Key
Hi Jon,
Sorry to hear you're so stressed about your exan was stressed
about my exams last year too. Let give you some advice.
To start with, why don't you share your won with your parents?
Then you will have support fr< the people who love you.
If I were you I'd make time for fun and relaxatit This will help
by allowing you to take your mind c your problems and enjoy
yourself.
Also, you should take up a sport and eat healthiI That way you
will feel healthier and being active w help relieve your stress.
Hope my advice helps. Let me know how things tur out. Say
hello to your family for me.
Best wishes,
Ulan
To practise writing
Explain the task and read out the example and then elicit further
explanations from Ss around the class.
 Ending the Choose various Ss to present their instrument(s) to
lesson the class.
Additional information

Differentiation – how do you plan to Assessment – how are you planning to check Cross-curricular links
give more support? How do you plan to learners’ learning? Health and safety check
challenge the more able learners? ICT links
Values links

support less able readers and by helping monitor extent to which learners are able to search cross-curricular links:
them with search language independently in English Music [traditional
instruments]

provide an extra heading for more able use a checklist to assess accuracy, organisation and
readers to research delivery of presentation

Reflection 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?

Lesson plan

LESSON: Module 6 Lesson 10 Summative School:

Control work
Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.8

that this lesson is 10.4.1
contributing to 10.4.3
10.4.2
10.5.2.
10.2.2
10.1.10
10.1.8
 10.5.1
Lesson objectives All learners will be able to:
identify some detailed arguments in the text and use some target vocabulary to make simple
points accurately in response to prompts and in discussion
Most learners will be able to:
identify some detailed arguments in the text and use a range of target vocabulary to make
simple points accurately in response to prompts and in discussion
Some learners will be able to:
identify most detailed arguments in the text and use a range of target vocabulary to make a
range of points accurately in response to prompts and in discussion
Previous learning Writing tip

Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson 1. To introduce the topic and read for gist SB p. 78
Elicit what, if anything, Ss know about the Duke of
Edinburgh's Award and then give Ss time to read the text
10.1.8 and find out about it.
10.4.1
10.4.3 Suggested Answer Key
The Duke of Edinburgh's Award is a youth programme that
allows 14-24 year olds to face challenges and receive a
special award from the Duke of Edinburgh.

Main Activities 2. To read for lexico-grammatical correctness & coherence

Read out the Study Skills box.
10.4.2 Explain the task and ask Ss to read the text again and think
of a word to complete each gap that makes the text coherent
so that it is lexically and grammatically correct.
Check Ss' answers. Ask Ss to justify their answers.
Answer Key
1 It 5 not 9 by
2 in 6 at 10 they
3 from 7 down 11 for
4 their 8 which 12 having

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.

1. To consolidate new vocabulary

Explain the task.
Give Ss time to complete the task, referring back to the text
10.5.2. if necessary.
Check Ss' answers.

Answer Key
1 full 4 easy 7 pick
2 skills 5 rescue 8 gold
3 different 6 charity 1 comes
2. A To consolidate new vocabulary
Read the rubric aloud.
 Play the recording. Ss listen and follow the text in their
10.2.2 books.
Give Ss time to prepare their answers.
Ask various Ss around the class to share their answers with
the rest of the class.

Suggested Answer Key

There are three levels of the award; the bronze, the silver
and the gold. Each level is more difficult and challenging
than the previous one. Young people can take part in
different activities in four different areas: volunteering,
physical, skills or expedition. They can pick the activities
they want to do in each area. Completing the awards can
take from three months to three years.

3. B To consolidate the topic

Read the rubric aloud and set a three- minute time limit for
Ss to think about the question and prepare their answers.
Ask various Ss around the class to read their sentences out
10.1.10 to the class.

Suggested Answer Key

This award can help young people develop their character
and learn life skills. They can learn to care for others
through volunteering. They can learn a new skill such as
dancing, parachuting, jewellery making or first aid. They
can also learn survival skills and endurance skills from
going on an expedition.

5. To write a paragraph about an

award/youth organisation from your country
Give Ss time to collect information about a local
award/youth organisation and write a paragraph about it.
Then ask various Ss to read out their paragraph to the class.
Alternatively, assign the task as HW and ask Ss to read out
10.1.8 their paragraphs in the next lesson.
10.5.1 (Ss' own answers)

Background information
The Duke of Edinburgh is a title currently held by Prince
Philip husband to Queen Elizabeth II of the UK. He was
born in Greece in 1921. He is the chairman of The Duke of
Edinburgh's Award Scheme for people aged 14 to 24 years
and a patron of over 800 different organisations.
The Danube is a river in Central Europe. It is 2,872 km long
and runs through ten countries including Germany, Austria,
Hungary and Ukraine.

Katherine Jenkins is a mezzo-soprano singer from Wales.

She was born in 1980 and she is well known in opera and
musical theatre in the UK and appears regularly on British
TV

Ending the Ask Ss to think about the question in the rubric. Ask various Ss
lesson to discuss their thoughts and then share their answers with the
class.
Additional information

Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular links
more support? How do you plan to learners’ learning? Health and safety
challenge the more able learners? check
ICT links
Values links

encourage less able learners to show monitor reading comprehension with thumbs up Health and safety:
another learner where they think the and down technique and follow-up questioning moderating screen
answer to reading question is in the text time
before deciding on answer

challenge more able learners to say monitor pronunciation in checking, discussion and
whether they agree with ideas in text final pronunciation focus and use further drilling
where necessary
Reflection Answer the most relevant questions from the box
Were the lesson objectives/learning on the left about your lesson.
objectives realistic?
Did I stick to timings?
What changes did I make from my plan
and why?
Lesson plan

LESSON: Module 6 Lesson 11 School:

Project work Green issue Green Living

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.4.3

that this lesson is 10.4.2
contributing to 10.5.2
10.6.15
10.1.1
10.5.1
Lesson objectives All learners will be able to:
use some language from the module to express views and pose some relevant activity
accurately
Most learners will be able to:
use a range of language from the module to express views and pose a range of relevant
activity accurately
Some learners will be able to:
use a wide range of language from the module to express views and pose a range of relevant
activity accurately
Previous learning The Duke of Edinburgh’s Award
Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson 1. To predict the content of the text and
gist
Read the title of the text aloud and ask Ss to
10.4.3 read the introduction and the headings and
elicit their guesses as to how we can improve
our memory.
Give Ss time to read the whole text and find
out.
 Suggested Answer Key
We can use a number of techniques to improve
our memory such as chunking information,
thinking in pictures, word association, using
location, etc.

Main activities 2. To read for lexico-grammatical SB p. 79

correctness & coherence
10.4.2 Explain the task and ask Ss to read the text again and think of a
word to complete each gap that makes the text coherent so that
it is lexically and grammatically correct. Ss should pay
attention to the words before/after each gap as they will help
them do the task.
Check Ss' answers. Ss should justify their answers.

Answer Key
1 better 5 by 9 take
2 studying 6 such 10 to
3 than 7 them 11 trying
4 of 8 up 12 remember

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.

3. To consolidate new vocabulary

Give Ss time to look back through the text and find all the
10.5.2 phrasal verbs. Check Ss' answers on the board.
10.6.15 Give Ss time to write sentences using the phrasal verbs.
Check Ss' answers around the class.

Answer Key
let (sb) down, breaking down, falling down, coming up with,
space out, come back
Suggested Answer Key
My mum and dad never let me down.
When you're studying for a test you should break down the
information into the key points.
Tom fell down the stairs yesterday.
I came up with a great idea for a present for Tina. Mum
planted some flowers in the garden and spaced them out
evenly.
Have a break from studying and then come back to it later.

4. To consolidate new vocabulary

Explain the task and give Ss time to complet
10.5.2 Check Ss' answers.

Answer Key
1 Remind 3 Memorise
2 Remember 4 recall

5A Play the recording. Ss listen and follow text in their

books.
10.1.1 Give Ss time to paraphrase the informa in the text and then ask
10.4.2 various Ss to the class about the brain trai techniques and
which one they think w work best for them.
 Suggested Answer Key
We can train our brains to remember things by i various
techniques. Breaking down information small chunks makes it
easier to remember. Wt make personal connections by
associating some, meaningful with each chunk. We can asso
pictures with names or pieces of information to us remember
them. Using word associatio mnemonics can help us remember
a list of thin making up a silly rhyme. This technique works for
me. Also, we could use a technique called which uses the
imagination to place things we to remember in a room in our
house. We simply around the imaginary room and remember
the we placed there. The best way to remember thii to space
out our learning so we don't overloa brains. Finally, staying
healthy will give us tht chance of having a good memory.

5B To research and present other memory techniques

Divide the class into small groups.
Explain the task and direct Ss tc Internet, encyclopaedias or
other refe sources to collect more information memory
techniques.
Ask various groups of Ss to tell the cla
10.5.1 Alternatively, assign the task as HW ar Ss to tell the class in
the next lesson.

Ex. 5b & Background information from p. 79(T)

Ex. 5 b)- Suggested Answer Key
You should tell yourself that you have a good memory and that
it will improve. The power of positive thinking is very helpful.
You should also get organised. If you have a place for
everything and put everything in its place, then you are less
likely to misplace things or forget where you put them. When
you are trying to remember something, breathe slowly and
deeply. This will help your brain switch to theta waves which
aid memory and help you learn new information as well as
make you feel more relaxed. Improving your observation and
concentration skills will also improve your memory, because
when you actively concentrate and take in all the information
around you the brain can organise and store it well. Finally,
reduce the stress in your life because this can interfere with
memory.

BACKGROUND INFORMATION
Vesuvius is a volcano near Naples in Italy. It is famous for its
eruption in 79 AD which buried the ancient Roman city of
Pompeii under 6 metres of ash and destroyed it completely.
Pompeii was completely forgotten until it was accidentally
rediscovered in 1749. It is now a UNESCO World Heritage
site.
Alice in Wonderland (Alice's Adventures in Wonderland) is a
famous and popular children's book by Lewis Carroll. It was
written in 1865 and is about a girl who falls down a rabbit hole
into a strange dream-like world. It has been adapted many
times for the cinema and television.
The Romans refers to the people from Ancient Rome during
the period from 800 BC to 1453 AD when it was a great
civilisation with a huge empire that covered most of Europe. It
 was a very important period in history and the culture,
architecture, famous figures and politics are still remembered
today.

Ending the lesson Ask Ss to think about the question in the rubric. Ask various
Ss to discuss their thoughts and then share their answers with
the class.
Additional information
Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular
more support? How do you plan to challenge learners’ learning? links
the more able learners? Health and safety
check
ICT links
Values links
prompt less able learners to ask a range of monitor question production in group activity values links:
questions with different question starters and benefits of
highlight areas of questions that need to be hobbies
corrected before proceeding to quiz

challenge more able learners to write

different types of quiz question e.g. multiple
choice complete the missing word etc..
Reflection 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?

Lesson plan

LESSON: Module 6 Lesson 12 School:

Project work Green issue Green Living
Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2

that this lesson is 10.6.15
contributing to 10.1.6

Lesson objectives All learners will be able to:

use some language from the module to express views and pose some relevant activity
accurately
Most learners will be able to:
use a range of language from the module to express views and pose a range of relevant
activity accurately
Some learners will be able to:
use a wide range of language from the module to express views and pose a range of relevant
activity accurately
Previous learning Train your brain
Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson To revise the previous material

Main activities 1. To present and practise phrasal verbs with set and take SB p. 80
10.5.2 Go through the list of phrasal verbs and their definitions and
10.6.15 elicit an example for each one from various Ss around the class
using their dictionaries to help them if necessary.
Give Ss time to complete the task and then check Ss' answers.
Answer Key
1 up 3 aside 5 off
2 in 4 up 6 over

2. To practise prepositional phrases

Explain the task and give Ss time to complete it and then check
Ss' answers.
Ask Ss to add the words to the Prepositions section in their
10.5.2 notebooks.
Ask Ss to revise this section regularly as this will help them
use the English language in a natural way.
Answer Key
1 with 3 for 5 for
2 to 4 to 6 with

3. 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 remind 3 programme 5 effects
10.5.2 2 invent 4 Physical 6 tell

4. To form adverbs from adjectives

Read the theory box and the examples aloud and then explain
the task.
 Give Ss time to complete the task and then check Ss' answers.
10.5.2 Answer Key
10.1.6 1 easily 4 enthusiastically
2 probably 5 energetically
3 Luckily 6 terribly

Further Practice - Quiz

To consolidate information in the module
Make photocopies of the quiz.
Give Ss time to complete the quiz, looking back through the
module if necessary.
Check Ss' answers.

Quiz
Mark the sentences T (true) or F (false). Correct the false
sentences.
1 The brain's right side is more concerned with details.
2 For scientists, the left side of the brain is dominant.
3 Synapses are also called brain cells.
4 Shakira has an IQ of between 160 and 170
5 Gardner's theory is over thirty years old
6 Every person has only one of the multiple intelligences.
7 Adrenaline and cortisol are our bodies' reaction to stress.
8 Mild stress can increase our risk of neurological diseases.
9 The UK has over 15 million stress management practitioners
Answer Key
1 F (The left side is more concerned with details.)
2 T
3 F (Synapses are also called connections or
pathways.)
4 F (140)
5 T
6 F (We have all the various intelligences to some
extent.)
7 T
8 F (Mild stress can lower the risk of neurological
diseases.)
9 F (Over 2 million)
Ending the lesson Extra Activity To create a quiz
• Ask Ss to read through Module 6 and write a quiz of
their own.
• Ss can prepare their quizzes alone or in groups (in
class or at home). Ask Ss to go through the module and
compile their quizzes.
• Ask Ss to exchange their quizzes, do them, and then
check their answers.

Suggested Answer Key

1 Listening to music has an effect on our emotions. (T)
2 l/l/e can invent things because we have imagination.
(T)
3 A CPU is more powerful than a brain. (F - The brain is
more powerful.)
4 Interpersonal intelligence is being people-smart. (T)
5 Spatial intelligence is being number/logic smart. (F -
picture smart)
6 Monika Fleshner is a psychologist. (F - physiologist)
 7 The D of E has five levels. (F - three)
8 The D of E levels are bronze, silver and gold. (T)
Additional information
Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular
more support? How do you plan to challenge learners’ learning? links
the more able learners? Health and safety
check
ICT links
Values links
prompt less able learners to ask a range of monitor question production in group activity values links:
questions with different question starters and benefits of
highlight areas of questions that need to be hobbies
corrected before proceeding to quiz

challenge more able learners to write

different types of quiz question e.g. multiple
choice complete the missing word etc..
Reflection 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

Lesson plan

LESSON: Module 6 Lesson 13 School:

Project work Green issue Green Living

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10. 5.2

that this lesson is 10.6.17
contributing to 10.6.5
10.6.9
10.5.1
10.5.7
Lesson objectives All learners will be able to:
use some language from the module to express views and pose some relevant activity
accurately
Most learners will be able to:
use a range of language from the module to express views and pose a range of relevant
activity accurately
Some learners will be able to:
use a wide range of language from the module to express views and pose a range of relevant
activity accurately
Previous learning Train your brain
Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson To revise the previous material

Main activities 1. Reading To read for specific information SB p. 81

10.5.2 • Give Ss time to read the text and complete the task.
• Check Ss' answers. Ask Ss to justify their answers.
Answer Key
1 В ($10.000 watch on each wrist)
2 В (how he had become so wealthy)
3 D (he founded his own brokerage firm)
4 В (if you are determined enough, you can achieve
anything you want to)

2. Listening To listen for specific information (gap filling)

• Ask Ss to read the gapped text.
• Play the recording. Ss listen and complete the gaps
10.6.17 accordingly
Check Ss answers

Answer Key
1 raise awareness 4 submit poems
2 doesn't exist 5 a prize
1 PSHE classrooms

3 To practise vocabulary from the module

• Explain the task.
• Ss complete the task.
10.6.9 • Check Ss' answers.
Answer Key
1 senses 5 serve 9 implications
2 heavy6 converts 10 handle
3 identified 7 employ
2 evolved 8 challenge

4 To consolidate grammar from the module

• Explain the task.
• Ss complete the task.
10.6.17 • Check Ss' answers.
Answer Key
1 who's 3 when 5 which
2 that 4 where

5. To consolidate question tags

• Explain the task.
• Ss complete the task.
10.6.5 • Check Ss' answers.
Answer Key
1 shall we 3 aren't I 5 do I
2 won't he 4 aren't you

6. To consolidate grammar from the module

• Explain the task.
 • Ss complete the task.
10.6.9 • Check Ss' answers.
Answer Key
1 will be published 4 could only be seen
2 was designed 5 will be handed out
3 is cleaned

7. To consolidate grammar from the module

Give Ss time to complete the task and then check Ss' answers.
Answer Key
10.6.17 1 had won 4 would have talked
2 wouldn't have gone 5 might have done
3 wouldn't have been

8 To write an email
• Explain the task and give Ss time to plan and complete
their work and then check Ss' answers.
10.5.1 • Alternatively assign the task as HW and check Ss'
10.5.7 answers in the next lesson.
Suggested Answer Key
Hi John,
Sorry to hear you're having trouble making friends at your new
school. I was the new boy at school once too. Let me give you
some advice.
To start with, why don’t you join an after-school club? Then
you will have the chance to meet people with the same
interests as you.
If I were you, I'd try to be happy and friendly all the time. This
will help by allowing people to see that you are a nice person
and they will more likely approach you.
Also, you should try to meet people outside school too. Have
you thought of volunteering or joining a sports team? That way
you will feel good about helping the community or being
active and you can meet all sorts of different people.
Hope my advice helps. Let me know how things turn out. Say
hello to your family for me.
Best wishes,
Ulan
Ending the lesson Check your Progress
Ask Ss to assess their own performance in the unit by ticking
the boxes according to how competent they feel for each of the
listed activities.
Additional information
Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular
more support? How do you plan to challenge learners’ learning? links
the more able learners? Health and safety
check
ICT links
Values links
prompt less able learners to ask a range of monitor question production in group activity values links:
questions with different question starters and benefits of
highlight areas of questions that need to be hobbies
corrected before proceeding to quiz

challenge more able learners to write

 different types of quiz question e.g. multiple
choice complete the missing word etc..
\
Reflection 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 “Breakthrough technologies”

LESSON: Module 7 Lesson 1

School:
Vocabulary

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.5.2
this lesson is contributing 10.4.1
to 10.1.9
10.3.2
10.3.7
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about entertainment

Aim Read the title of the module Breakthrough technologies and ask Ss to suggest what they
think the module will be about (the module is about major breakthroughs, science and
medicine, nanotechnology and robotics). Go through the objectives list to stimulate Ss'
interest in the module.
ICT skills Using videos& pictures, working with URLs

Previous learning “The human brain”

Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE 1A Vocabulary To introduce new vocabulary SB p. 83
LESSON Direct Ss' attention to the pictures and ask them to read the
texts next to each one.
10.5.2 Go through the words in the list and explain/elicit the
meanings of any unknown words.
Answer Key
 A 1 discovered
2 revolutionised
3 led
В 1 launched
2 unmanned
3 orbit
C 1 pioneered
2 supply
3 lit up
D 1 came across
2 writing
3 work out
4 unreadable
PRESENTATION AND 1B To categorise topics SB p. 83
PRACTICE Explain/Elicit the meanings of the words in the rubric and
then elicit which category the topic of each text is related to.

10.4.1 Answer Key

A medicine C technology
В space exploration D archaeology

• Play the video for Ss and elicit their comments.

OVER TO YOU!
10.1.9 1C To talk about a major breakthr express a personal opinion
10.3.2 on the to
10.3.7 Elicit answers to the questions in from various Ss around the
class.

Suggested Answer Key

I think the discovery of penicillin has im lives the most
because antibiotics h millions of people from dying from
simple since then.
It was a major breakthrough when mai the wheel thousands of
years ago as it way for the development of vehicles, but things
like the water wheel and the windi gave humans a power
source.
It was a major breakthrough when the prii was invented
because it allowed books to in minutes, making knowledge
much me available and improving education.

Give Ss time to complete the texts. Check Ss' answers.

Background information
Alexander Fleming (1881-1955) was a Sc biologist and
pharmacologist.
Nikola Tesla (1856-1943) was a Serbian-Am inventor,
physicist, mechanical engineer electrical engineer. His work
helped form the for the invention of radio communication.
Yuri Gagarin (1934-1968) was a Soviet cosmonaut. He was
the first human to journey into outer

ENDING THE LESSON Play the video for Ss and elicit their comments.
Ss discuss about the text
Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most
Were the lesson objectives/learning objectives relevant questions from the box on the left about your lesson
realistic?
Did I stick to timings?
What changes did I make from my plan and
why?
Lesson plan

LESSON: Module 7 Lesson 2

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10. 2.1
this lesson is contributing 10.4.1
to 10.2.3
10.4.6
10.4.9
10.1.3
10.3.2
10.3.5
10.5.2
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about water attractions and write
a blog entry
ICT skills Using videos& pictures, working with URLs

Previous learning Breakthrough technologies

Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE Ss revise the vocabulary of the previous lesson Recording
LESSON Video
PRESENTATION AND 1. Vocabulary & Reading To introduce key vocabulary and SB p. 84
PRACTICE predict the content of the text
• Go through the words/phrases in the list and
10. 2.1 explain/elicit their meanings. Elicit Ss' guesses as to what the
10.4.1 text may be about.
• Play the recording. Ss listen, read and check.

Suggested Answer Key

I think the text could be about microscopic robots that
are partly made of DNA molecules. Through molecular
biology and nanotechnology they can be used for medical
applications. They could be used to perform operations like
miniature robot surgeons and they may be called spider-bots.
They could allow many treatments that are currently not
possible.
2 a) To listen and read for specific information
• Ask Ss to read questions 1-6 and possible answers. Ss
listen and read the text again and choose the correct answers.
10.2.3 • Check Ss' answers and ask them to justify them.
10.4.6 Answer Key
10.4.9 1 D (microscopic robot... device)
2 A (understand its surrounding environment,
make decisions and move automatically)
3 В (a possible walking distance of around 100
nanometres)
4 A (One day, people could live ... with miniature
robot surgeons ... protecting the insides of their bodies.)
5 C (most of these concerns are over safety
regulations ... would like further tests to be carried out on
products before they are allowed to enter the market)
6 C (these microscopic robots ... will allow
treatments to be given that are currently impossible)
• 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.

2B To express an opinion
Ask Ss to discuss the question in pairs and justify their
opinions with reasons. Then ask various Ss around the class to
10.1.3 tell the rest of the class.
10.3.2
10.3.5 Suggested Answer Key
A: I don't think nanobots will replace humans, but I think they
will replace certain medicines and remove the need for certain
surgeries.
В I disagree. I think there will be no need for doctors if we have
nanobots inside us keeping us healthy.

3. To consolidate new vocabulary

Explain the task. Give Ss time to fill in the gaps to complete
the phrases. Then, ask Ss to write sentences using the phrases.
Check Ss' answers around the class.
10.5.2
Suggested Answer Key
1 Scientists have developed tiny computer chips that can
detect and treat diseases.
2 Innovators are trying to develop medical applications that
will help diagnose certain health problems.
3 Many doctors around the world perform operations with the
help of robots.
4 Doctors hope that molecular robotics will become more
 efficient in the future.
5 A robot has been designed to understand and interact with
its surrounding environment.
6 There are many scientists that support the development of
nano-products and believe they will change the future of
medicine.

ENDING THE LESSON To present unusual ways to travel to see the capital city
Ask Ss to work in small groups and then give Ss time to think
of/research unusual ways for tourists to see their capital city.
Ask various groups to present their ideas to the class.
Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the more planning to check learners’ Health and safety check
able learners? learning? 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?
Lesson plan

LESSON: Module 7 Lesson 3

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.6.11
this lesson is contributing 10.1.3
to 10.3.2
10.3.6
10.3.7
10.5.6
10.5.9
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about types of media, past events

ICT skills Using videos& pictures, working with URLs

Previous learning Nanotechnology

Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
B EGINNING THE To revise
LESSON Ask Ss to work in small groups and then give Ss time to think
of/research use of English reported speech

PRESENTATION AND 4. Grammar To revise/practise reported speech SB p. 85

PRACTICE Explain the task and read out the example.
Explain how tenses and pronouns change from direct to
10.6.11 reported speech.
Refer Ss to the Grammar Reference section for more details.
Give Ss time to complete the task and then check Ss' answers
around the class.
Answer Key
2 Ulan told me that he had just found a job working in a
science lab.
3 He said that they would soon have enough money to buy a
more powerful computer.
4 He asked her if/whether she was going to visit the Science
Museum the following weekend.
5 Damir asked me how long Dana had been working for a
company that designed robots.
6 She told me that she had read an article al artificial
 intelligence the day before.
5. To express an opinion
Read the rubric aloud and ask various Ss aro the class to share
their opinions with the res the class.
10.1.3 Suggested Answer Key
10.3.2 I think that a positive impact will come from robots who help
people with household chores, especially the elderly and the
disabled. I think that industrial robots and robots that do tasks
that hum currently earn their living from will have a negative
impact because these people will lose their jobs and their
income.

6. Speaking & Writing To identify the main idea; To

summarise a text
• Give Ss time to look through the text ag; and find the
main idea in each paragraph. / Ss to make notes and then give
Ss time to i their notes to summarise the text. Remind that they
should use their own words wh writing the summary as much
10.3.6 as possible.
10.3.7 • Ask various Ss around the class to read th summary to
10.5.6 the rest of the class.
10.5.9 Suggested Answer Key
A: microscopic robot... created by a team of researchers in
USA ... called nano-spider ... crawls along molecules of DNA
B: It can walk, turn and create its own products.
C: made of DNA molecules
D: they can walk 100 nanometres, researche trying to improve
this
E: Nanotechnology could be very important in tl future ...
medical applications
F: Some worried about safety of nanotechnology
G: Billions of dollars being spent on nanotechnoloc around the
world ... in the future nano-robo may perform surgeries
impossible today
Suggested Answer Key
A microscopic robot was recently created by a teai of
researchers in the USA. They call it a nano-spidi and it can
crawl along molecules of DNA. It ca walk and turn and even
make its own products an it is made out of DNA molecules. So
far, it can wal 100 nanometres, but researchers are trying to
так it walk longer distances. Nanotechnology seems t be very
useful and may have a lot of medicc applications. Some people
are concerned about hov safe nanotechnology is. A lot of
money is spent oi nanotechnology and in the future scientists
believ\ nano-robots may be able to operate on people.

ENDING THE LESSON Ask some weak Ss around the classs Workbook: 7b & Use of
English 7

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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?

Lesson plan

LESSON: Module 7 Lesson 4

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.4.1
that this lesson is 10.1.2
10.2.2
contributing to 10.4.2
10.3.2
10.1.9
10.3.5
10.5.2
10.2.3
10.1.8
10.1.1
10.5.1
10.5.7
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about types of media, past events

ICT skills Using videos& pictures, working with URLs

Previous learning Reported speech

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE Ask SS about the previous lesson

LESSON
PRESENTATION 1. To introduce the topic SB p. 86
AND PRACTICE • Direct Ss' attention to the definition.
• Ask them to read it and then ask some Ss to tell the class.
10.4.1 Answer Key
Artificial intelligence in a robot or computer is when it has similar
qualities to the human mind in some aspects of its thinking, e.g. decision
making and problem solving.

2 Listening To listen and read for specific

information
• Read the actions aloud and ask Ss to discuss in pairs which ones
10.1.2 they think the robot in the picture can do.
10.2.2 • Play the recording. Ss listen, read and check.
10.4.2
Answer Key
The robot in the picture can: move around, sing and dance, analyse body
language, tell jokes, and understand different languages and human
emotions.

3. To read for specific information

SB p. 87
• Explain the task and ask Ss to read the questions and answer
10.4.2 choices and then read the text again and choose their answers.
• Check Ss' answers.

Answer Key 1C 2 A 3D 4A

• 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.

4A То consolidate information in a text

Give Ss time to answer the questions, referring to the text as necessary.
Check Ss' answers.
10.3.2
Answer Key
1 A humanoid robot is a robot that looks a bit like a person.
2 It's got two wheels to move around on.
3 Pepper robots work there as receptionists. Some upgraded models can
also do hospital jobs like greeting new patients and showing them where
to go, and can work with sick children to cheer them up and help them do
exercise.
(Suggested Answer Key) Pepper robots could be useful at home, too.
They could help entertain a child or keep an elderly person company.
(Suggested Answer Key) Yes, I would. I think it would be very interesting
to see how it could understand my body language and how I feel. / No, I
wouldn't. I don't think a Pepper robot could understand me the way that
my human friends do!

4B To express an opinion
Give Ss time to consider their answers and then ask various Ss around the
class to share their answers with the rest of the class.

Suggested Answer Key

I think a humanoid robot that looks and behaves like a human is easier
10.1.9
to relate to and so people will not be afraid of them.
10.3.5
 5. To complete a summary of the text
• Explain the task and give Ss time to complete it.
• Check Ss' answers.

Answer Key
1 understand 3 tell 5 greet
10.5.2 2 cheer 4 move 6 make

6. Listening To listen for specific information

• Ask Ss to read the gapped text and think about what the missing
words might be.
• Play the recording. Ss listen and complete the gaps.
• Check Ss' answers.

Answer Key
10.2.3 1 researchers 4 gas
2 hard 5 six
3 octopus

7. Speaking & Writing To express an opinion

Give Ss time to consider their answers and then various Ss around the
class to share their ansv with the rest of the class.

Suggested Answer Key

I think Pepper is popular in Japan because country uses lots of technology
in everyday life, robots are just one part of that. Robots are a, becoming
popular in my country as technolo becomes a larger and larger part of our
10.1.8 day-to-d lives. I think Pepper could be a part of my fam, because we like
to talk to each other, so a soci robot would fit right in!

8 To design and present a robot

Explain the task and ask Ss to work in sma groups and design a robot.
Give them time to include information coverinc all the points in the rubric.
Ask all the groups of Ss to present their robot. Then have the class vote for
the best design.
(Ss' own answers)

10.1.1
10.5.1
10.5.7
ENDING THE Ask some weak Ss around the classs \
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
 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?

Lesson plan
LESSON: Module 7 Lesson 5
School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10. 1.3
that this lesson is 10.1.10
contributing to 10.4.1
10.4.7
10.4.6
10.6.2
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: create and present a TV guide

ICT skills Using videos& pictures, working with URLs

Previous learning Robots

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. To present key vocabulary

LESSON • Play the recording with pauses for Ss to repeat chorally and/or
individually.
• Ask Ss to read the list of words/phrases and explain/elicit the
meanings of any unknown words and then match some of them to the
10. 1.3
definitions.
10.1.10
• Choose two Ss to read the example aloud.
• Ask Ss to discuss in pairs the importance of each characteristic in
helping someone to become successful.

Answer Key
single-minded = focused doesn't give up = persistent brave = courageous
willing to accept ideas/suggestions = open-minded looks at the positive =
optimistic really wants to be successful = ambitious won't let anything
stop him/her doing sth =
determined

Suggested Answer Key

A: I believe that it's really important to be determined and persistent if you
want to achieve something because if you don't give up, you will succeed
in the end.
В: I agree. I also think it's important to be courageous because there are
many risks involved when you are trying hard to achieve something; if
 you want to start a business for instance.
A: That's right. So it's important to be a risk-taker, too.
B: Yes. Do you think it's also important to be relaxed?
A: I'm not sure about that. If you're too relaxed, you might not achieve
anything!
B: That's true, but on the other hand stress can be really unhelpful.
A: I agree. Still, I believe you need a certain level of stress to keep you
motivated.
B: Maybe. I think you have to be really organised to succeed.
A: Hmm ... That depends on what you want to achieve. Creativity is more
important for some life goals.
B: That's true, and the same for being clever. Some people weren't top of
their class at school, but they are still successful. I think ambition,
optimism and determination are the most important characteristics. What
do you think?
A: I agree. A positive attitude helps a lot, and if you have ambition you
are usually really determined.
B: The same goes for confidence. If you believe you can achieve
something, I think you probably will eventually.
PRESENTATION 2A To introduce the topic of the text
AND PRACTICE Elicit what, if anything, Ss know about Thomas Edison.
10.4.1 Suggested Answer Key
Thomas Edison was an American inventor who was born in the 19th
century. He is best known for inventing a long-lasting light bulb.

2B To read for gist

Read the quotation aloud and elicit what Ss can infer about his personality
from it.
Play the recording.
Ss listen, follow the text in their books and find out.

Suggested Answer Key

I think that he must have been clever and he must have believed that by
working really hard you can achieve your goals.

3A To read for comprehension

10.4.7 Ask Ss to read the headings (A-H) and give them time to read the text
again and match them to the paragraphs (1-7).
Check Ss' answers and ask them to give reasons for their choices.

Answer Key
1 F (recorded music, electrical systems, the
telephone, the alkaline battery, X-rays and an early cinema projector)
2 C (too slow to learn ... many of his inventions
failed)
3 G (refused to give up ... wasn't afraid of failure.)
4 A (Pushing himself to reach his goals ... set
himself a target...)
5 H (take time out to relax ... relaxation ... can
improve our concentration and creativity)
6 D (4 million pages of Edison's notes)
7 E (what are you waiting for?)

Refer Ss to the Check these words box and ask Ss to look them up in the
l/Vord List.
Play the video for Ss and elicit their comments.
 3B To identify the author's purpose
Read the rubric aloud and elicit answers with reasons from Ss around the
10.4.6 class.

Suggested Answer Key

By using Edison's life as an example, the writer is trying to persuade the
reader that they should work hard and be persistent in order to achieve
their dreams in life.
ENDING THE Ask various Ss around the class to present their ideas aloud to the class.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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

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?

Lesson plan

LESSON: Module 7 Lesson 6

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.6.2
that this lesson is 10.5.2
contributing to 10.4.5
10.1.9
10.1.10
10.3.2
10.3.7
 10.1.6
10.5.1
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: express feelings with the correct
intonation in the dialogues
ICT skills Using videos& pictures, working with URLs

Previous learning The road to success

Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING THE 4. To revise quantifiers and countable/ uncountable nouns SB p. 89
LESSON • Give Ss time to complete the task. Refer Ss to
the Grammar Reference section for details. 1 elicit examples in the
10.6.2 text.
• Elicit which of the words in bold we use v countable/uncountable
nouns or both.

Answer Key
1 none 8 Few, many
2 a little 9 several
3 much 10 many
4 hardly any 11 a great deal of
5 a lot of 12 either
6 All 13 any
7 Both

Examples in the text: Most people, many me things, many of his

inventions, we all, a few ti; Many of life's failures, All our mistakes,
under little pressure, you'll be amazed by how much, wi several small
metal balls, many new ideas
countable nouns: every, a few, few, many, several
uncountable nouns: a little, much, little, a grei deal of
both: none, a small amount of, hardly any, a lot о all, either, both, or,
any
PRESENTATION 5. To distinguish between commonly confused words
AND PRACTICE Give Ss time to complete the task using thei dictionaries if necessary.
Check Ss' answers.

Answer Key
10.5.2 1 practical 5 out
2 long-lasting 6 fell, deep
3 reach 7 on
4 contributed to

6. To consolidate new vocabulary

Explain the task and go through the list of words in the rubric. Give Ss
time to match them to the words in bold in the text.
10.4.5
 Tell Ss they may use their dictionaries if necessary.
Check Ss' answers.

Answer Key
had a hand in = participated in
give up = stop trying
stepping stones = a way to make progress
intolerant of = not willing to accept/put up with
try taking a leaf out of Edison's book = behave the
same way as Edison
effective = successful
drift off to sleep = slowly fall asleep
scribble down = write down quickly
stuck on = unable to do
wander - move from topic to topic
tap into = make use of

7. To analyse quotations
Ask Ss to read Edison's quotations in the text again and explain them.
Then ask various Ss around the class to say which ones are the most
10.1.9 inspirational and why.
10.1.10
Suggested Answer Key
“Genius is 1% inspiration and 99% perspiration." - To achieve
something truly amazing requires some intelligence, but mostly it's
down to hard work. “Many of life's failures are people who did not
realise how close they were to success when they gave up." - People
often fail in life because they give up too soon.
"There is great value in disaster. All our mistakes are burned up and we
can start anew." - Disasters erase your mistakes and you have the
chance to start again.
I find the first quote the most inspirational because it suggests that
everyone has the potential to achieve something really great if they are
willing to put in the effort.

8. To develop critical thinking skills

Read the rubric aloud and give Ss time to think of their answers. Then
10.1.9 write a few sentences.
10.3.2 Ask various Ss to read out their sentences to the rest of the class.
10.3.7
Suggested Answer Key
Thomas Edison's success came because he never gave up trying, even
after failing many times, and tried to see his failures in a positive way.
He also
worked extremely hard and set goals for hims understood the
importance of relaxing to in his concentration and creativity. Finally, ht
journals in which he wrote down all his idei this inspires me to feel
more confident about able to achieve my dreams in life.

9. To develop research skills; To a presentation on Thomas

Edison
Explain the task and give Ss time to rest online for more information
about Edison.
Ask various Ss to report back to the class.
10.1.6 Alternatively, assign the task as HW and a< to present their
10.5.1 information in the next les;
 Suggested Answer Key
Thomas Edison was a very curious child and always asking questions.
He was a poor stud however, as his mind often wandered. He built first
lab at the age of 10 and used all his e; money to buy chemicals for
experiments. In IS when Edison was only 22, he got his first patent a
vote-recording machine. Unfortunately, it v never used, so from that
point on Edison о invented something if there was a need for it. Edis
had various jobs during his early life such as telegraph operator and a
printing machine mechan Then, he set up an 'invention factory' in New
Jersi He said, "I never quit until I get what I'm afti Negative results are
just what I'm after. They a just as valuable to me as positive results."
Edisi worked long hours and expected a lot from h employees.
ENDING THE Ask various Ss around the class to read their reports aloud to the
LESSON class.

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?
Lesson plan

LESSON: Module 7 Lesson 7

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.5
that this lesson is 10.5.4
contributing to 10.4.5
10.6.16
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: present and write about festivals

ICT skills Using videos& pictures, working with URLs

Previous learning quantifiers and countable/ uncountable nouns

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel
Resources

BEGINNING THE 1. To analyse a rubric SB p. 90

LESSON Ask Ss to read through the rubric, identify the key words and answer the
questions. • Check Ss' answers around the class
10.5.5
Answer Key
1 a for-and-against essay
2 C
PRESENTATION 2A To analyse a model for content and Structure
AND PRACTICE • Give Ss time to read the model and match
the paragraphs to their content. • Check Ss' answers.
10.5.5
Answer Key
A2 В4 C1 D3
 2B To understand the writer's viewpoint
Ask Ss to read the model again and elicit the
10.5.5 writer's opinion on the topic.

Answer Key
The writer is in favour of robots because they can work efficiently and can
produce goods quickly. Also, using robots in factories helps make it a safe
environment so people won't have to do dangerous tasks.

2C To substitute topic sentences

10.5.5 Elicit the topic sentences and then ask Ss around the class to suggest suitable
10.5.4 alternatives.

Suggested Answer Key

There are a number of benefits to using robots. = There are many advantages to
using robots.
On the other hand, the use of robots has its drawbacks. = Nevertheless, using
robots also has some disadvantages.

3 To substitute linkers
Elicit substitutions for the linkers in bold in the model for suitable alternatives
from the list from Ss around the class.
10.4.5
Suggested Answer Key
To begin with = First
This means that = Therefore
Moreover = Additionally
As a result = Consequently
On the other hand = Flowever
In addition to this = Also
All things considered = To conclude

4 To practise linkers
Explain the task and give Ss time to complete it and then check Ss' answers.
10.6.16
Answer Key
1 however 4 In spite of
2 besides 5 Despite
3 although 6 however
ENDING THE Ask various Ss around the class to act their linkers aloud to the class.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?

Lesson plan
LESSON: Module 7 Lesson 8
School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.6.16
that this lesson is 10.5.5
contributing to 10.5.1
10.5.3
10.5.4
10.5.9
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the l earning objective if they can: present a monologue

ICT skills Using videos& pictures, working with URLs

Previous learning Foe and against robots

Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)

BEGINNING THE 5. To practise linkers SB p. 91

LESSON Explain the task and give Ss time to complete it.
Check Ss' answers by asking Ss around the class to read out their
sentences.
10.6.16
Answer Key
1 Despite the fact that robots make a teacher's job easier, they cannot
teach students social skills.
2 In spite of the fact that robots can be used in distance learning, they
are not able to replace a human teacher.
3 Although robots are very useful in the classroom, they are
expensive.
4 Even though robots can be exciting for students, they can't display
any human emotions.
6. To practise writing paragraphs and topic sentences
Explain the task and give Ss time to complete it.
10.6.16 Check Ss' answers by asking Ss around the class to read out their
completed paragraphs.

Suggested Answer Key

A There are a number of benefits to using robots in education. First,
robots would be a good way to teach students who cannot attend
school. This way, they could be programmed to provide information
for students without access to a teacher.
В On the other hand, there are some disadvantages to using robots in
 education. First of all, robots are expensive for some schools. In addition to
this, robots may be fun, but they do not display emotions.

7A To analyse a rubric
Ask Ss to read through the rubric and underline the key words.
Explain to Ss that it is very important to read the rubric carefully so
that they include all the points mentioned.
10.5.5 Check Ss' answers around the class.

Answer Key
Key words: teacher, essay, robots in education, social interaction,
usefulness, your own idea, 120-180 words

7B To match arguments to justifications

Give Ss time to match the arguments and the justifications and then
check Ss' answers.

Answer Key
1c 2b 3a 4d

7C To categorise arguments as for or against a topic

Elicit which arguments from Ex. 7b are in favour of robots in
education and which are against from Ss around the class.

Answer Key
For: 1, 2 Against: 3, 4

8 To practise forming full argi sentences

• Ask Ss to read the Useful langua then give them time to form
ful using the prompts in Ex. 7b ai phrases from the Useful language b
10.6.16 • Check Ss' answers around the class.

Suggested Answer Key

To begin with, robots are useful as we c them to perform a variety of
tasks. In ad. enable distance learning. This means thi allow students
who can't attend participate in lessons.
To start with, robots are expensive. There are not cheap to purchase
or maintain, they have a lack of emotion. This means cannot express
emotions towards student.

9 To write a for – and – against essay

Explain the task and give Ss time to v essay using the plan and their
answer: Then ask various Ss to read their essa^ Remind Ss to use full
verb foi appropriate linkers.
10.5.1 Alternatively, assign the task as HW a Ss' answers in the next lesson.
10.5.3
10.5.4 Suggested Answer Key
10.5.9 Robots in education; the pros and c
As robots are becoming more advanced, son are asking if they have a
role in education. Some people think yes, while others think no.
There are a number of benefits to using n education. To begin with,
robots are useful as we can program them to perform a variety of
( addition, they enable distance learning. This means that they can
allow students who can't attend school to participate in lessons.
On the other hand, there are also some disadvantages to using robots
in education. To start with, robots are expensive. Therefore, they are
not cheap to pure maintain. Secondly, they have a lack of emotion.
 This means that they cannot express emotions b students.
All in all, although there are benefits to using robots in education. I
think the drawbacks far outweigh Students need human role models
and money m be spent on essential equipment, not expensive robots.
One day in the future, we may see robots in our schools, but I think it
is a long way ahead.
ENDING THE Ss present their monologues.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?

Lesson plan

LESSON: Module 7 Lesson 9

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.9
that this lesson is 10.4.1
contributing to 10.4.7
10.3.7
10.4.5
10.5.6
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: write an email reviewing a concert

ICT skills Using videos& pictures, working with URLs

Previous learning a for – and – against essay

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1A То introduce the topic and read for gist SB p. 92

LESSON Elicit what, if anything, Ss know about the Science Museum in London
and then give Ss time to read the text and find out about it.
10.1.9
10.4.1 Suggested Answer Key
The Science Museum in London is the UK's most famous science
museum. Entrance is free and it is open seven days a week. There is a lot
to see and do and there are different exhibitions each year. The museum
offers apps that people can download onto their phones.
PRESENTATION 1B To listen and read for cohesion and coherence
AND PRACTICE • Explain the task, ask Ss to read the sentences A-F, read the text
again and choose the correct sentence for each gap to make a cohesive and
10.4.7 coherent text.
• Play the recording. Ss listen and read to check their answers. Ask
Ss to justify their answers.

Answer Key
1F 2 A 3 E 4 D 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.

2. To consolidate new vocabulary

• Explain the task.
• Give Ss time to complete the task, referring back to the text if
10.3.7 necessary.
10.4.5 • Check Ss' answers.

Answer Key
1 exhibits 5 phenomena
2 documentary 6 admission
 3 headset 7 experience
4 simulator

3. To write a paragraph about a science museum in your country

• Give Ss time to collect information about a science museum in
their country and write a paragraph about it. Then ask various Ss to read
10.5.6 out their paragraphs to the class.
• Alternatively, assign the task as HW and ask Ss to read out their
paragraphs in the next lesson.
(Ss' own answers)
ENDING THE Ask Ss to read out their paragraphs to the class.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
Reflection Use the space below to reflect on your lesson. Answer the most relevant
Were the lesson objectives/learning questions from the box on the left about your lesson
objectives realistic?
Did I stick to timings?
What changes did I make from my plan and
why?

Lesson plan

LESSON: Module 7 Lesson 10

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.4.1
that this lesson is 10.4.2
contributing to 10.5.1
10.5.2
10.3.5
Lesson objectives All learners will be able to:
 Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: discuss the values

ICT skills Using videos& pictures, working with URLs

Previous learning a paragraph about a science museum in your country

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. To predict the content of the text and listen and read for gist and SB p. 93
LESSON prior knowledge
Read the title of the text aloud and elicit what Ss know about the topic.
Play the recording. Ss listen and read and then tell the class if their prior
10.4.1 knowledge was mentioned.

Suggested Answer Key

I already knew Al stands for artificial intelligence. I also knew that some
people worry about robots taking over one day.
PRESENTATION 2. To read for specific information
AND PRACTICE Explain the task and ask Ss to read the statements 1-8.
Ss read the text again and decide if the statements are true, false or if the
10.4.2 fact is not mentioned in the text.
Check Ss' answers. Ask Ss to correct any false statements.

Answer Key
1 F (machines that can display human levels of intelligence)
2 F (equally intelligent as humans)
3
T
4 F (very difficult)
5 F (cannot hold a basic conversation)
6T
7 DS
8 F (machines may take control of us)

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.

3 To consolidate new vocabulary

Explain the task and give Ss time to complete it.
Check Ss' answers.

Answer Key
1 processes 4 morality
2 ultimate challenge 5 breakthrough
3 stimuli 6 affair
 4. To give a presentation
10.5.1 Ask Ss to work in pairs or small give them time to research onlir more
10.5.2 information about Al and presentation.
Ask various groups of Ss to pr information to the class.
Alternatively, assign the task as H\N to tell the class in the next lesson.

Suggested Answer Key

There are a number of new developments in Al technology which are
interesting. The first one Natural Language Generation. This is when Al
can produce text from computer data. The uses of this are in customer
service and report generation. Another advancement is Speech
Recognition where Al can transcribe and transform human speech into a
format useful for computer applications. This is currently used in
interactive voice response systems and mobile apps. One more
advancement is the arrival of Virtual Agents or intelligent personal
assistants Alexa (Amazon) and Siri (Apple). These vary from chatbots to
advanced systems that can network with humans. We use them in customer
service as smart home managers.

10.3.5 5. To develop critical thinking

• Give Ss time to consider the questior discuss it with a partner.
• Then ask various Ss around the class to their answers with the class.

Suggested Answer Key

A: I think if Al was a reality, we would all ha\ personal assistants. They
would run our he and we would not have to do many daily t because they
would do them. They would remind us of our schedule and things we
needed to d В: I agree. They would probably do all the shop online and pay
our bills and much more. It wo make our lives easier.
ENDING THE ask various Ss around the class to their answers with the class.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
 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?

Lesson plan

LESSON: Module 7 Lesson 11

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2
that this lesson is 10.6.15
contributing to
Lesson objectives All learners will be able to:
 Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: discuss the values
ICT skills Using videos& pictures, working with URLs

Previous learning The Science museum in London

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. To present and practise phrasal verbs with the particle down SB p. 94
LESSON Ask Ss to study the diagram and then give them time to complete the
task using their dictionaries to help them if necessary.
10.5.2 Check Ss' answers.
10.6.15 Answer Key
1 break down 4 backed down
2 cut down 5 turned (it) down
3 live (it) down 6 closing down
PRESENTATION 2. To practise prepositional phrases
AND PRACTICE Explain the task and give Ss time to complete it. Check Ss' answers.
Ask Ss to add the words to the Prepositions section in their notebooks.
10.5.2 Ask Ss to revise this section regularly as this will help them use the
10.6.15 English language in a natural way.
Answer Key
1 on 2 at 3 to 4 in 5 under

3. To practise collocations
Explain the task and give Ss time to complete it.
Check Ss' answers.
Answer Key
1 invasive 6 operations
10.5.2 2 medical 7 virtual reality
3 body 8 huge
4 lifesaving 9 artificial
5 molecular

4. To practise word formation

Explain the task and give Ss time to complete it.
Check Ss' answers.

Answer Key
10.5.2 1 scientific 2 development 3 concentration 4 treartment

5. To consolidate words which are often confused

Explain the task and give Ss time to complete it.
Check Ss' answers.

Answer Key
10.5.2
1 classified 3 won
2 composed 4 admission
 Further Practice - Quiz
To consolidate information in the module
• Make photocopies of the quiz.
10.5.2 • Give Ss time to complete the quiz, looking through the module if
necessary.
• Check Ss' answers.
Quiz
Mark the sentences T (true) or F (false). Correct the false sentences.
1 Nikola Tesla discovered antibiotics.
2 The Rosetta Stone was found in Egypt.
3 The nano-spider has eight legs.
4 Pepper first went on sale in France.
5 Pepper can understand 20 languages.
6 Edison held 193 patents.
7 Thomas Edison wrote poems.
8 The Science Museum is open six days a week.
9 The ISS is 400 km from Earth.
10 Machines are programmed using algorithms.

Answer Key
1 F (He discovered 6 F (1,093)
alternating current.) 7 T
2 T 8 F (seven days a week)
3 F (four legs) 9 T
4 F (Japan) 10 T
5T

Extra Activity To create a quiz

• Ask Ss to read through Module 7 and write a qui; of their own.
• Ss can prepare their quizzes alone or in groups (in class or at
home). Ask Ss to go through the module and compile their quizzes.
• Ask Ss to exchange their quizzes, do them, and then check their
answers.
Suggested Answer Key
1 Alexander Fleming discovered penicillin in 1928. (T)
2 Nikola Tesla pioneered the use of alternating current to send
power over huge distances. (T)
3 Vostock 1 orbited the Earth in 1957. (F - 1961)
4 A nano-spider can walk 50 steps. (T)
5 Aldebaran created Pepper. (T)
6 Pepper can cook food. (F - Pepper can't cook food.)
7 Thomas Edison was born in 1847. (T)
8 It costs a lot to enter the Science Museum, London. (F - It's
free.)
ENDING THE Ss check their answers.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
 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?

Lesson plan

LESSON: Module 7 Lesson 12 School:

Project work Green issue Green Eating

Date: Teacher name:

CLASS: Number present: absent:

Learning 10.4.2
objectives(s) that 10.4.5
this lesson is 10.2.8
contributing to
Lesson objectives All learners will be able to:
use some language from the module to express views and pose some relevant activity accurately

Most learners will be able to:

use a range of language from the module to express views and pose a range of relevant activity
accurately
Some learners will be able to:
use a wide range of language from the module to express views and pose a range of relevant activity
accurately
Previous learning Language in use
Plan

Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the 1. To read for specific information SA p. 95
lesson Give Ss time to read the text and complete the task.
 Check Ss' answers.

10.4.2 Answer Key

10.4.5 They are low-cholesterol, low-fat and high in protein.
10.2.8 It happens in Asia, Africa and Latin America.
There isn't enough meat to feed the world's growing population.
Insect farming produces far more food than cattle farming for the
same amount of animal feed.
Insect diseases can wipe out a whole farm in a day.
analyse quotations

Main activities Summative assessment for the term. (40 min)

Ending the lesson Project work. Keep a record of the things your parents buy
when they go food shopping this week. Are they
environmentally-friendly food shoppers? Then report it to the
class.

Additional information
Differentiation – how do you plan to give Assessment – how are you planning to check Cross-curricular
more support? How do you plan to challenge learners’ learning? links
the more able learners? Health and safety
check
ICT links
Values links
prompt less able learners to ask a range of monitor question production in group activity values links:
questions with different question starters and benefits of
highlight areas of questions that need to be hobbies
corrected before proceeding to quiz

challenge more able learners to write

different types of quiz question e.g. multiple
choice complete the missing word etc..
 Reflection 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 “Space”

LESSON: Module 8 Lesson 1

School:
Vocabulary

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2
that this lesson is 10.1.9
contributing to 10.3.7

Lesson objectives All learners will be able to:

Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about entertainment

ICT skills Using videos& pictures, working with URLs

Previous learning Breakthrough technologies

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE Module Objectives

LESSON Read the title of the module Space and ask Ss to suggest what they think
the module will be about (the module is about space, mysterious events,
space colonisation and CGI). Go through the objectives list to stimulate
Ss' interest in the module
PRESENTATION 1A Vocabulary To introduce new vocabulary
AND PRACTICE Direct Ss' attention to the picture and ask them to read the texts. SB p. 97
Go through the words in the list and explain/ elicit the meanings of any
10.5.2 unknown words.
10.1.9 Give Ss time to complete the texts. Check Ss' answers.

Answer Key
1 particles 4 surface 7 dwarf
2 waves 5 atmosphere 8 solar
3 radio 6 Stars 9 telescope

1B To listen for confirmation

Play the recording. Ss listen and check their answers to Ex. 1a.
10.3.7
• Play the video for Ss and elicit their comments.

Over to you!
To talk about space and expand the topic
Elicit answers to the questions in the rubric from various Ss around the
class.

Suggested Answer Key

I was impressed that the footprints on the Moon will stay there for at least
700 million years and that an П-year-old girl got to name a dwarf planet.
I would like to know about dark matter, black holes and supernovas as I
find these topics very interesting.
ENDING THE Ss read their ideas aloud around the class
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
 Reflection Use the space below to reflect on your lesson. Answer the most relevant
Were the lesson objectives/learning questions from the box on the left about your lesson
objectives realistic?
Did I stick to timings?
What changes did I make from my plan and
why?

Lesson plan

LESSON: Module 8 Lesson 2

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.2.6
that this lesson is 10.4.1
contributing to 10.4.7
10.2.5
10.2.6
10.4.5
Lesson objectives All learners will be able to:
 Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about water attractions and write a
blog entry
ICT skills Using videos& pictures, working with URLs

Previous learning Space

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. Vocabulary & Reading To introduce the topic SB p. 98

LESSON Explain/Elicit what UFO means (unidentified flying object).
Play the recording. Ss listen and read the headlines. Explain/Elicit the
10.2.6 meanings of any unknown words/phrases (e.g. flying saucer = name for an
alien spacecraft from science fiction).
Elicit what various Ss think happened in these incidents.

Suggested Answer Key

A - An alien spacecraft probably crashed on a ranch in the Roswell region
and it was captured by some people.
В - I think some people reported finding a strange wreckage and they
think alien bodies were examined at Roswell Army Base.
C - A police officer reported a sighting of an alien spacecraft in Socorro,
New Mexico.
D - Thousands of people witnessed strange lights over Phoenix, Arizona.
PRESENTATION 2. To predict the content of the text SB p. 98
AND PRACTICE Direct Ss' attention to the title and the introduction in the text. Elicit Ss'
guesses as to what it can be about.
10.4.1 Ss read the text to see if their guesses were correct.
Suggested Answer Key
I think the text is about a journalist investigating the case of the UFO
crash landing in New Mexico in 1947 and whether or not it may actually
have happened.
Background information
Roswell, New Mexico is a city in the south-eastern quarter of the state of
New Mexico, USA. There are about 50,000 people living there. It is home
to the New Mexico Military Institute.
The Nevada Desert is in the USA. It occupies parts of California, Nevada,
Utah and Arizona. It rarely rains there.

3. To read for cohesion and coherence

Ask Ss to read the sentences A-H and give them time to read the text
10.4.7 again and match them to the gaps 1-7.
Check Ss' answers around the class. SB p. 99

Answer Key
7G ЗА 5F 7В
2D 4H 6C

Suggested Answer Key

 1 ... was asked ... report ... UFO discovery ... my heart sank ... couldn't
understand why ... being sent... true sceptic!
2 ... smiling at... amusing sights ... would be having some fun...
3 ... hoping to find ... Instead ... disturbed ... rattlesnake...
4 ... strange craft ... impressive sight ... craft ... unlike anything ...on Earth.
5 The day ended with ... creepy sketches of alien bodies ... As we headed
back to the hotel ... couldn't help wondering if ... anything was looking
down!
6 ... asked ... told me ...
7 ... strange phenomenon ... even video footage ... disappointed ... nothing
worth photographing ...

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. To identify the writer's purpose

Explain that writers write articles in order to inform, to persuade or
entertain readers.
10.2.5 Play the recording. Ss listen and follow the text in their books.
10.2.6 Ask Ss to identify the reason why the writer wrote the article.

Suggested Answer Key

The writer's purpose is to inform readers about the UFO discovery tour
and what it's like at Roswell. The writer also describes how the tour can
make a sceptic wonder if it's all true or not.

5. To consolidate new vocabulary

Explain the task and give Ss time to complete it.
Check Ss' answers.

10.4.5 Answer Key

1 trip 3 desert 5 site 7 events
2 spot 4 examined 6 locals
Suggested Answer Key
We all enjoyed the tour of the famous site that lasted three hours.
Fie made a mark on the tree as we walked through the forest so that he
could find his way back.
That diner sells desserts such as ice cream in shape of an alien!
Please inform us if you experience any probk watching our documentary
online.
UFO-seekers are a common sight in this area.
You should respect the natives and their custom: this village.
Scientists have been reviewing the facts since crash trying to find out how
it happened.

6. To consolidate new vocabulary

Explain the task and go through the list words in the rubric and give Ss
time to ma1 them to the words in bold in the text.
10.4.5
Tell Ss they may use their dictionaries if necessa
Check Ss' answers.

Answer Key
wandered away: walked without a purpose debris: destroyed remains
creepy: scary
soared into the sky: moved quickly up hovering: floating in the same
 position eerie: strange & frightening disturbed: bothered disappointed: felt
unhappy
ENDING THE Check Ss' answers.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?
Lesson plan

LESSON: Module 8 Lesson 3

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.6.7
that this lesson is 10.6.8
contributing to 10.6.9
10.6.10
10.1.9
10.5.6
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about types of media, past events

ICT skills Using videos& pictures, working with URLs

Previous learning Daily routines & free-time activities

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 7A Grammar To study/revise the passive SB p. 99

LESSON Explain that we use the passive to ta about actions when the person who
carri out the action is unknown, unimportant obvious from the context.
We also use tl passive in formal writing.
Explain/Elicit that we form the passive wi the verb to be + past participle
10.6.7
of the ma verb. Point out that the subject of the actr sentence becomes the
10.6.8
agent in the passh sentence and is introduced with 'by' where, the object of
10.6.9
the active sentence becomes ti subject in the passive sentence. Refer Ss to
10.6.10
ti Grammar Reference section for more details.

Answer Key
We use the passive to talk about actions when the person who carries out
the action is unknowing unimportant or obvious from the context. We
also use the passive in formal writing such as in а пей report or headline.
We form the passive with the verb to be + past participle of the main verb.
The subject of the active sentence becomes the agent i the passive
sentence and is introduced with 'bj whereas the object of the active
 sentence becomes the subject in the passive sentence.
Tenses that do not have a passive form: present/pa: perfect continuous,
future/future perfect continuous
PRESENTATION 7B To practise the passive
AND PRACTICE • Elicit examples of passive sentences from the text in Ex. 2.
10.6.7 Answer Key
10.6.8 was asked, was greeted, were driven, were taken, would be shown, were
10.6.9 taken, had ever been seen, was made, were drawn, could be seen, had been
10.6.10 witnessed

7C To practise the passive

10.6.7 Explain the task and give Ss time to rewrite the sentences in the passive.
10.6.8 Check Ss' answers.
10.6.9
10.6.10 Answer Key
1 The tent was put up by Kanat.
2 The UFO museum has recently been opened by the mayor.
3 Roswell, New Mexico is visited by lots of UFO- spotters.
4 Preparations are being made for the town's first UFO festival.
5 A UFO tour is being started by Ulan in the area.
6 Many strange lights have been seen by locals in the desert.
7 Nurlan's book about local mysteries will be published next month.

8 To practise the passive

Point out that in newspaper headlines the present tense is used to refer to
recent events and the past participle of a verb is used to refer to a past
10.6.7 event. Elicit which headlines refer to the present (C, D) and which refer to
10.6.9 the past (A, B).
Explain the task. Give Ss time to complete it.
Check Ss' answers.

Answer Key
A - A flying saucer was captured on a ranch in the Roswell region.
В - A strange wreckage and alien bodies were examined at the
Roswell Army Base.
C - A sighting of an alien spacecraft is reported by a police officer in
Socorro, New Mexico.
D - Strange lights have been witnessed by thousands of people over
Phoenix, Arizona.

9. Speaking & Writing To consolidate information in a text; to describe

an experience
Explain the task and give Ss time to write a paragraph based on the
10.1.9 information in the text.
10.5.6 Ask various Ss to read their paragraph out to the class.

Suggested Answer Key

Everyone was really friendly when we arrived. I was amazed by all the
UFO-themed places along the freeway; hotels, souvenir shops, billboards
and road signs all showed aliens. Ruth is a sceptic, but we both agreed this
assignment might be fun. At the crash site we were told about how the
events unfolded on that day back in 1947 and then we visited Building 84
where the aircraft was taken for examination. All the stories were
interesting, but the creepy sketches of aliens on autopsy tables at the
museum were so fascinating that even Ruth was impressed. While
 sleeping under the stars that night, I saw Ruth staring up into the dark sky
with her camera ready hoping to witness the next alien event. I think the
place and the stories had affected her and all of us. We left slightly
disappointed, but a little less doubtful about whether or not aliens exist.
ENDING THE Ss give their answers aloud around the class
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?

Lesson plan

LESSON: Module 8 Lesson 4

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2
that this lesson is 10.1.1
contributing to 10.2.1
10.4.1
10.4.7
10.5.2
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about types of media, past events

ICT skills Using videos& pictures, working with URLs

Previous learning the passive

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. Vocabulary To consolidate vocabulary SB p. 100

LESSON Elicit the names of the planets in our solar system from Ss around the
class.
10.5.2 Play the To read for cohesion and coherence
recording. Ss listen and check if they named them all as well as practice
the correct pronunciation and intonation.
Answer Key
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
Note: The solar system consists of the Sun and the planets that go around
it.

PRESENTATION 2. To predict the content of a text SB p. 100

AND PRACTICE Read the title of the text and the quotation aloud and ask Ss to think about
the questions in the rubric.
10.1.1 Give Ss time to read the text and then elicit answers to the questions from
10.2.1 Ss around the class.
10.4.1
Suggested Answer Key
The problems of space colonisation are the lack of technology and the lack
of money. For example, it would take 1,000 years to travel to the nearest
star system and it costs £6,000 to put half a kilo of anything into near-
Earth orbit. The solution may be to give 0.25% of the world's financial
resources to fund space colonisation.

3. To read for cohesion and coherence SB p. 101

10.4.7 Explain the task and ask Ss to read the sentences A-H and then give them
time to read the text again and match them to the gaps (1-7).
Ask Ss to check their answers with their partner and then elicit
justifications from Ss around the class.

Answer Key
1 F 3 C 5 0 7В
 2A 4 H 6 E

1 Stephen Hawking ...the future survival of mankind, die out... we will be

wiped out by a catastrophe
2 ... problem ... food ... sent from Earth ... self- sufficient to survive...
3 Exploring space ... risk ... no atmosphere ... boiling hot... freezing cold ...
4 ... perfect planet... might not be able to get there ... take over 700,000
years ...
5 ... new technologies ... travel just below the speed of light. That way ....
reach ... next star to Earth ... 6years.
6 ... costs about £6,000 ... believes that we can afford to give ... colonise
space. Just imagine ... people hadn't given Columbus money ...
7 matter of time ... years, centuries or millennia.

Refer Ss to the Check these words box and ask Ss to look them up in the
Word List.
Play the video for Ss and elicit their comments.

4. To consolidate new vocabulary

Explain the task and give Ss time to complete it.
Check Ss' answers.
10.5.2
Answer Key
1 overcome 3 warm up 5 afford
2 self-sufficient 4 release

5. To consolidate new vocabulary

Explain the task and give Ss time to complete it. Ss can use their
dictionaries to look up any unknown words.

Answer Key
10.5.2 1 Supplies 2 overcome 3 wipe out 4 endless

ENDING THE Check Ss' answers.

LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
 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?

Lesson plan

LESSON: Module 8 Lesson 5

School:
Lesson plan

LESSON: Module 8 Lesson 6

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2
that this lesson is 10.3.2
contributing to 10.2.1
10.4.2
10.4.6
10.3.6
10.4.5
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: express feelings with the correct
intonation in the dialogues
ICT skills Using videos& pictures, working with URLs

Previous learning Conditionals

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. To prepare for a reading task SB p. 102

LESSON Refer Ss to the Word List at the back of their books and give them time to
look up the meanings of the words/phrases given. Alternatively, elicit the
10.5.2 meaning of any unknown words.

PRESENTATION 2A То introduce the topic

AND PRACTICE Read out the questions in the rubric and ask Ss to say what they know SB p. 103
about the film Avatar, and think of questions about it.
10.3.2 Elicit questions from Ss around the class and write three of them on the
 board.

Suggested Answer Key

Avatar is a 3D science-fiction film with special visual effects. The words
in Ex. 1 refer to the new techniques used to make it.
1 Where was the film set?
2 Who directed the film?
3 What was so special about the special effects in the film?

2B To listen and read for gist/ specific information

10.2.1 Play the recording. Ss listen and follow the text in their books and see if
they can answer the questions.

Suggested Answer Key

1 It was set in the imaginary world of Pandora.
2 It was written and directed by James Cameron.
3 The film used CGI and 3D technology to create digital characters with
detailed human expressions in realistic landscapes.

3 To read for specific information

10.4.2 Ask Ss to read the questions 1-6 and the possible answers and give them
10.4.6 time to read the text again and choose the correct answers.
Check Ss' answers around the class and ask Ss to justify their answers
with examples from the text.

Answer Key

1 D (7-9) 4 C ( 38-42)
2 В (11-13) 5 В ( 44-56)
3 A ('special') 6 В ( 62-64)

• 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.
a text

4. To answer comprehension questions on a text

10.3.6 • Give Ss time to read the text again and answer the questions in
their own words without copying the information straight from the text.
• Check Ss' answers around the class.

Suggested Answer Key

1 It took Cameron a long time to produce Avatar because the technology
he needed to make the film totally realistic was not available. He had to
wait for some of the technology to be invented and he invented some
himself so that he could make the film the way he wanted to make it.
2 He developed a special 3D camera virtual camera and a simulation cam
a 3D Fusion camera.

5 To consolidate new vocabulary through synonymous

words/phrases
Read the words/phrases in the list , time to find their synonyms in the text
10.4.5
Answer Key
Para A: affected = influenced, was develo along
Para B: broadly = widely, join together = . Para C: produce = develop,
really = truly, c integrated
 Para E: fascinate - absorb, sense = feel available to the public = released

ENDING THE Elicit answers from various Ss around the class

LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?
Lesson plan

LESSON: Module 8 Lesson 7

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.6.11
that this lesson is 10.4.1
contributing to 10.1.6
10.5.1
10.5.6
10.5.8
10.1.7
10.3.3
10.3.7
10.4.8
10.5.2
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: present and write about festivals

ICT skills Using videos& pictures, working with URLs

Previous learning A new dimension to art

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 6. Grammar To revise reported speech SB p. 103

LESSON • Refer Ss to the Grammar Reference s revise reported speech, give them
complete the task and check Ss' answers
10.6.11
Answer Key
1 He said (that) Avatar had spectacular spec/i
2 She asked if/whether we could make the c look more realistic.
3 They said (that) they had used state-o technology to create the film.
4 David asked me who the main charactei film were.
5 She asked him if/whether he thought i would be a box office hit.
6 The scientist says (that) we need to i computer technology further.
PRESENTATION 7A Speaking & Writing To summarise a text
AND PRACTICE Explain the task and ask Ss to read through the text again and write
down the main idea in each paragraph in note form.
10.4.1
10.1.6 Answer Key
10.5.1 A CGI and 3D computer graphics have enhanced visual and special
10.5.6
10.5.8 effects in virtual images.
В Cameron didn't have the needed technology to film Avatar.
C Cameron managed to create lifelike characters, but he wasn't satisfied.
D Cameron developed the first 3D camera to combine live action scenes
and CG scenes.
E The technology used to make the film will be used for future projects.

Ss then use their notes to summarise the text.

Ask various Ss to give a summary of the text to the rest of the class.

Suggested Answer Key

CGI and 3D computer graphics have enhanced visual and special effects
in virtual images. Avatar combined all the media and made advances in
the technology.
James Cameron had to wait for technology to catch up to his
imagination. He wanted the digital characters to be completely lifelike so
he created special headgear to record facial expressions and used experts
in different fields to help make the world of Pandora more realistic. He
also developed the first 3D camera to combine live action scenes and CG
scenes - the 3D Fusion camera. Avatar gave the audience a feeling of
interaction on the film like never before. The technology used to make
the film will be used for future projects.

7B To write about what makes Avatar a special film

Give Ss three minutes to think about their answers and write a few
sentences.
Ask various Ss around the class to read out their sentences to the class.

10.1.7 Suggested Answer Key

10.3.3 I think Avatar is a special film because it successfully combines live
10.3.7 action scenes and CG scenes. The world of Pandora is very lifelike and
believable.

8 To give a presentation on CGI

• Ask Ss to work in pairs or small groups and research online for
more information about CGI. Give them time to collect their information
and prepare a presentation.
• Ask various Ss to present their information to the class.
10.1.6
10.4.8 Suggested Answer Key
10.5.1 What it is CGI is when 3D models are created using computer graphics
and objects are placed into three- dimensional space and made to interact
10.5.2
with each other. As increasingly smaller sections of objects are involved,
the CGI animation becomes more realistic. Applications
CGI is mostly used in films. One of the most notable uses of CGI in a
live action film was during the 1990s in James Cameron's Terminator 2:
Judgement Day. Then, John Lasseter at Pixar created some of the first
realistic CGI animations with Toy Story in 1995. It's not just movie
studios that can use it though. As computers are more powerful and more
affordable, anyone can create their own music, writing, and digital
animations with CGI software at home.
Future uses
Some films have used CGI to create computer-generated actors where
the character is much younger or older than the actor actually is, such as
with Jeff Bridges in Tron: The Legacy. In other cases, the actor may
have died in the middle of a film and a CGI version is used to complete
the film as in Star Wars with Carrie Fisher. This can be done by grafting
 computer generated imagery onto a younger actor's body. Perhaps in the
future we might completely replace actors with computer-generated
characters.
ENDING THE Elicit answers from various Ss around the class
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?

Lesson plan

LESSON: Module 8 Lesson 8

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.7
that this lesson is 10.5.2
contributing to
Lesson objectives All learners will be able to:
 Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: present a monologue

ICT skills Using videos& pictures, working with URLs

Previous learning Films

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. To analyse a model for structure and content SB p. 104

LESSON Ask Ss to read out the Writing Tip and learn about the genre and content
of the type of writing.
10.5.7 Then give Ss time to read the model review and match the paragraphs to
10.5.2 the headings.
Check Ss' answers.

Answer Key
A2 В1 C4 D3
PRESENTATION 2. To present/practise topic-based vocabulary
AND PRACTICE Ask Ss to read the sentences and choose the correct words/phrases in bold.
Check Ss' answers.
10.5.2
Answer Key
1 set 2 is based on 3 main 4 dull, twist
5 box office hit 6 lead 7 stunning
 3 To identify adjectives in a model SB p. 104
Elicit the adjectives used to describe the items 1-6 in the model from Ss
10.5.2 around the class.

Answer Key
1 exciting 4 impressive
2 fast-moving 5 superb
3 action-packed 6 spectacular

4 To practise topic-related vocabulary

Give Ss time to complete the sentences using the words in the list.
10.5.2 Check Ss' answers.

Answer Key
1 predictable
2 gripping
3 well-developed, likeable
4 surprising

5A То practise vocabulary for recommending

Explain the task and give Ss time to complete it. SB p. 105
Check Ss' answers by asking Ss around the class to read out their
sentences.

Answer Key
A 1 would definitely recommend
2 well worth seeing
В 3 you are looking for
4 is definitely for you
5 box office hits
C 6 make sure it's this one
7 won't regret it
8 In my opinion

5B To identify sentences recommending used for

recommending
Elicit answers to the question from Ss around the class.

Answer Key
I thoroughly enjoyed watching this film and would highly recommend it.
If you've enjoyed the other films in the Star Wars series then you won't be
disappointed by Rogue One. It's a must-see.
ENDING THE Ss present their monoluges.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
 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?

Lesson plan
LESSON: Module 8 Lesson 9
School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.6.7
that this lesson is 10.6.8
contributing to 10.6.9
10.6.10
10.5.7
10.5.1
10.5.4
10.5.6
10.5.7
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: present a monologue

ICT skills Using videos& pictures, working with URLs

Previous learning Films

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 6 To review/practise the passive SB p. 105

LESSON Ask Ss to read the film review in Ex. 1 again and identify the passive
forms.
10.6.7 Then ask Ss to check their answers in the Grammar Reference section.
10.6.8 Give S time to complete the task.
10.6.9 Check Ss' answers.
10.6.10 Then give Ss time to complete the task.
Check Ss' answers.

Answer Key
[was] directed by (past simple), was released (past
simple), is being built (present continuous), is played
(present simple)
1 Guardians of the Galaxy was directed by James Gunn.
2 In the film, the astronauts were being attacked by aliens.
3 The new sci-fi film is being watched by thousands of people at the
cinema.
4 The lead role is played by Ryan Gosling in Blade Runner 2049.
5 Simplistic special effects are used in the film.
6 This film is being highly recommended by lots of people.
7 In this film, the depths of outer space are being explored by the
 spaceship's crew.
8 In the past, 3D technology was not us directors in their films.
PRESENTATION 7 Your turn To analyse a rubric
AND PRACTICE Ask Ss to read the rubric, underlint words and then answer the questions
Explain to Ss that it is very importan the rubric carefully so that they indut
10.5.7 points mentioned.
Check Ss' answers around the class.

Answer Key
Key words: website, review of a sci-fi film >
seen, describing the plot, making general coi
giving your recommendation, 120-180 word:
1 a review of a sci-fi film
2 readers of a website
3 present tenses
4 title and type of film, name of director, v you recommend it, main points
of plot, t comments on characters/plot/etc

8 To write a film review

Explain the task and give Ss time to write film review using the plan, the
Useful lant box and their answers to Ex. 7. Thet various Ss to read their
reviews aloud.
Remind Ss to use language for recommenc
10.5.1 Alternatively, assign the task as HW and c Ss' answers in the next lesson.
10.5.4
10.5.6 Suggested Answer Key
10.5.7 Guardians of the Galaxy: Vol. 2, directed by Jc Gunn, is the second
instalment in the world-fan Guardians of the Galaxy series. It is an
exciting funny sci-fi fantasy film from Marvel Studios continues the story
from the first film that i released in 2014.
In the film, the Guardians, who are now here must fight to stay together
and help their leac Peter Quill (Star Lord) find out about his father a his
special powers. They make friends with th enemies and once more defend
the galaxy from bigger enemy.
The storyline is interesting and gripping and there lots of humour, too. The
star-studded cast includi Chris Pratt as Star Lord, Zoe Saldana as Gamon
David Bautista as Drax, Bradley Cooper as Rockt and Karen Gillan as
Nebula. The action-packed pic and spectacular special effects keep you
glued ti your seat from start to finish.
This is a thoroughly entertaining film and I wouli highly recommend it.
It's definitely worth seeing anc will please anyone who enjoys action-
packed films.
ENDING THE Ss present their monoluges.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?

Lesson plan

LESSON: Module 8 Lesson 10

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.8
that this lesson is 10.4.1
contributing to 10.4.2
10.3.7
10.5.2
10.5.6
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: present a monologue

Previous learning A film review

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. To read for gist and introduce the topic and listen SB p. 106
LESSON
Elicit what, if NASA and ISS. around the class and write two of them on the
10.1.8
board.
10.4.1
Play the recording. Ss listen and read the text and see if the questions were
answered.

Suggested Answer Key

NASA - National Aeronautics and Space Administration
ISS - International Space Station When was NASA set up? (1950s)
When did the ISS go into space? (not answered)
PRESENTATION 2 To read for specific information SB p. 106
AND PRACTICE Explain the task and ask Ss to read the sentences 1-6 and then read the text
again and mark them as true, false or doesn't say according to the text.
Check Ss' answers. Ask Ss to justify their answers
10.4.2
Answer Key
1 DS
2 F (1969)
3 T
4 T
5 F (Baikonur Cosmodrome, Tyuratam, Kazakhstan)
7 DS
8
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.
3A To consolidate new vocabulary
Explain the task.
Give Ss time to complete the task, referring back to the text if necessary.
10.3.7 Check Ss' answers.
10.5.2
Answer Key
1 exploration 4 technology
2 operations 5 Planetary
 3 science 6 aeronautics

3B To talk about NASA

Ask various Ss around the class to use their answers in Ех.За to talk about NASA.

10.5.2 Suggested Answer Key

NASA has four departments. The aeronautics research division concerns
itself with transport to and through space. The space technology department
concerns itself with developing technology for the exploration in space. The
human exploration and operations department oversees activities involving
missions to the International Space Station. The science division studies the
universe including the Earth. This division includes the Office of Planetary
Protection which protects the Earth from an alien invasion.

4 To consolidate information in a text

• Ask various Ss to tell the rest of the class three things they found
impressive in the text.

Suggested Answer Key

10.3.7 I thought it was impressive that NASA was created in the 1950s.
I thought it was impressive that there is an Office of Planetary Protection
which protects the Earth from alien invasions.
I also thought it was impressive that missions to the ISS launch from the
Baikonur Cosmodrome, Tyuratam, Kazakhstan.

5. To write about the Baikonur

Give Ss time to collect information about the Baikonur Cosmodrome and
write a paragraph about it. Then, ask various Ss to read out their paragraph
to the class.
Alternatively, assign the task as HW and ask Ss to give read out their
paragraphs in the next lesson.
10.5.6 (Ss' own answers)

Background
NASA (The National Aeronautics and Space Administration) was formed in
1958 and is responsible for the USA's civilian space programme and for
aerospace research. Its motto is 'For the Benefit of All'. Its headquarters are
in Washington, D.C.

ENDING THE Ss present their own answers

LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
 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?

Lesson plan

LESSON: Module 8 Lesson 11

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.8
that this lesson is 10.4.4
contributing to 10.4.7
10.4.5
10.6.1
 10.1.9
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: present a monologue

Previous learning NASA

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. To introduce the topic and listen for gist SB p. 107
LESSON Read the rubric aloud and direct Ss' attention to the picture. Elicit that
triffids are strange plants.
10.1.8 Play the recording. Ss listen and find out the answer.
10.4.4
Suggested Answer Key
Triffids appear in a science-fiction novel by John Wyndham. They are tall
plants with legs that seem intelligent, but are aggressive and attack people
with their poisonous stings.
PRESENTATION 2 To read for cohesion and coherence SB p. 107
AND PRACTICE Explain the task and ask Ss to read the sentences A-H.
Then give Ss time to read the text and complete the task.
10.4.7 Check Ss' answers around the class. Ask Ss to justify their answers.

Answer Key
1 H They don't'hear'. They're just plants.
2 E ... numbers collected along the fence ... didn't
... do anything ... They simply settled down ...
3 A ... complete darkness ... turned on the light...
4 C ... pulled the window shut... as it closed ...
5 F ... took no risks ... thick clothing and gloves
... leather helmet ... goggles ... wire mask ... largest carving knife...
6 D ... in a fine spray ... misted the goggles ...
wash it off my face.
7 G ... last of the intruders ... broke in again.

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.

3. To consolidate new vocabulary

Explain the task and give Ss time to complete it.
10.4.5
Check Ss' answers.

Answer Key
wriggled = turned quickly
viciously = violently
smacked = hit sharply
intruders = invaders
 tiptoe = the front part of your foot

4. To identify adjectives in a text

10.6.1 Explain the task and give Ss some time 10 complete it.
Check Ss’ answers around the class

Answer Key
1 slashing 5 thick
2 grey 6 leather
3 Complete 7 largest carving
4 leathery green 8 fine

5. To develop critical thinking skills

• Explain the situation.

10.1.9 Play the recording and give Ss s< the task.
Monitor the activity around the ask some Ss to report back to the class

Suggested Answer Key

I can see them all around the car, silently. As the car moves, the
leave: the car and everything goes dark ii stings whip up and hear
them smc windscreen. I feel frightened.

ENDING THE Ss present their monoluges.

LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?
Lesson plan

LESSON: Module 8 Lesson 12

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2
that this lesson is 10.6.15
contributing to
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: write an email reviewing a concert

ICT skills Using videos& pictures, working with URLs

Previous learning Reaching for stars

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. To present and practise phrasal verbs with keep, let and pick SB p. 108
LESSON Ask Ss to read the theory box and then give Ss time to complete the task
using their dictionaries to help them if necessary.
10.5.2
10.6.15 Check Ss' answers.
1 off 2 down 3 on 4 out 5 up

PRESENTATION 2. To practise prepositional phrases

AND PRACTICE Explain the task and give Ss time to complete it and then check Ss' answers.
Ask Ss to add the words to the Prepositions section in their notebooks.
10.5.2 Ask Ss to revise this section regularly as this will help them use the English
language in a natural way.

Answer Key
1 in 2 on 3 for 4 at 5 in

3. 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 attracts 3 wandered 5 bring
2 sank 4 admitted

4. To practice word formation

Give Ss time to read the theory box and then complete the task
• Check Ss' answers.

10.5.2 Answer Key

1 appearance 4 difference
2 quietness, privacy 5 activity
3 collection

5. To practise collocations
Explain the task and give Ss time to complete it
Check Ss' answers.

Answer Key
1 annual 5 lifelong 9 welcome
10.5.2 2 travel 6 demand 10 drive
3 weather 7 native 11 full
4 video 8 highly 12 closely

Further Practice – Quiz

To consolidate information in
the module
• Make photocopies of the quiz.
• Give Ss time to complete the quiz, looking back through the module
10.5.2 if necessary.
• Check Ss' answers.
Quiz
Mark the sentences T (true) or F (false). Correct the false sentences.
 1 Planets expand and pull stars towards them
2 The Roswell UFO case happened in 1947
3 Neil Armstrong set foot on the moon
in June, 1969.
4 People have been living on the ISS since
2009.
5 There are around 1,000 stars within
30 light years of Earth.
6 Avatar was directed by James Cameron
7 NASA was created in 1972.
8 Yuri Gagarin was the first man in space

Answer Key
1 F (Stars expand and pull planets towards them.)
2 T
3 F (July)
4 F (2000)
5 T
6 T
7 F (1950s)
8 T

Extra Activity
Ask Ss to read through Module 8 and write a quiz of their own.
Ss can prepare their quizzes alone or in groups (in class or at home). Ask Ss
to go through the module and compile their quizzes.
Ask Ss to exchange their quizzes, do them, and then check their answers.

Suggested Answer Key

1 Pluto was named in 1930. (T)
2 Roswell is in New Mexico. (T)
3 The ISS gets its power from the Sun. (T)
4 Scientists found water on the moon in 2000. (F - 2009)
5 It costs £6,000 to put a kilo of something into orbit. (F - half a kilo)
6 Avatar started filming in 2001. (T)
7 Rogue One was directed by James Gunn. (F - Gareth Edwards)
8 Felicity Jones stars in Rogue One. (T)
ENDING THE Ss present their Quiz
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
Reflection Use the space below to reflect on your lesson. Answer the most relevant
Were the lesson objectives/learning questions from the box on the left about your lesson
objectives realistic?
Did I stick to timings?
What changes did I make from my plan and
why?

Lesson plan

LESSON: Module 8 Lesson 13

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.4.7
that this lesson is 10.2.2
contributing to 10.5.2
10/.6.17
10.6.10
10.6.11
10.6.9
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: discuss the values

ICT skills Using videos& pictures, working with URLs

Previous learning Language in use

Plan
 Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE Summative assessment for Unit 8 (20 min)

LESSON
10.4.7
PRESENTATION 1. To read for cohesion and coherence SB p. 109
AND PRACTICE Give Ss time to read the text and match the missing sentences A-H to the
gaps 1-7.
10.4.7 Check Ss' answers.
10.2.2
10.5.2 Answer Key
10/.6.17 1 H (radio transmissions 'signal')
10.6.10 2 D (William Hershel saw a new world beyond Saturn. His discovery
10.6.11 of Uranus) ...
10.6.9 3 A (a planet... It was a world ... It was so dose to its sun)
4 G (So far ... 'That is until ... Kepler's ... incredible NASA telescope)...
5 F (antennas ... signals ... radio dial... transmissions...)
6 В (not inhabited ... could all be dry and empty. Or perhaps)
7 C (still searching. More Earth-like planets will be found...)
Ask Ss to read the statements 1-10.

2. To listen for specific information

Play the recording. Ss listen and fill the gaps accordingly.
Check Ss' answers.

Answer Key
1 (real) page-turner 2 couple 3 eyewitness
4 non-fiction 5 ghosts 6 Bermuda Triangle
7 articles 8 researchers 9 a week
10 documentary

3 To practise vocabulary from the module

• Explain the task.
• Ss complete the task. SB p. 109
• Check Ss' answers.

Answer Key
1 hovering
2 applied
3 overcome
4 soared

4 To consolidate vocabulary from the module

• Explain the task.
• Ss complete the task.
• Check Ss' answers.

Answer Key
1 dioxide 3 particles 5 surface
2 imagery 4 atmosphere

5 To consolidate grammar from the module

• Explain the task.
• Ss complete the task.
• Check Ss' answers.
Answer Key
1 If Didar hadn't been writing a report all night, she wouldn't be
tired now.
2 If Kairat was careful, he wouldn't have broken his camera.
3 If they had programmed the machine, it would be working now.
4 If Sanzhar's alarm had gone off, he wouldn't have been late for
his science class.
5 If I liked robots, I would have joined the robotics club.
6 If they hadn't run out of money, they would have been able to
run the mission

6 To consolidate grammar from the module

• Explain the task.
• Ss complete the task.
• Check Ss' answers.

Answer Key
1 Data was being gathered from Saturn by NASA's Cassini
spacecraft for 13 years.
2 A mission to Mars was being planned last week by the
astronauts.
3 A report about the moon landings is being written by Sultan.
4 Better films are being created nowadays by directors because of
advanced equipment.
5 New spacecraft were developed last year by scientists to travel
to the moon.
6 The giant storm on Jupiter is monitored by scientists.
State-of-the-art technology is being used to create the film by creative
artists.
7 State-of-the-art technology is being used to create the film by
creative artists.

7 To consolidate grammar from the module

Give Ss time to complete the task and then check Ss' answers.

Answer Key
1 He told her (that) he was watching a documentary on space
colonisation.
2 He told her (that) he had been studying for his chemistry exam.
3 The boy asked his mum when they would visit the UFO
museum.
4 She asked Kanat if/whether he had ever heard of the UFO
festival in Roswell.
5 The teacher told the students (that) they must/ had to finish their
project on space as soon as possible.

.8 To write a film review

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

The Space Between Us, directed by Peter Chelsom, is a heart-warming
sci-fi film with elements of drama and romance that tells the story of the
first person born on Mars.
In the film, a space shuttle sets off on the first mission to colonise Mars.
 After take-off they discover that one of the astronauts is pregnant. Soon
after, she dies giving birth and her son, Gardner Elliot, grows up on
Mars without knowing who his father is or how he came to be there. He
makes friends online with a girl on Earth and journeys to Earth to meet
her. They go on an adventure together to find out how he came to be.
The storyline is interesting and the characters are well-developed. The
lead actor is Asa Butterfield and his friend, Tulsa, is played by Britt
Robertson. The interesting characters and absorbing plot keep you
fascinated from start to finish.
This is a thoroughly entertaining film and I would highly recommend it.
It's definitely worth seeing.

ENDING THE Check your Progress

LESSON Ask Ss to assess their own performance in the unit by ticking the boxes
according to how competent they feel for each of the listed activities.

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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 “Independent project”

LESSON: Module 9 Lesson 1

School:
Vocabulary

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.9
that this lesson is 10.5.2
contributing to 10.3.7

Lesson objectives All learners will be able to:

Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Aim Module Objectives

Read the title of the module Independent project and ask Ss to suggest what they think the
module will be about (the module is about scientific breakthroughs, celestial bodies, human
anatomy and chemistry elements). Go through the objectives list to stimulate Ss' interest in
the module.
Assessment criteria Learners have met the learning objective if they can: talk about entertainment

ICT skills Using videos& pictures, working with URLs

Previous learning Space

Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)

BEGINNING THE 1. Vocabulary To introduce the topic SB p. 111

LESSON Direct Ss' attention to the pictures and elicit what, if anything, they
know about each topic.
10.1.9 Ask various Ss to tell the class.
(Ss' own answers)

PRESENTATION 2. To listen for confirmation

AND PRACTICE Ask Ss to read the texts.
10.5.2 Go through the words in the list and explain/ elicit the meanings of any
unknown words.
Give Ss time to complete the texts.
Play the recording. Ss listen and check their answers.
Then have Ss match the texts to the pictures.

Answer Key
1 elements 3 universe 5 helix
2 properties 4 DNA

IB 2С ЗА
 • Play the video for Ss and elicit their comments

OVER TO YOU!
To talk about scientific breakthroughs and expand the topic
10.3.7 Elicit answers to the questions in the rul various Ss around the class.

Suggested Answer Key

• The transistor was invented in 1947 by a team of researchers
at Bell Labs in the USA. This paved the way for the transistor radio,
the television and early computers.
• Magnetic Resonance Imaging was invented by American
chemist Paul C. Lauterbur in 1971. Later Peter Mansfield, an English
physicist developed a technique that meant scans would take seconds
instead of hours and produce clearer images. They were awarded the
Nobel Prize in Medicine in 2003 for their discoveries. MRI scans can
diagnose diseases quid easily and have advanced medicine a great deal.

ENDING THE Elicit answers to the questions in the rul various Ss around the class.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
Reflection Use the space below to reflect on your lesson. Answer the most
Were the lesson objectives/learning relevant questions from the box on the left about your lesson
objectives realistic?
Did I stick to timings?
What changes did I make from my plan and
why?

Lesson plan

LESSON: Module 9 Lesson 2

School:
Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2
that this lesson is 10.2.1
contributing to 10.4.2
10.4.9
10.4.5
10.6.1
10.6.3
10.3.2
10.1.2
10.4.4
10.5.6
10.5.7
Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about water attractions and write a blog
entry
ICT skills Using videos& pictures, working with URLs

Previous learning Independent project

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1A Vocabulary To introduce the topic and key vocabulary SB p. 112
LESSON Play the recording. Ss listen and repeat chorally and/or individually.
Then ask Ss to read the dictionary entries.
10.5.2
PRESENTATION 1B To name the planets
AND PRACTICE • Ask Ss to name the planets in our solar system.
• Play the recording for Ss to check.
10.5.2
Answer Key
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

4 Reading To predict the content of the text

Read out the Study skills box.
Elicit what, if anything, Ss know about the origins of the universe and
10.2.1 what they would like to know and elicit various questions from Ss around
the class. Write two questions on the board.
Play the recording Ss listen and read the text and check if the questions
are answered.

Suggested Answer Key

 What is the most popular theory? (The Big Bang Theory)
What other theories are there? (The Cyclical Universe
Theory and the Multiple Universe Theory)
3 To read for specific information
Go through sentences 1-8 and ask Ss to underline the key words. Explain
that this will help them do the task.
Give Ss time to read the text again and match the statements to the
10.4.2 theories. Ask Ss to look for words/phases synonymous to the underlined
10.4.9 key words in the sentences 1-8.
Check Ss' answers.

Suggested Answer Key

Key words in the exercise
1 space, time, have existed forever
2 most physicists support
3 why, universe, ideal conditions, supporting life
4 universe, came from, earlier universe
5 one universe exists
6 supported by evidence, see
7 will eventually disappear
8 universe, we are living, unique

Answer Key
1 В, C (space and time ..., had no beginning, has existed forever)
2 A (most widely accepted hypothesis)
3 C (explanation, perfectly suited towards supporting life)
4 В (prior universe)
5 A, В (single point in space, our universe began when another
universe collapsed)
6 A (looking through their telescopes they noticed)
7 В (eventually it will also collapse)
8 C (each universe in it is different)

• Refer Ss to the Check these words box and ask Ss to look them up
10.5.2 in the Word List.

4 To consolidate new vocabulary

Go through the list of words and explain/elicit their meanings.
Give Ss time to complete the task and then check their answers.
SB p. 113
Answer Key
1 expanding 3 infinite 5 exploded
10.4.5 2 prior 4 collapse

5. To identify pronoun references

Read out the Study skills box and explain the task.
Give Ss time to decide which noun each underlined pronoun in the text
refers to.
Check Ss' answers around the class.

Answer Key
Text A: it - our universe, it - the Big Bang Theory Text B: it - the Cyclical
10.6.1 Universe Theory, it - our universe
10.6.3 Text C: It - the universe, it - the multiverse, them – universes

6. Grammar To identify compound nouns, -ing adjectives, compound

adjectives and superlative adjectives
 Direct Ss' attention to the words in bold in the text.
Elicit what type of noun/adjective each one is.
Refer Ss to the Grammar Reference section for more details.

Answer Key
startling - -ing adjective widely accepted - compound adjective single
10.3.2 point - compound noun the latest - superlative adjective

7A Speaking & Writing To consolidate information in a text

Explain the task and ask Ss to read the example.
Give Ss time to complete it.
Check Ss' answers.

Suggested Answer Key

1 How did the universe start accordii Bang Theory?
2 According to the Cyclical Universe caused the big bang?
10.1.2 3 How many universes are there аса. Multiple Universe Theory?
10.4.4
7B To consolidate information
Ask Ss to swap question paper answer their partner's question
Ss check their answers in pairs.

Suggested Answer Key

Our universe exploded out of nothing l point about 14 billion years ago.
It was caused by the collapse and ex/ prior universe.
There are trillions upon trillions of universes.
10.4.4
10.5.6 8. To present a theory
10.5.7 Give Ss time to research online a information about another thee origins
of the universe and write a
Ask various Ss to read out their text

Suggested Answer Key

Three scientists Fred Hoyle, Thomas C Bondi, set out a theory known as
the theory. It proposed an eternal universe based on the cosmological
principle, originally proposed by Einstein. Their idea was that the
universe is smooth and looks the same to all observers in all times and at
all places. It proposed that the, spontaneous and continuous creation c of
matter. In each area of space, once a year a new into existence which
would accumulate over time and maintain a constant density in a,
universe. As old stars and galaxies die, new ones are born and formed by
the constant regt. matter through this spontaneous process. This theory
never gained the scientific support that the big bang did. It was also very
difficult to prove as no one had ever observed the creation of that were
supposed to be occurring spontaneously out in space.
ENDING THE Elicit answers to the questions in the rul various Ss around the class.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
 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?

Lesson plan

LESSON: Module 9 Lesson 3

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.4.3
that this lesson is 10.4.1
contributing to 10.3.2
10.1.2
10.4.4
10.5.6
10.5.7
10.3.6
10.4.2
10.4.7
10.1.9
10.3.5
10.5.2
Lesson objectives
 All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about types of media, past events

ICT skills Using videos& pictures, working with URLs

Previous learning The universe

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1. Vocabulary To present new vocabulary SB p. 114

LESSON Play the recording with pauses for Ss to listen and repeat chorally and/or
individually.
10.4.3
PRESENTATION 2 To identify the author's purpose in a text
AND PRACTICE • Go through the Study skills box with Ss and then give Ss time to
read the title and skim through the text and identify the author's purpose.
10.4.1 • Elicit answers to the questions in the rubric from Ss around the
class.

Suggested Answer Key

The text is about the aging process.
The author's purpose is to discuss the question in the title and inform us
about research on slowing the aging process.

3 To read for key information

Read out the Study skills box. Then give Ss time to read the title and skim
through the text in order to identify the main idea of each paragraph. Ss can
10.3.2 work in pairs.

Suggested Answer Key

Para 1: a recent experiment on mice
Para 2: how the experiment may apply to human aging
Para 3: theories on aging
Para 4: morality of stopping aging
Para 5: what we can do today to stay young

BACKGROUND INFORMATION SB p. 114

Boston is the capital and largest city in the American state of
Massachusetts. It was founded in 1630 and is one of America's oldest cities.
It has a population of over 617,000. It is famous in sports as it is home to
the Boston Celtics (basketball) and the Red Sox (baseball).
New York is in the north-eastern state of New York in the USA. It is home
to the famous tourist attractions the Statue of Liberty and the Empire State
Building. It is the most populated city in the USA and is known as the
cultural capital of the world.

4. To answer comprehension questions on a text

 Ask Ss to read questions 1-7.
Give Ss time to read the text again and answer the questions.
Check Ss' answers.
10.3.2
10.1.2 Answer Key
10.4.4 1 The mice's fertility improved, their fur looked healthier, and their brains
10.5.6 worked better.
2 There is more than one enzyme involved in the human aging process.
toxins
3 They bred mice that didn't lose their ability to remove damaged proteins
from their livers as they aged.
4 The overpopulation of the planet.
5 They contain lycopene which prevents sun damage to the skin and they
increase the procollagen in your skin which keeps it firm and prevents
wrinkles.
6 Because scientists are doing experiments to develop drugs which may
reverse the aging process.

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.

5. To consolidate information in a text

Give Ss three minutes to write down four things they have learnt in the text.
101.9 Ask various Ss to read their sentences to the class.
10.3.5
Suggested Answer Key
I learnt that an enzyme called telomerase can repair DNA.
I learnt that as we age, we cannot remove toxins from our cells the same as
when we were young.
I learnt that tomatoes can stop people from getting a sunburn.
I learnt that eating tomatoes also helps to keep the skin firm.

6. To consolidate new vocabulary

10.5.2 Go through the list of words and explain/elicit their meanings.

Answer Key
7 combat 3 serving 5 enzymes
2 efficient 4 reversed
ENDING THE Give Ss time to complete the task and then check Ss' answers.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
 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?

Lesson plan

LESSON: Module 9 Lesson 4

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10. 6.17
that this lesson is 10.1.1
contributing to 10.1.3
10.5.6
10.5.9
Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: talk about types of media, past events

ICT skills Using videos& pictures, working with URLs

Previous learning Human biology

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 7. To revise conditionals type 3 SB p. 115

LESSON Elicit how we form the third cc elicit examples from Ss around th
Refer Ss to the Grammar Reference
10. 6.17
Suggested Answer Key
We form type 3 conditionals with if perfect -» would have + past participle
If he had studied, he would have passed the exam.

PRESENTATION 8A To present wishes SB p. 115

AND PRACTICE • Ask Ss to read the examples and elicit when we use if only. Then
elicit when refers to the present and when the past.
10. 6.17 • Refer Ss to the Grammar Reference

Answer Key
We use wish/if only when we want to would like something to be different
and to express regret. If only is more emphatic than with.
I wish/lf only I were taller. - present
I wish/lf only I hadn't put on weight. – past

8B to practise making wishes

10. 6.17 Give Ss time to make sentences prompts and then check Ss' answers class.

Answer Key
I wish/lf only I could drive a car.
I wish/lf only I had taken driving lessons 1 younger.
I wish/lf only my mum would work fewer I wish/lf only my mum had an
easier job.

9 Speaking & Writing To develop critical thinking skills

• Explain the task.
• Give Ss three minutes to write a few s
• Ask various Ss to read their sentences in the class.
10.1.1
10.1.3 Suggested Answer Key
10.5.6 I think life would be very different if sciei found a way to stop people from
10.5.9 aging. Peo[ be able to experience everything life has because they would
have an unlimited ai time; they would never feel too old to try s new.
However, overpopulation would definh strain on the planet's resources and its
( sustain life.
ENDING THE Give Ss time to complete the task and then check Ss' answers.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
 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?

Lesson plan

LESSON: Module 9 Lesson 5

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that 10.5.2
this lesson is contributing 10.2.2
to 10.4.2
10.4.6
10.6.16
10.3.6
10.3.7
Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: create and present a TV guide

ICT skills Using videos& pictures, working with URLs

Previous learning Conditional 3 and wish

Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)

BEGINNING THE 1. To present new vocabulary Vocabulary SB p. 116

LESSON Read the elements a-h out loud and ask Ss to guess which
10.5.2 chemical symbol each one matches.
Play the recording for Ss to check their answers.
Play the recording again for Ss to repeat chorally and/or
individually.

Answer Key
1c 3 h 5 f 7 b
2d 4 a 6 g 8 e

PRESENTATION AND 2 To use prior knowledge when reading

PRACTICE Ask Ss to read the sentences 1-6 and say which ones are true.
Play the recording. Ss listen and check their answers.
10.2.2
10.4.2 Answer Key
1 T ( .2) 4 F( 16-18)
2 T ( 7) 5 F ( 28)
3 F( 10-12) 6 F ( 26-27, 34)

3 To read for specific information

10.5.2 Read out the Study skills box. Then ask Ss to read the
10.4.2 questions 1-5 and the possible answers.
10.4.6 Give Ss time to read the text carefully and complete the task.
Check Ss' answers. Ask Ss to justify their answers.

Answer Key SB p. 117

C (£. 7) 4 В (£.31-35)
D (£. 15) 5 D (£. 40)
A (£. 18-19)

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. To consolidate new vocabulary

• Explain the task. Give Ss time to complete the task.
Check Ss' answers.
10.5.2
Answer Key
1 breathe 4 carbon 7 sea
2 make 3 support 8 animal
3 large 6 grow

5 To consolidate new vocabulary

Give Ss time to complete the task and then check Ss' answers.
10.5.2
Answer Key
1 cope 3 toxic
2 wings 4 ventured
 6 To consolidate prepositional phrases in a text
• Ask Ss to read the sentences 1-6 and fill in the missing
prepositions, then give Ss time to correct them by referring
10.4.2 back to the text.
10.6.16 • Ask Ss to compare their answers with their partners,
then check Ss' answers around the classroom.

Answer Key
1 on 3 in 5 on, in, at
2 with 4 in 6 on

1 Life on Earth arose in an environment without oxygen.

2 Our bodies process oxygen with 98% effectiveness.
3 Oxygen has not always been present in the
atmosphere.
4 The appearance of oxygen in the atmosphere is known
as the Great Oxidation Event.
5 Evidence suggests animal life first appeared in the
oceans.
6 Land animals depend on sea algae for most of their
oxygen.

7. Speaking & Writing To consolidate information

Ask Ss to talk in pairs about v learnt from the text.
Ask various pairs to share thei the class.
10.3.6
10.3.7 Suggested Answer Key
I have learnt that too much oxygen we only process 98% of the
oxygen atmosphere is only 21% oxygen; oxygen in our
atmosphere at some p and that in an oxygen-rich environment
would be much bigger.

8. To develop critical thinking

Explain the task.
Give Ss enough time to write a few sentebces
Ask various Ss to read their se class.

Suggested Answer Key

I think the author's purpose was to inform readers about
oxygen and the role it plays in our world. The author includes
some surprising facts and also explains how oxygen has
helped shape our planet since the Great Oxidation Event. They
also mention that without sea algae the planet would be in
danger of not having enough oxygen.
ENDING THE LESSON check Ss' answers around the classroom.

Additional information

Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the planning to check learners’ Health and safety check
more able learners? learning? 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?

Lesson plan
LESSON: Module 9 Lesson 6
School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2
that this lesson is 10.5.7
contributing to 10.6.16
10.5.5
10.5.9

Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: create and present a TV guide

ICT skills Using videos& pictures, working with URLs

Previous learning Conditional 3 and wish

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE Revision Conditional 3 and wish

LESSON
PRESENTATION 1. Writing To analyse a rubric SB p. 118
AND PRACTICE Ask Ss to read the rubric and underline the key words and then answer
the questions.
Explain to Ss that it is very important to read the rubric carefully so that
10.5.2 they include all the points mentioned.
Check Ss' answers around the class.

Answer Key
Key words: designer babies, teacher, essay, opinion, 120-180
1 an essay
2 my teacher
3 my opinion on designer babies
4 120-180 words
5 formal
6 (Suggested Answer Key) I think that it is immoral to create designer
babies. Just because we have the ability to do something does not always
mean that we should do it. Also, there may be unknown consequences to
interfering with DNA.

2. To analyse a model for structure and content

10.5.2
 • Ask Ss to copy the table into their notebooks.
• Then give Ss time to read the model essay and complete the
table.
• Check Ss' answers.

Answer Key

Viewpoints Examples & Reasons/Results

1 we can prevent genetic fewer children affected by
diseases genetic diseases, more healthy
children & less strain for parents
2 enhance the looks & smarter and more beautiful
intelligence of babies people, children wouldn't be
bullied for looks or how clever
they are
3 no one has the right to unborn children should have to
change an unborn human right to remain genetically
unmodified, no guarantee
parents would like the outcome

3. To substitute linkers
• Ask Ss to read the Useful language box and then give them time
to replace the linkers in bold in the text with suitable alternatives from
10.5.7 the box.
10.6.16 • Check Ss' answers.

Answer Key
Firstly = To begin with
For example = For instance
This would mean = As a result
Moreover = Additionally
As a result = Consequently
On the other hand = However
In conclusion = To sum up

4. To practise linkers
Explain the task and give Ss time to complete it.
Check Ss' answers.
10.6.16 SB p. 119
Answer Key
A1 To begin with B 4 However
2 For instance 5 in particular
3 As a result 6 That is why

5 To identify and substitute opinions

Ask Ss to read the Useful language box again and then give them time to
identify and replace the phrases the writer uses to express their opinion
with suitable alternatives from the box.
Check Ss' answers.
10.5.4
Answer Key
To my mind = I think/believe
I believe = It seems to me

6 To practise expressing opinion

Explain the task and read out the example.
Then give Ss time to complete it and check Ss' answers by asking Ss
 around the class to read out their sentences.

Suggested Answer Key

2 It seems to me that we should spend taxpayers' money on improving
hospitals, schools and other public services.
3 I think space exploration is responsible for many developments in
science and technology.
4 As far as I am concerned, it is a waste of money to keep funding space
exploration.
5 In my opinion, it is very important to find another planet that supports
life.

7 Your turn To analyse a rubric

Ask Ss to read the rubric and underline the key words and then answer
the questions.
10.5.5 Explain to Ss that it is very important to read the rubric carefully so that
they include all the points mentioned.
Check Ss' answers around the class.

Answer Key
Key words: space exploration, teacher, essay giving your opinion, 120-
180 words
1 an essay
2 my teacher
3 my opinion on space exploration
4 120-180 words
5 formal
6 (Suggested Answer Key) I think space e> is vital to scientific
development as well future of humankind.
10.5.5 8A To prepare for a writing task
Ask Ss to read the viewpoints 1-4 and the examples/reasons/results A-D
and give them time to match them.
Check Ss' answers.

Answer Key
ID 2A 3B 4C

8B To identify positive/negative points

Elicit which points in Ex. 8a are in space exploration and which points
are against

Answer Key
In favour: 1, 3 Against: 2, 4

9 To write an opinion essay

Explain the task and give Ss time to essay using the plan, the Useful Ian
10.5.5 and their answers to Exs 7 & 8. various Ss to read their essays aloud
10.5.9 Remind Ss to use language for opinion.
Alternatively, assign the task as HW Ss' answers in the next lesson.

Suggested Answer Key

Should we spend huge amounts of mon exploration?
Space exploration is a hot topic these days, but some people question
whether we should spend great amounts of money on it. I think we must
if we are to prepare for the future.
Firstly, we need to explore other planets t survival of the human race. In
 environmental problems, nuclear war meteor may threaten our existence.
If we habitable planet, we can avoid being wiped out. Secondly,
important scientific discover space can help us here on Earth. For may
discover new resources on other may also develop new technologies w
helpful on Earth.
On the other hand, some people believe money could be better spent.
The problems here on Earth such as poverty hunger need to be solved
before we space.
All in all, I believe space exploration is v for the future of mankind.
There is so m to discover and it is an investment in the future.

ENDING THE check Ss' answers around the classroom.

LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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

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?
Lesson plan

LESSON: Module 9 Lesson 7

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.1.8
that this lesson is 10.1.9
contributing to 10.3.5
10.4.1
10.4.2
10.4.5
10.5.6
Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: express feelings with the correct
intonation in the dialogues
ICT skills Using videos& pictures, working with URLs

Previous learning Daily routines & free-time activities

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources
BEGINNING THE 1. To introduce the topic and listen and read for gist SB p. 120
LESSON Read out the title and elicit Ss' guesses as to what happens during this
week.
10.1.8 Play the recording. Ss listen and read the text and check.
10.1.9
10.3.5 Suggested Answer Key
10.4.1 Science events are held around the country, science documentaries are
shown on TV, museums have science exhibitions, poster and
photography competitions are held, and schools arrange various
activities.

PRESENTATION 2. To read for specific information

AND PRACTICE Explain the task and ask Ss to read the sentences 1-6 and then read the
text again and mark them as true, false or doesn't say according to the
10.4.2 text.
Check Ss' answers. Ask Ss to correct the false statements.

• Play the video for Ss and elicit their comments.

Answer Key
1 DS
2 F (10 days)
3 F (Royal Mail prints the logo on its envelopes.)
4 T
5 T
6 DS
• Refer Ss to the Check these words box and ask Ss to look them
up in the Word List.

3 To consolidate new vocabulary through synonyms

10.4.5 • Explain the task.
• Give Ss time to complete the task.
• Check Ss' answers.

Answer Key
Association = organization
aimed = directed
exploration = search
exhibits = displays
demonstrations = presentations
advances = breakthroughs
impact = effect

10.1.9 4 To express an opinion

10.3.5 Ask various Ss around the class to express their opinions on British
Science Week and give reasons.

Suggested Answer Key

I would like to attend British Science Week events because I think they
would be fun and interesting. I think I would enjoy listening to scientists
speak the most because they can tell me lots of interesting details about
specific things.

5. To write about a science event

10.5.6 Give Ss time to research online and collect information about a similar
event in their country and write about it. Then ask various Ss to read out
 their information to the class.
• Alternatively, assign the task as HW and ask Ss to give read out
their information in the next lesson.
(Ss' own answers)
ENDING THE check Ss' answers around the classroom.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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

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?
Lesson plan

LESSON: Module 9 Lesson 8

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.4.1
that this lesson is 10.4.2
contributing to 10.4.5
10.3.3
10.4.8
10.5.6
10.5.7
10.6.9
Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: present and write about festivals

ICT skills Using videos& pictures, working with URLs

Previous learning British science week

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1 To introduce the topic and listen and read for gist SB p. 121
LESSON Read the headings in the text aloud and elicit whether any Ss know what
causes these reflex actions to happen.
10.4.1 Play the recording. Ss listen and follow the text in their books to find out.

Answer Key
We yawn when we are tired to get more oxygen into the blood. We cough to
clear our airways of irritation. We blush when the body releases adrenalin,
which increases the blood flow. It usually happens when we are embarrassed.
We hiccup when something irritates the diaphragm muscle. We sneeze when
something irritates the inside of our nose. We snore when we are asleep and
air can't move through our mouth and nose freely.
PRESENTATION 2 To read for specific information
AND PRACTICE Ask Ss to read the sentences, and then give them time to read the text again
10.4.2 and complete the task.
Check Ss' answers. Ss should justify their answers.

Answer Key
1 snore3 blush 5 sneeze
2 yawn4 hiccup 6 cough
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.
10.4.5
3 To learn/consolidate new vocabulary
Direct Ss' attention to the highlighted words in the text and the list of words
in the rubric.
Give Ss time to match them, and then check Ss' answers around the class.

Answer Key
alert: awake contagious: infectious
self-conscious: uncomfortable around others
become aware: know about
jerky: sudden and fast
irritates: bothers
vibrate: shake
10.3.3
4. To consolidate information in a text
Ss work in pairs, and tell their partners something they remember about each
reflex action in the text.
Monitor the activity and then elicit from various Ss.

Suggested Answer Key

Yawning increases the heart rate.
We close our vocal cords when we cough.
Babies don't blush.
The muscle below our lungs is the diaphragm. L
when something irritates it.
A sneeze can be up to 160 kmph.
45% of men snore regularly.

10.4.8 5 To give a presentation on reflex actions

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

Suggested Answer Key

Olympic athletes try to yawn before they complete. Just thinking about
yawning can make you yawn, but no one can explain why!
The average human cough expels enough air to fill up a 1.5-litre bottle.
People with fair skin seem to blush more often then people with dark skin
because the colour of blood shows more easily through pale skin.
Most cases of hiccups last a few minutes if you have persistent hiccups, you
may have an underlying, health problem. Some people say you can cure
hiccups by breathing into a paper bag or drinking water from the wrong side
of the glass. When you sneeze, you even use the muscle in your eyelids,
because your eyes always close и sneeze!
As you get older, you may snore more, because the muscles and tissue in
your throat area weaker.
ENDING THE check Ss' answers around the classroom.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?

Lesson plan

LESSON: Module 9 Lesson 9

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.5.2
that this lesson is 10.6.15
contributing to 10.6.14

Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: present a monologue

ICT skills Using videos& pictures, working with URLs

Previous learning Body talk

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE 1 To present and practise phrasal verbs with hand, hang and join SB p. 122
LESSON Ask Ss to read the theory box and then give Ss time to complete the task
using their dictionaries to help them if necessary.
10.5.2 Check Ss' answers.
10.6.15
Answer Key
1 in 3 on 5 over
2 in 4 out 6 out

PRESENTATION 2 To practise prepositional phrases

AND PRACTICE Explain the task and give Ss time to complete it and then check Ss'
answers.
10.5.2 Ask Ss to add the words to the Prepositions section in their notebooks.
10.6.14 Ask Ss to revise this section regularly as this will help them use the
English language in a natural way.

Answer Key
1 to 3 under 5 to
2 on 4 to 6 in

3 To practise collocations from the module

Explain the task and give Ss time to complete it.
10.5.2 Check Ss' answers.

Answer Key
1 startling 3 toxic 5 natural
2 long-term 4 free 6 process

4 To practise word formation

Give Ss time to read the theory box and then complete the task.
Check Ss' answers.
10.5.2
 Answer Key
1 superheroes 4 ex-husband
2 telecommunications 5 interaction
3 autobiography

5 To consolidate words which are often confused

Explain the task and give Ss time to complete it and then check Ss'
10.5.2 answers.

Answer Key
1 wandered, settled 3 spent, biting
2 grab, public 4 doubt

Further Practice – Quiz

To consolidate information in the module
Make photocopies of the quiz.
Give Ss time to complete the quiz, looking back through the module if
necessary.
Check Ss' answers.

Quiz
Mark the sentences T (true) or F (false). Correct the false sentences.
1 The Big Bang is thought to have taken place 10 billion years ago.
2 Telomerase is a protein.
3 Tomatoes contain lycopene.
4 Our body uses all of the oxygen it takes in
5 The Great Oxidation Event took place around 2 billion years ago.
6 A sneeze can reach a speed of 100 kmph
7 Around 30% of men snore.
8 The Cyclical Universe Theory suggests that there is more than one
universe.

Answer Key
1 F (14 billion years ago)
2 F (enzyme)
3 T
4 F (98%)
5 T
6 F (160 kmph)
7 F (45% men, 30% women)
8 F (Multiple Universe
Theory)
To create a quiz
Ask Ss to read through Module 9 and write a quiz of their own.
Ss can prepare their quizzes alone or in groups (in class or at home). Ask
Ss to go through the module and compile their quizzes.
Ask Ss to exchange their quizzes, do them, and then check their answers.

Suggested Answer Key

1 Dmitri Mendeleev came up with the periodic table. (T)
2 James Watson came up with the Big Bang Theory. (F - Georges
Lemaitre)
3 Telomerase repairs collagen. (F - DNA)
4 The air we breathe is 21% oxygen. (T)
5 300 million years ago the air was 75% oxygen. (F - 50%)
6 British Science Week lasts 10 days. (T)
 7 A 'Demo Day' is when scientists speak to students. (F - teachers give
demonstrations)
8 The sound hiccups make comes from air in the
voice box. (T)
ENDING THE Ss present their quizzes
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?
Lesson plan

LESSON: Module 9 Lesson 10

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) 10.4.2
that this lesson is 10.4.9
contributing to 210.2.2
10.2.3
10.2.8
10.5.2
10.6.14
10.6.3
10.6.17
10.5.5
10.5.7
Lesson objectives
All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: write an email reviewing a concert

ICT skills Using videos& pictures, working with URLs

Previous learning Collocations

Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)

BEGINNING THE Ss to exchange their quizzes, do them, and then check their
LESSON answers.

PRESENTATION 1. Reading To read for specific information

AND PRACTICE • Give Ss time to read the text and the statements 1-5 and SB p. 123
mark them according to what they read.
10.4.2 • Check Ss' answers.
10.4.9
 Answer Key
1T 2 T 3 F 4 DS 5F

210.2.2 2 Listening To listen for specific information (True/False

10.2.3 statements)
10.2.8 • Ask Ss to read the statements 1-5.
• Play the recording. Ss listen and mark them accordingly.
• Check Ss' answers.

Answer Key
1T 2T 3F 4F 5F
3 To practise vocabulary from the module
10.5.2 Explain the task. SB p. 124
Ss complete the task.
Check Ss' answers.
Answer Key
1 hypothesis 4 free radicals 7 motivation
2 fertility 5 technique 8 biosphere
3 prior 6 venture 9 rely on

4 To consolidate vocabulary from the module

10.5.2 Explain the task.
Ss complete the task.
Check Ss' answers.

Answer Key
1 toxic 3 by-product 5 accepted
2 countless 4 steadily

5 To consolidate prepositional phrases from the module

10.6.14 Explain the task.
Ss complete the task.
Check Ss' answers.

Answer Key
1 to 2 of 3 in, to 4 on

10.6.3 6 To practise sentence transformations

10.6.17 Explain the task.
Ss complete the task.
Check Ss' answers.

Answer Key
1 the most amazing discovery
2 they would have completed
3 is not as warm as
4 is a better scientist than
5 only I had studied
6 was less difficult than
7 only I could attend the

7 To write an opinion essay

10.5.5 Explain the task and give Ss time to plan and complete their work
10.5.7 and then check Ss' answers.
Alternatively assign the task as HW and check Ss' answers in the
 next lesson.

Suggested Answer Key

Should the government spend money on anti-aging research ?
Anti-aging is a hot topic these days, but some people question
whether the government should spend money on research into it. I
think it should not and it should spend it on more worthy research.
Firstly, aging is a natural process. Fighting it is like trying to break
the laws of nature. If we stop people aging, it is an unnatural way to
live.
Secondly, medical research is more important. If better treatments
or even a cure were found for diseases such as Alzheimer's disease,
then fewer older people would suffer and they would have a better
quality of life.
On the other hand, some people believe that the government
should spend money on anti-aging research. They feel that
no one should have to suffer from old age.
All in all, I believe aging is part of living and try -g to stop it is
unnatural. \Ne are born, we live, we get old and then we die. I do
not think it is something we can or should change.

Check your Progress

Ask Ss to assess their own performance in the unit by ticking the
boxes according to how competent they feel for each of the listed
activities.
ENDING THE Ss present their writings.
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
Reflection Use the space below to reflect on your lesson. Answer the most
Were the lesson objectives/learning relevant questions from the box on the left about your lesson
objectives realistic?
Did I stick to timings?
What changes did I make from my plan and
why?

Lesson plan
LESSON: Module 9 Lesson 11
School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s)
that this lesson is
contributing to
Lesson objectives All learners will be able to:
All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, get an overview of a module
Some learners will be able to:
Listen and read for gist, read for specific information, talk about forms of module

Assessment criteria Learners have met the learning objective if they can: discuss the values

Value links Explore the themes of entertainment, water attraction, TV & the media and festivals around the
world
Cross - curricular links Entertainment & the Media

ICT skills Using videos& pictures, working with URLs

Previous learning

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources

BEGINNING THE Summative assessment for Unit 9 (40 min)

LESSON

PRESENTATION
AND PRACTIC

ENDING THE
LESSON

Additional information

Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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
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?