Sample lesson plans

for Kazakhstan Grade 11

ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК

Жалпы бiлiм беретiн мектептiњ 11-сыныбына

арналѓан оќулыќ Экспресс Паблишин баспасы
2020

Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova
 Уважаемые учителя английского языка, работающие по УМК
обновленного содержания образования по английскому языку
международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов
составления данных планов. В зависимости от уровня учащихся,
требований администрации вашей школы и по пожеланию учителя
поурочные планы подлежат корректировке самим учителем,
преподающим в данной параллели.
С уважением, методисты международного образовательного
центра «EDU Strеam».

Organization of the content of the subject of "The English language"

in the 11 th grade – Aspect 11 for Kazakhstan-3 hours a week, 102 hours a year
Grade 11
1) Content. Speaking and listening skills to solve problems creatively and
cooperatively in groups; to provide sensitive feedback to peers. Respect differing points
of view. Evaluate and respond constructively to feedback from others; use feedback to
set personal learning objectives. Develop and sustain a consistent argument when
speaking or writing. Develop intercultural awareness through reading and discussion.
Use imagination to express thoughts, ideas, experiences and feelings. Use talk or
writing as a means of reflecting on and exploring a range of perspectives on the world.
2) Listening. Understanding the main points, specific information, the detail of
an argument implied meaning; recognizing the attitude or opinion of the speaker(s) in
unsupported extended talk on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics. Deducing meaning from context in
unsupported extended talk on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics; understanding speaker viewpoints and
extent of explicit agreement between speakers; recognizing inconsistencies in argument
in extended talk on a range of general and curricular subjects, including some
unfamiliar topics.
3) Speaking. Using formal and informal language registers in talk. Asking and
responding with appropriate syntax and vocabulary to open-ended higher-order thinking
questions. Explaining and justifying own and others’ point of view; evaluating and
giving comments on the views of others in a growing variety of talk contexts;
interacting with peers to make hypotheses and evaluate alternative proposals on a range
of familiar and some unfamiliar general and curricular topics; navigating talk and
modifying language through paraphrase and correction in talk on a wide range of
familiar and some unfamiliar general and curricular topics. Using appropriate subject-
specific vocabulary and syntax to talk about a range of familiar and some unfamiliar
general and curricular topics.
4) Reading. Understanding complex and abstract main points in extended texts;
specific information and detail in extended texts. Skimming a range of lengthy texts
with speed to identify content meriting closer reading on a range of more complex and
abstract, general and curricular topics. Reading a wide range of extended fiction and
non-fiction texts on a variety of more complex and abstract general and curricular
topics. Deducing meaning from context in extended texts; recognising the attitude,
opinion or tone of the writer and patterns of development in lengthy texts [inter-
paragraph level] in extended texts on a range of more complex and abstract general and
curricular topics. Selecting and evaluating paper and digital reference resources to check
meaning and extend understanding. Recognising inconsistencies in argument in
extended texts on a range of more complex and abstract general and curricular topics.
5) Writing. Planning, writing, editing and proofreading at text level
independently on a wide range of general and curricular topics using a wide range of
vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
writing with grammatical accuracy on a wide range of general and curricular topics
using style and register to achieve an appropriate degree of formality in a wide variety
of written genres on general and curricular topics. Developing with minimal support
coherent arguments supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics. Writing coherently at
text level using a variety of connectors on a wide range of familiar general and
curricular topics. Using independently appropriate layout at text level on a wide range
of general and curricular topics. Communicating and responding to news and feelings in
correspondence through a variety of functions on a wide range of general and curricular
topics. Punctuating written works at text level and a wide range of general and
curricular topics with a good degree of accuracy.
6) Use of English. Using a variety of past modal forms to express appropriate
functions; a variety of near modal structures including supposed to, bound to, due,
willing to on a wide range of general and curricular topics; a variety of dependent
prepositions with less common nouns, adjectives and verbs; a growing variety of more
complex prepositional phrases including those relating to concession and respect; a
variety of multi-word verbs of different syntactic types on a wide range of general and
curricular topics; a growing variety of more complex conjunctions to express condition
concession and contrast on a wide range of general and curricular topics; a variety of
pre- and post- modifying noun structures on a wide range of general and curricular
topics; a variety of determiners relating to nouns for generic uses, some appositional
uses and textual reference on a wide range of general and curricular topics; a variety of
adjectives complemented by that, infinitive and wh- clauses, affixes with appropriate
meaning and correct spelling on a wide range of general and curricular topics; a range
of transitive and intransitive verb complementation patterns, a growing variety of
impersonal and cleft structures on a wide range of general and curricular topics; a wide
variety of simple perfect active and passive forms and a variety of perfect continuous
forms on a wide range of general and curricular topics; a wide variety of future forms,
including future perfect forms on a wide range of general and curricular topics, a wide
variety of present and past forms, including a growing number of more nuanced
contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of
general and curricular topics, a wide variety of reported statement, command and
question forms on a wide range of general and curricular topics, a wide variety of pre-
verbal, post-verbal and end-position adverbs/adverbial phrases on a wide range of
general and curricular topics, use a variety of adjectives complemented by that,
infinitive and wh- clauses on a wide range of general and curricular topics
This is the substantive knowledge of the programme and comprises what we
know in the subject and how we gain that knowledge. Knowledge in the subject is
organized into strands of learning. Strands are further broken down into sub-strands,
which will be at the level of a skill or topic, knowledge or understanding. Sub-strands,
when expressed as grade-related expectations, form the learning objectives for a subject.
6. The learning objectives demonstrate the progression within each sub-strand
allowing teachers to plan and assess, sharing with learners the next steps they should
take.
7. Strand 1: Content. Learners develop skills needed for success in a range of
academic subjects such as using speaking and listening skills to solve problems,
organizing information clearly for others and developing intercultural awareness
through reading and discussion.
8. Strand 2: Listening. A learner understands the main ideas of authentic texts of a
range of genres, conversations on familiar and partially unfamiliar topics recognizes
functionally important meanings, including details and specific information to fill in
forms, tables, schemes understands the meaning of terms and the key units of texts on a
range of curricular topics and general topics distinguishes between a fact and an
opinion recognizes and compares inconsistencies in medium-length texts of a range of
genres and styles on general and curricular topics, deduces the meanings of unfamiliar
words using the context.
9. Strand 3: Speaking. A learner participates in a conversation in situations of
formal and informal everyday communication correctly formulates utterances using the
lexical and grammatical resources of the language expresses an emotional and
evaluative attitude to the reality using a previously suggested strategy of oral
communication analyses and compares texts providing arguments to support their point
of view reasons evaluating events, opinions, and problems makes conclusions and
suggests ways to solve a given problem.
10. Strand 4: Reading. A learner understands the main ideas of fiction and non-
fiction texts in a range of genres and styles on Humanities uses a range of reading
strategies identifies the time and cause-effect connections of events and phenomena
analyses and compares the meanings of words using paper and digital resources
critically evaluates the content of texts of a range of genres and styles.
11. Strand 5: Writing. A learner plans and makes a brief outline of a written text,
edits and proofreads texts of a range of genres and styles observes spelling and grammar
rules provides arguments in a written text based on media information writes discursive
texts expressing an opinion of an issue writes business letters and other documents
writes essays on a range of topics, including those on Humanities on an increasingly
higher level of difficulty.
 12. Strand 6: A learner expresses themselves using a good lexical range and
variety of language with a generally high degree of accuracy. A learner develops an
ability to use a wide range of past, present and future forms, modals, active and passive
verb forms, direct and reported speech patterns.
 Module 1

LESSON: Module 1 Lesson 1 School:

Introduction
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives that this which is spelt accurately
lesson is 11.6.9 - use a wide variety of present and past forms, including a growing number of
contributing to more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
Lesson objectives All learners will be able to:
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 if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Value links To present/revise vocabulary for celestial bodies, human anatomy and chemical
elements, to read for coherence & cohesion, to talk about an academic new year’s
resolution Vocabulary: Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star,
planet, dwarf planet);
Cross - curricular Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs,
links spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon,
silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality,
organisation, intelligence, exploration, universe, fossil, engineering, biology, system,
pesticides)
ICT skills Using videos& pictures, working with URLs
Previous learning Previous year
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
What is in the Module?
BEGINNING THE Read the title of the module Starter and ask Ss to suggest what they
LESSON think it means. Go through the topic list and stimulate a discussion to
prompt Ss' interest in the module.
PRESENTATION SB Ex. 1 p. 5 To revise/practise vocabulary related to extreme SB
AND PRACTICE weather conditions
• Read the types of extreme weather conditions aloud and elicit an
11.5.2 explanation for each one from various Ss around the class (e.g. during
a thunderstorm there are bright flashes of light in the sky). • Give Ss
time to complete the task and then check Ss’ answers.
 Answer Key
1 thunderstorm 2 hurricane 3 drought 4 flood 5 heatwave 6 dust
storm

11.5.2 SB Ex. 2 p. 5 To revise/practise vocabulary related to the

environment
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 greenhouse 2 smog 3 waste 4 warming 5 spill 6 conservation 7
fuels 8 layer

11.5.2 SB Ex. 3 p. 5 To revise/practise vocabulary related to means of

transport
• Explain the task and give Ss time to circle the odd words. • Check
Ss’ answers around the class.
Answer Key
MOTORBIKE – rails BUS – nose PLANE – license plate SHIP –
pedal TRAIN – steering wheel

SB Ex. 4 p. 5 To revise/practise vocabulary related to the Solar

11.5.2 System
• Read the vocabulary items aloud and elicit an explanation for each
one from various Ss around the class (e.g. a constellation is a group
of stars that make a recognisable shape in the sky). • Give Ss time to
complete the task. • Check Ss’ answers around the class.
Answer Key
1 Milky Way 2 meteorite 3 satellite 4 spacecraft 5 eclipse 6
constellation

SB Ex. 5 p. 6 To revise/practise vocabulary related to

11.5.2 entertainment
• Go through the vocabulary items and elicit an explanation for each
one from various Ss around the class (e.g. a cast is the group of
people who act in a film, etc). • Give Ss time to complete the task. •
Check Ss’ answers.
Answer Key
1 set 2 season 3 stage 4 costume 5 interval 6 award 7 audience 8
rehearsal 9 plotline 10 cast

SB Ex. 6 p. 6 To revise/practise vocabulary related to

11.5.2 appearance & character
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 tanned 2 overweight 3 frizzy 4 wrinkles 5 easy-going 6 ambitious
7 forgetful 8 noisy 9 messy 10 sensible
ENDING THE • Extension: If you wish, you can ask Ss to write their own sentences
LESSON with the rest of the vocabulary items.
11.5.2 Suggested Answer Key
1 He looks thin and pale; is he OK?
2 Jack goes to the gym at least five times a week so he is very well-
 built.
3 She use to have long straight hair but recently she cut it short and
had a perm.
4 I get freckles on my face if I spend too much time in the sun.
5 Sophie is very open-minded, she never judges others and is
interested in different cultures.
6 He is so arrogant – he thinks he’s the best player on the team!
7 I know I can trust my best friend, she’s really loyal and truthful.
8 My sister is really nosey; she’s always listening in to other people’s
conversations.
9 Don’t be so bossy, you can’t tell me what to do!
10 Jenny is quite sensitive; she often cries when we’re watching a
sad movie.

Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in check pronunciation of new Values links
whole class checking and plenary activity words and reinforce with
with supportive questioning drilling where necessary
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented in
this lesson
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 2 School:
Making contact
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives that this which is spelt accurately
lesson is 11.6.9 - use a wide variety of present and past forms, including a growing number of
contributing to more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
range of general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
range of general and curricular topics
11.1.5 - use feedback to set personal learning objectives
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-
order thinking questions on a range of general and curricular topics, including some
unfamiliar topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Value links Protect nature
Cross - curricular Geography
links
ICT skills Using videos& pictures, working with URLs
Previous learning types of extreme weather conditions
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 7 p. 6 To revise/practise vocabulary related to holidays
LESSON • Explain the task and give Ss time to circle the odd words. • Check
11.5.2 Ss’ answers around the class.
Answer Key
1 TYPES OF HOLIDAYS – plane 2 ACCOMMODATION – limo 3
 TRANSPORT – villa 4 PLACES – café 5 EATING OUT –
fishmonger’s
PRESENTATION SB Ex. 8 p. 6 To revise/practise present and past tenses
AND PRACTICE • Explain the task and give Ss time to complete it. Ss can refer to the
Grammar Reference section for more information. • Check Ss’
11.6.9 answers. Ss should identify the tenses and justify their use. • Revise
the tenses and their uses if necessary.
Answer Key
1 had already started – past perfect – an action that happened before
another past action. 2 leaves – present simple – timetable/schedule. 3
had been preparing – past perfect continuous – to put emphasis on the
duration of an action which started and finished in the past, before
another action in the past, usually with for or since. 4 have watched –
present perfect – with today, this morning/afternoon/week, so far, etc
when these periods of time are not finished at the time of speaking. 5
was playing – past continuous – a past action which was in progress
when another action interrupted it. 6 is studying – present continuous
– actions happening around the time of speaking. 7 decided – past
simple – actions which happened at a specific time in the past. 8 has
been running – present perfect continuous – for an action that started
in the past and lasted for some time. It may still be continuing or have
finished,but it has left a visible result in the present.

11.3.7 SB Ex. 9 p. 6 To identify appropriate responses to everyday

English expressions • Explain the task and give Ss time to complete
it. • Check Ss’ answers. • As an extension, ask pairs of Ss to act out
the exchanges.
Answer Key
1a2b3b4a5a

Module Objectives Read the title of the module, Making contact,

and ask Ss to suggest what they think the module will be about (the
module is about new academic year resolutions, countries & cities,
types of buildings, construction materials, types of roads/streets,
architectural styles, and culture shock.) Go through the objectives list
to stimulate Ss’ interest in the module.

11.5.2 SB Ex. 1 p. 7 To introduce new vocabulary

• Direct Ss’ attention to the texts and the words in the list and give Ss
time read the texts and complete the gaps with the appropriate word.
• Check Ss’ answers around the class and explain/ elicit the meaning
of any unknown words.
Answer Key
1 option 2 study 3 direction 4 gap year 5 mentality 6 networking
7 internship 8 environment
• Play the video for Ss and elicit their comments at the end.

11.2.6 11.3.7 SB Ex. 1 p. 7 a) To practise/personalise new vocabulary by

11.6.8 talking about the topic
• Read out the question to Ss. • Ask various Ss to tell the class.
Suggested Answer Key
Once I finish school, I plan to take a gap year before going to
 university. I think this is the best option for me as I’m not sure what I
want to study yet, so a gap year will give me the time and space to
think carefully about my future career path. I plan to spend part of
the year travelling as I believe this will be a great life experience and
make me a more independent and well-rounded person. I also hope
to do an internship and some voluntary work to gain experience. That
way I’ll know what I’m really interested in before I start studying.

b) To practise new vocabulary and expand on the topic by talking

11.1.1 2 11.6.8 about new academic year resolutions Ask Ss to discuss their
11.1.5 11.2.6 resolutions further with each other in pairs or small groups and
11.3.2 provide feedback. • Give Ss time to read the quotation and discuss in
pairs what they think it means.
ENDING THE • Ask various Ss to tell the class. Suggested Answer Key
LESSON I think this quote means that you never get tired of learning new
things. The human brain is designed to absorb and process new
information and will continue to do so throughout a person’s
lifetime.The more we“feed”our mind, the more it will be stimulated
and want to learn more.The brain learns new things in many ways:
reading, travelling, being open to new experiences, and talking about
interesting topics with other people. Our brains can never become
full which means there are endless possibilities to what we can learn,
as long as we’re willing to put the effort in. We should remain
interested in learning new things no matter how old we are because
life is more exciting and rewarding when we engage with the world
around us.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final writing techniques
task
challenge more able learners to structure
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 3 School:
1a Countries & Cities (architecture)
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.4.8 - select and evaluate paper and digital reference resources to check meaning and
objectives that this extend understanding
lesson is 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
contributing to which is spelt accurately
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk
on a wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-
order thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
11.1.8 - develop intercultural awareness through reading and discussion
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
11.1.6 - organize and present information clearly to others
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
a wide range of general and curricular topics
Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Previous learning Making contact
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Background information
LESSON Antoni Gaudi was a Catalan architect who had a very distinctive
style. He was born in 1852 and died in 1926. He worked mostly in
Barcelona, Spain. His masterpiece was La Sagrada Familia.
Barcelona is a city in the north east of Spain. It is a major
Mediterranean port and commercial centre and is famous for its
culture, beauty and individuality. Dubai is the capital city of the
emirate of Dubai, one of the wealthiest of the seven emirates that
make up the United Arab Emirates. It is a city of skyscrapers and big
business, as well as beaches and tourism.

11.4.8 SB Ex. 1 p. 8 To present and practise topic-related vocabulary

• Ask Ss to check the meaning of the words/ phrases in the Word List
or their dictionary. • Check Ss’ comprehension around the class and
explain/elicit the meaning of any unfamiliar words/ phrases.
Answer Key
captivated (v): very interested in and attracted to something robust
(adj): strong and not easily broken portability (n): ability to be moved
and transported sturdiness (n): the quality of an object that is solid,
strong and not easily broken coat of arms (n): a country’s symbol; a
design in the shape of a shield masterpiece (n): a great work of art
spire (n): the tall, pointed part of a church or other grand building
rounded window (phr): a window that is circular or curved in shape
perforated (adj): filled with holes apex (n): the top of something
PRESENTATION SB Ex. 2 p. 8 a) To present and practise topic-related
AND PRACTICE vocabulary in context
11.5.2 • Explain the task and give Ss time to complete it. • Check Ss’
answers around the class.
Answer Key
1 perforated 2 portability and sturdiness 3 apex 4 masterpiece

b) To listen and read for specific information/To identify the

11.4.3 speakers’ attitude
11.2.5 • Ask Ss to read the completed sentences in Ex.2a. • Play the
recording. Ss listen and read and match the buildings in the text to the
sentences. Then, elicit Ss’ ideas about each speaker’s attitude. •
Check Ss’ answers.
Answer Key
Sentence 1 matches the O-14 tower in Dubai. Sentence 2 matches the
yurts in Kazakhstan. Sentence 3 matches Atlantis The Palm in Dubai.
Sentence 4 matches La Sagrada Familia in Spain. Suggested Answer
Key Alan is completely captivated by not only the city of Nur-Sultan,
but also the traditional Kazakh yurts. Aruzhan is blown away by
Antoni Gaudi’s architectural Background information Antoni Gaudi
was a Catalan architect who had a very distinctive style. He was born
in 1852 and died in 1926. He worked mostly in Barcelona, Spain. His
masterpiece was La Sagrada Familia. Barcelona is a city in the north
east of Spain. It is a major Mediterranean port and commercial centre
and is famous for its culture, beauty and individuality. Dubai is the
capital city of the emirate of Dubai, one of the wealthiest of the seven
 emirates that make up the United Arab Emirates. It is a city of
skyscrapers and big business, as well as beaches and tourism. 1.2
style and is particularly impressed by La Sagrada Familia. Serik is in
awe of the immense size of Dubai’s modern landmarks and is
especially amazed by Atlantis The Palm.

SB Ex. 3 p. 8 To prepare for a reading task and read for

11.1.8 specific information (multiple matching)
11.4.2 • Read out the Study Skills box and explain the task. Give Ss time to
complete it. • Check Ss’ answers.
Answer Key 1 C (Seeing Dubai had been on my to-do list for ages).
2 B (… La Sagrada Familia: Gaudi’s unfinished masterpiece / one of
the longest ongoing construction projects in recorded history).
3 A (… a shanyrak […] is an integral part of Kazakh culture).
4 B (These “double-twist” columns … were his own original
creation).
5 B (… Gaudi used some typical features of Gothic architecture, …
“double twist” columns … influenced by Greek,Roman and Baroque
styles).
6 C (… by designing the lateral support structures on the outside of
the building, […] they could minimise the core of the building, and
provide more open interior spaces...)
7 A (Futuristic buildings have always captivated me … Yet in my
time in Kazakhstan, what has struck me most is the yurt).
• Refer Ss to the Check these words box and explain/elicit the
meanings of the words, or ask Ss to use their dictionaries and look
them up.
Suggested Answer Key
inhabited (adj): lived in awe-inspiring (adj): causing respect and
admiration aspiring (adj): ambitious distinctive (adj): characteristic
and easy to recognise bind (v): to tie together unforgiving (adj):
harsh and unpleasant insulate (v): to cover the walls of a building in
order to prevent heat from getting out intersect (v): to cross over
heirloom (n): something of value that is passed down through the
generations of a family stark (adj): obvious blow sb away (phr v): to
surprise and impress sb arch (n): a curved structure flying buttress
(n): a part of a building that supports another part and forms an arch
stunned (adj): shocked and amazed sheer (adj): complete (used for
emphasis) mind-boggling (adj): difficult to understand exoskeleton
(n): a hard exterior layer slab (n): a flat, thick piece of something
solid lateral (adj): sideways core (n): the central, interior part of sth
load-bearing (adj): supporting the weight of something heavy
centrepiece (n): the most important part of sth be infused with (phr):
be filled with adorn (v): to decorate do sth justice (phr): to be
accurate in the description of sth

SB Ex. 4 p. 9 To read for comprehension

11.3.2 • Give Ss time to read the text again and answer the questions in their
11.3.5 own words. • Check Ss’ answers around the class.
Suggested Answer Key
1 The shanyrak is an important part of Kazakh culture as it
symbolises peace and tranquility. That’s why parts of it are often
 given as family heirlooms. 2 When designing La Sagrada Familia,
Antoni Gaudi combined spires and rounded windows, which are
typical features of Gothic architecture, with his own uniquely
designed columns that were influenced by Greek,Roman and
Baroque styles. 3 The thing that impressed Serik the most about
Dubai was the enormous size of the buildings.

SB Ex. 5 p. 9 To consolidate vocabulary through synonyms

11.4.5 • Explain the task. • Give Ss time to check the words in their
dictionaries and match the words to their synonyms. • Check Ss’
answers.
Answer Key
awe = amazement pointed = sharp unmistakable = distinct feat =
accomplishment perspective = viewpoint integral = important blend =
combination immense = massive

SB Ex. 6 p. 9 a) To present and practise topic-related

11.5.2 collocations
11.6.1 • Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1d3e5g7c2f4b6a

b) To practise topic-related collocations in context

• Explain the task and give Ss time to complete it. • Check Ss’
11.5.2 answers.
Suggested Answer Key
1 The nomadic tribes in Kazakhstan lived in yurts. 2 The shanyrak is
an integral part of Kazakh culture. 3 The shanyrak is often given to
younger generations as family heirlooms. 4 There is a stark contrast
between the past and present ways of life in Kazakhstan. 5 Spires and
rounded windows are typical features of Gothic architecture. 6
Atlantis The Palm is a huge hotel resort that makes a lasting
impression on its visitors. 7 Three architects discuss their first-hand
experiences of witnessing some amazing buildings around the world.
• Play the video for Ss and elicit their comments at the end.

SB p. 9 Speaking & Writing To practise and consolidate

vocabulary relating to architecture by talking and writing about
11.1.8 the buildings described in the texts
11.1.10 • Explain the task and give Ss time to discuss in pairs which of the
11.3.5 buildings impressed them the most. Encourage Ss to justify their
11.5.5 opinions. • Monitor the activity around the class. • Then ask Ss to
write a short paragraph about the building that has impressed them
the most giving reasons for their choice.
• Alternatively, assign the task as HW and check Ss’ paragraphs in
the next lesson.
Suggested Answer Key
A: Barcelona is my favourite city, so of course I find La Sagrada
Familia most impressive. I saw it in person last year and it is
breathtaking. It looks nothing like other cathedrals in Europe, which
makes it truly unique. What about you? Which building impresses
 you most? B: I agree that La Sagrada Familia is amazing, but
Kazakh yurts really impress me.Yurts are a major part of our culture.
In fact, pieces of an ancient shanyrak have been passed down
through many generations of my family. These structures make me
feel very connected to my nomadic ancestors. In my opinion, La
Sagrada Familia is the most impressive of all the buildings
discussed. I am particularly impressed by how Antoni Gaudi
managed to combine different styles of architecture so well to create
this masterpiece. I don’t think Greek, Roman, Baroque and Gothic
styles had previously been combined in one structure. I am also
impressed by La Sagrada Familia because it is more than just a
church. It actually changed people’s ideas about what a cathedral
can look like. It is rare to find any structure that can have such an
impact.

SB p. 9 Writing To expand on the topic and develop research

11.1.6 11.1.8 skills
11.1.10 11.6.3 • Explain the task and give Ss time to complete it. • Alternatively,
assign the task as HW and check Ss’ answers in the next lesson. •
ENDING THE Ask Ss to give their presentations in class.
LESSON Suggested Answer Key
The nomadic tribes of central Asia have inhabited yurts for centuries,
as they moved several times a year around the steppe. Historically,
this sturdy type of tent is connected with the area and evidence
suggests that they have been used for thousands of years. Herodotus,
the ancient Greek historian described the tent-like homes of the
Scythians – a nomadic people that lived near the Black and Caspian
Seas around 440 BCE. Nowadays, yurts do not serve their original
purpose any more. However, they are inextricably linked with
Kazakh culture and for this reason, the shanyrak, the top part of the
yurt, is depicted on the flag of the Republic of Kazakhstan and on its
official emblem. Also, in 2014, the yurt was included in the UNESCO
Representative List of the Intangible Cultural Heritage of Humanity.
According to UNESCO, “the yurt remains a symbol of family and
traditional hospitality, fundamental to the identity of the Kazakh and
Kyrgyz peoples.” The yurt’s unique architecture is ideal for the
nomads’ seasonal migrations in harsh weather conditions. Its
hemispherical shape makes it strong enough to resist the strong
winds of the steppe.The yurts are covered with felt on the exterior
and decorated with carpets on the interior making them adequately
heated. The opening at the top ensures that there is circulation of
fresh air. It is even more amazing that they can be easily taken apart
– it takes 30 minutes to 3 hours – and carried by horses and camels.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
provide support for less able learners in monitor learner language for Values links
recounting task in the form of a plot line accuracy in opinion feedback
template task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
 most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 4 School:
Types of buildings
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives that this which is spelt accurately
lesson is 11.6.14 - use a growing variety of more complex prepositional phrases including those
contributing to relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.1.6 - organize and present information clearly to others
11.1.8 - develop intercultural awareness through reading and discussion
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
Assessment Learners have used variety of reported speech forms for statements, questions and
criteria commands, using in their own sentences.
ICT skills Using videos& pictures, working with URLs
Previous learning Countries & Cities (architecture)
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Ex. 1 p. 10 To consolidate vocabulary from a text
LESSON • Explain the task and give Ss time to complete it. • Check Ss’
11.5.2 answers.
Answer Key
1 flexible 2 distinctive 3 innovative 4 one-of-a-kind 5 iconic 6
portable
PRESENTATION Ex. 1 p. 10 To consolidate vocabulary from a text through
AND PRACTICE synonyms
11.5.2 • Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 revolutionise 2 construct 3 incorporate 4 minimise 5 intersect
11.6.14 Ex. 3 p. 10 To consolidate vocabulary from a text through
collocations
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 bear 2 live 3 stay 4 set 5 make

11.5.2 Ex. 4 p. 10 To present vocabulary related to types of buildings

• Explain the task. Refer Ss to the Word List or their dictionaries to
check any unknown vocabulary. Give Ss time to complete the task.
• Check Ss’ answers.
Answer Key
1 amphitheatre 2 pyramid 3 temple 4 lighthouse 5 observatory 6
tower

11.5.2 Ex. 5 p. 10 To present and practise vocabulary related to

construction materials
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 Clay 2 fabric 3 wood 4 brick 5 Concrete 6 metal

Ex. 6 p. 10 To present and practise vocabulary related to types

11.5.2 of roads/streets
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 Bike 2 motorway 3 rural 4 pedestrian 5 cobbled 6 winding 7 toll 8
dead

Ex. 7 p. 11 a) To present architectural styles

11.4.8 • Explain the task and give Ss time to complete it. • Check Ss’
answers. • Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
Answer Key
1e3h5b7a2c4f6g8d

11.1.6 b) To expand on the topic and develop research skills

11.1.8 • Explain the task and give Ss time to research an architectural style. •
Ask various Ss to present the architectural style to the class.
Suggested Answer Key
 Ex. 8 p. 11 To present and practise phrasal verbs
11.6.14 • Explain the task and give Ss time to complete it. Remind Ss that
they can check their answers in Appendix I. • Check Ss’ answers.
Answer Key
1 into 2 out 3 over 4 back 5 up to

Ex. 9 p. 11 To present and practise prepositional phrases

11.6.13 • Explain the task and give Ss time to choose the correct preposition.
• Remind Ss that they can check their answers in Appendix I. • Check
Ss’ answers.
Answer Key
1 in 2 of 3 by 4 behind 5 in
ENDING THE Ex. 10 p. 11 To practise forming adjectives from nouns
LESSON • Explain the task and give Ss time to fill in the gaps with the
11.6.14 appropriate adjective derived from the nouns given. • Check Ss’
answers.
Answer Key
1 futuristic 2 famous 3 towering 4 mythical 5 presidential 6 luxurious
7 numerous 8 architectural
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
provide support for less able learners in monitor learner language for Values links
recounting task in the form of a plot line accuracy in opinion feedback
template task and ask other learners to
peer correct errors

Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 5 School:
Present, Past Future Tenses
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
objectives that this range of general and curricular topics
lesson is 11.6.9 - use a wide variety of present and past forms, including a growing number of
contributing to more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
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
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Previous learning Types of buildings

Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Revision of tenses Past and Present Simple, Present and Past Perfect,
LESSON Present and Past Continuous, Future Tenses
PRESENTATION SB Ex. 1 p. 12 a) To revise / practise tenses
AND PRACTICE • Ask Ss to read the text and choose the correct tenses. • Check Ss’
answers.
Answer Key
11.6.8 1 moved 2 feel 3 I’ve always been 4 was 5 was walking 6 had never
11.6.9 thought 7 I’ve seldom thought 8 will have been living 9 I’m going
to do 10 will have helped 11 will still
b) To practise the use of tenses
• Give Ss time to identify the tenses in bold and explain their uses.
11.6.8 Refer Ss to the Grammar Reference section for more information.
11.6.9 • Check Ss’ answers. Write them on the board.
• Revise the tenses and their uses if necessary.
Answer Key
1 moved – past simple – an action that happened at a definite time in
the past.
2 feel – present simple – stative verb.
3 have always been – present perfect – an action which started in the
past and continues up to the present.
4 was – past simple – for habits or states which are now finished.
5 was walking – past continuous – for an action which was in
progress in the past when another action interrupted it.
6 had never thought – past perfect – for an action which happened
before a stated time in the past.
7 have seldom thought – present perfect – for an action which started
in the past and continues up to the present.
8 will have been living – future perfect continuous – to show the
duration of an action up to a certain time in the future.
9 I’m going to do – future with ‘be going to’ – to talk about plans or
intentions.
10 will have helped – future perfect – an action completed before a
stated time in the future.
 11 will still remember – future simple – for a future prediction with
the verb ‘hope’.
11.6.8
c) To present future tenses after time words • Write examples of
future tenses and time words on the board (e.g. He will finish his
homework before he goes out. I will call you when I have arrived.)
and then ask Ss to find an example in the text on p. 12 and elicit what
tenses are used with it to refer to the future. Point out that time
clauses follow the rule about sequence of tenses. However, remind Ss
that we never use the future simple after time words. We use the
present simple or present perfect instead. Refer Ss to the Grammar
Reference section for more information.
• Give Ss time to write their own examples. • Check Ss’ answers.
Answer Key
We use the present simple or the present perfect after time words to
refer to the future. Example from text: … before the year is out, I will
have helped to transform … (paragraph 3) Examples: I will eat
breakfast before I go to school. By the time I have finished my
homework, it will be too late to go to the cinema.

11.6.8 SB Ex. 2 p. 12 To practise future tenses

• Explain the task and give Ss time to complete it. Remind Ss to
justify their answers. • Check Ss’ answers.
Answer Key
1 A: are going to be = prediction based on what we see
B: will get = on-the-spot decision 2 will be presenting = action in
progress at a stated time in the future 3
A: will grow = predictions based on what we think, believe or
imagine will happen in the future
B: will have discovered = action finished by a stated time in the
future 4 will give = a promise 5
A: Is Saule going to get = future plans and intentions
B: will have been working = shows duration of an action up to a
certain time in the future
11.6.8
SB Ex. 3 p. 12 a) To present other future forms
• Elicit from Ss other ways they can think of for forming the future
and write examples on the board (e.g. We are to be at work by 9
o’clock. We are not to talk when the teacher is speaking.The bus is
due to arrive in 20 minutes, etc) and refer them to the Grammar
Reference section for more information. • Give Ss time to complete
the task and check their answers.
Answer Key
phrases used to imply the future: on the verge of, bound to, due to,
are to.
b) To practise using expressions that imply the future
• Explain the task and give Ss time to rewrite the sentences.
ENDING THE • Check Ss’ answers.
LESSON Suggested Answer Key
2 Leading engineers have announced that they’re on the verge of
implementing new sustainable construction materials. 3 The next
tour of the Guggenheim Museum is to start in fifteen minutes. 4
Design Week is due to start in Stockholm this weekend
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in in oral explanation of themes Values links
comprehension task by encouraging them in the story monitor use of
to scan text quickly to find a section of the linkers for delayed corrective
text that contains the answer. feedback to whole class on
board
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 6 School:
Adjectives
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
objectives that this range of general and curricular topics
lesson is 11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
contributing to a wide range of general and curricular topics
11.6.2 - use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and curricular topics
11.1.6 - organize and present information clearly to others
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
Lesson objectives All learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with support;
Most learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with some support;
Some learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs without support;
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Previous learning Present, Past Future Tenses
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 4 p. 13 a) To present phrases expressing degrees of
LESSON certainty • Draw a line on the board with 0% at one end, 100% at the
11.6.8 other end and 50% in the middle.
Next to it write a list: I’m positive, I’m almost certain,it’s
possible,it’s unlikely,there’s no way, I doubt, I suppose, I’m fairly
sure, I wouldn’t be surprised if, there’s not much chance. Elicit from
Ss where on the line each of the words belong. Explain the phrases if
required. Refer Ss to the Grammar Reference section for more
information. • Direct Ss’attention to the box in Ex.4a and explain the
task. Give them time to put the words in order. • Check Ss’ answers.
Answer Key
A 1 C 2 E 3 G 9 I 8 B 10 D 7 F 6 H 5 J 4
PRESENTATION Ex. 4 p. 13 b) To practise phrases expressing degrees of
AND PRACTICE certainty
11.6.8 • Explain the task and give Ss time to replace the words in bold. •
Check Ss’ answers.
Answer Key
1 H 3 C 5 G 7 F 9 J 2 D 4 B 6 E 8 A 10 I

c) To consolidate phrases expressing degrees of certainty; to

11.6.8 make predictions about the future.
• Explain the task and give Ss time to think about or write their ideas.
• Ask various Ss to tell the class.
Suggested Answer Key
Next year,I will probably have to study a lot because I will be
preparing for exams. I want to work part time, but there is not much
chance that I’ll have enough time. In the future, I’m fairly sure I’ll go
to university, as long as I do well in my exams. It’s possible that I’ll
study abroad; that’s something that I really hope to do, so if an
opportunity comes up, I’m almost certain I will take it. I think I’d like
to become a chemist, but I might change my mind over the course of
my studies.

11.6.3 Ex. 5 p. 13 a) To present adjective complements

• Direct Ss’ attention to the theory box and read the theory and the
examples. • Remind Ss that adjectives describe or modify a noun and
that they are followed by different structures. Elicit what the
adjectives are followed by in each sentence in the theory box.
• Elicit more examples from the Ss (e.g. She was very pleased that
she was elected class president./I was surprised to see her at the
party./I wasn’t sure how they would react, etc). • Refer Ss to the
Grammar Reference section for more information. • Ask Ss to read
through the text in Ex. 1a again and find examples of adjective
complements. • Check Ss’ answers.
Answer Key
Adjective + that + noun phrase: I feel certain that before the year is
out … (paragraph 3) Adjective + to-infinitive: I feel absolutely
ecstatic to see … (paragraph 1); It’s been incredible to practise …
(paragraph 3); where better to hone my skills … (paragraph 3)

11.6.3 b) To practise adjective complements

• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1d2g3e4c5f6a7b

Ex. 6 p. 13 a) To identify determiners (articles, demonstratives

11.6.2 and quantifiers) and their uses
• Explain to Ss that determiners are words that modify nouns and give
them context. Write different types on the board: indefinite article,
definite article, demonstratives, quantifiers, possessive adjectives. •
Elicit examples from Ss (e.g. indefinite article = a/an; definite article
= the; demonstratives = this/these, that/those; quantifiers = some/any/
a lot of/many/much/(a) few/(a) little/all/none/
both/either/neither/every/each, etc.; possessive adjectives = my, your,
his, et c).
• Explain that determiners can have a generic use (e.g. John, Julie
and a few other friends came to the party./A woman was rescued
from the avalanche.), they can be used in appositions (Tom, their
oldest child, studies at university. Mr Jones,the music teacher, comes
from the USA.), or they are used for textual reference, i.e. to refer to
a noun/phrase already mentioned (Online shoppers are responsible
 for their actions.They told us not to give our personal details but we
know this already).
• Refer Ss to the Grammar Reference section for more information. •
Direct Ss’ attention to the underlined words in Ex. 1a and give them
time to complete the task. • Check Ss’ answers.
Answer Key
the – definite article – appositional use this – demonstrative –
generic use that – demonstrative – textual reference a – indefinite
article – appositional use that – demonstrative – generic use a few –
quantifier – generic use some – quantifier – generic use From p.
13(T)

b) To practise determiners
• Explain the task and give Ss time to complete it. • Check Ss’
11.6.2 answers.
Answer Key
1 A lot of 2 Both 3 the other one 4 a few 5 another 6 these

Ex. 7 p. 13 To consolidate the grammar and vocabulary of the

unit and develop research skills by writing and speaking about
11.1.6 buildings in the future/to develop research skills
11.1.10 • Explain the task and give Ss time to complete it. • Check Ss’
11.6.8 answers. • Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
ENDING THE • Ask various Ss to present their work to the class. ICT
LESSON Suggested Answer Key
I think that buildings in the future will be a lot more unusual and
innovative than they are today.They will also be extremely practical
and environmentallyfriendly. For example, farms will be built into
skyscrapers, to save space in over-populated cities and countries.The
walls will be made of glass so that sunlight can shine onto the crops.
These “farms” will be more like chemistry labs than the conventional
farms or gardens of today. We will be able to grow anything at any
time of year because the temperature and conditions inside the
building will be very carefully regulated. Because of vertical farms,
we will all be eating local produce rather than imported food. This
will help to reduce the pollution that is caused by transporting food
around the world. In fact, these types of buildings have already been
constructed in modern, crowded cities like Singapore. I hope that by
the year 2050 we will have constructed many more of these amazing
buildings around the world
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
support less able learners in in oral explanation of themes
comprehension task by encouraging them in the story monitor use of
to scan text quickly to find a section of the linkers for delayed corrective
text that contains the answer. feedback to whole class on
board
 Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 7 School:
Dealing with culture shock
Date: Teacher’s name:
CLASS: Number present: absent:
Learning 11.1.3 - respect differing points of view
objectives that this 11.1.4 - evaluate and respond constructively to feedback from others
lesson is 11.1.8 - develop intercultural awareness through reading and discussion
contributing to 11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-
order thinking questions on a range of general and curricular topics, including some
unfamiliar topics
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
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Previous learning Adjectives
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Ex. 1 p. 14 To present the concept of culture shock and SB
LESSON personalise the topic Video
11.1.3 11.1.4 • Ask Ss to read the definition and discuss it in pairs. • Ask various
Ss to tell the class about a time when they have experienced culture
shock.
Suggested Answer Key
I experienced culture shock when I travelled to Seoul in South
Korea.At first,everything seemed completely different compared to
the small town where I grew up. There were loads of huge, modern
skyscrapers and the streets were really crowded with people.The
food was unlike anything I’d ever tasted before,and in some
restaurants,I even had to take my shoes off and sit on mats on the
floor! It took a bit of adjusting, but after about a week I began to
really enjoy myself. Once I’d settled in, I realised that it was these
types of differences that made the experience so exciting.
PRESENTATION Ex. 2 p. 14 To present words/phrases that relate to the concept
AND PRACTIC of culture shock
11.1.8 11.4.6 • Explain the task and give Ss time to complete it. • Ask Ss what they
11.4.8 11.2.1 think the words/phrases mean and how they relate to the concept of
11.4.1 culture shock. • Play the recording and ask Ss to listen to and read the
text to check their answers.
Answer Key
transition (n):a change from a situation/state to another homesick
(adj): sad and longing for home assimilate (v): to adapt and fit in with
a culture that is initially unfamiliar to you to feel at home (idiom): to
feel comfortable and relaxed in familiar surroundings
miscommunication (n): difficulty understanding others or being
understood by them diversity (n): variety
Suggested Answer Key
Moving from one country to another is a transition that takes some
time to get used to. You might feel homesick when you first move to a
different country. When you live in a foreign country you should try
to assimilate with the local culture as much as possible. It might take
up to six months of living abroad before you begin to feel at home.
Miscommunication is often a big problem if you live in a country and
you don’t speak the language. If you’re from a small village and you
move to a big city, you will probably notice a lot more diversity in
terms of people,cultures,customs,food,etc.

Ex. 3 p. 14 To read for specific information (T/F statements)

11.4.1 11.4.2 • Ask Ss to read statements 1-8 and then give them time to read the
text carefully and choose the correct answers. • Check Ss’ answers
around the class. 1.3
Answer Key
1 T 2 F (I’m from Nur-Sultan, so I’m used to super tall skyscrapers
and shiny, modern buildings. Edinburgh is nothing like that.) 3 T 4 F
(No two people sounded the same, so often I couldn’t understand
what the locals were saying.) 5 F (everyone on the street seemed to
be in such a hurry) 6 F (A couple of months in, the novelty started to
wear off. I was terribly homesick.) 7 F (I know the place like the back
of my hand.) 8 T
• Refer Ss to the Check these words box and explain/elicit the
meanings of the words, or ask Ss to use their dictionaries and look
them up.
Suggested Answer Key
response (n): reaction wide-eyed (adj): surprised, amazed or naive
giggle (v): to laugh novelty (n): the quality of being new wear off
(phr v): to weaken or reduce pace of life (phr):the speed at which
things generally happen in a certain culture or place fade (v): to lose
strength like the back of my hand (idiom): to know sth or somewhere
extremely well reverse culture shock (phr): the challenges
experienced by some people when they return to their home country
after spending a long time abroad.

Ex. 4 p. 14 To discuss the meaning of a quotation in the context

11.1.3 1.1.10 of the topic
11.3.2 • Give Ss time to read the quotation and discuss, in pairs, what they
think it means.
ENDING THE • Ask various Ss to tell the class.
LESSON Answer Key
A: I think this quotation means that it’s good to challenge yourself
and try new things. When you do something new and unfamiliar, you
have to think about it much more than if you just continue to follow
the same routine every day.
B: It also means that when you travel to a different country, you have
to actively engage with your surroundings to find your way around
the new place and communicate with other people in other
languages. You also try new foods and experience different customs
and cultures. This opens your mind to different ways of life and
makes you a more tolerant and accepting person.
A: When you expose yourself to unfamiliar situations, you are more
likely to find yourself in some amusing conditions that you wouldn’t
experience at home, for example, funny misunderstandings due to
language barriers, or getting lost.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
monitor less able groups and participate monitor learner language for Values links
and prompt in their brainstorming activity accuracy and range in their
final three tasks. Note
particularly where they
struggle to express connections
between story frames and
events. Give whole class
feedback
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 8 School:
Transitive/Intransitive verbs
Date: Teacher’ s name:
CLASS: 11 Number present: absent:
Learning 11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
objectives that this wide range of general and curricular topics
lesson is 11.2.1 - understand the main points in unsupported extended talk on a wide range of
contributing to general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk
on a wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.4 - evaluate and respond constructively to feedback from others
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
a wide range of general and curricular topics
11.6.15 - use a growing variety of more complex conjunctions to express condition
concession. and contrast on a wide range of general and curricular topics
11.1.4 - evaluate and respond constructively to feedback from others
11.6.2 - use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
 use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information of the text;
Assessment Learners have used vocabulary, read effectively and worked in pair researching online,
criteria prepared their own reports about stadiums.
ICT skills Using videos& pictures, working with URLs
Previous learning Dealing with culture shock
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Ex. 5 p. 15 a) To present transitive and intransitive verbs
LESSON • Write the sentence Please make some tea on the board and ask Ss to
11.6.5 identify the verb. Explain that the verb make is transitive and that its
object is some tea. Without an object, the verb make doesn’t make
sense. • Then write the sentence The girl smiled on the board and ask
Ss to identify the verb. Explain that the verb smiled is intransitive and
it doesn’t need an object for the sentence to make sense.
• Elicit more examples of transitive and intransitive verbs from the Ss
(e.g. transitive verbs: see, bake, play, bring, etc. Intransitive verbs:
cry, swim, fly, jump, etc.) • Ask Ss to look at the underlined verbs in
the text on p. 14 and say which ones are transitive and which are
intransitive. • Refer Ss to the Grammar Reference section for more
information. • Allow Ss time to complete the task. • Check Ss’
answers.
Answer Key
Transitive verbs (need an object): understand, find, scheduling, made,
know, have
Intransitive verbs (don’t need an object): read,arrived, apologised,
started, closed, studying,working, faded
PRESENTATION Ex. 5 p. 15 b) To practise transitive and intransitive verbs
AND PRACTICE • Explain the task and give Ss time to complete it. • Check Ss’
11.6.5 answer.
Answer Key
1 answered – T 2 will be sleeping 3 left – I 4 will cost – T– I 5
have ever heard – T
• Play the video for Ss and elicit their comments at the end.

Ex. 6 p. 15 a) To prepare for a listening task

11.2.1 • Ask Ss to look up the words/phrases in the Word List or in their
dictionaries. • Check Ss’ answers.
Answer Key
euphoria (n): an intense feeling of happiness frustration (n): the
feeling of being annoyed because you are unable to achieve what you
want adjustment (n): change, adaptation, familiarisation acceptance
(n): approval
 Suggested Answer Key
I think these words represent the stages of culture shock.

11.2.2 11.2.4 b) To listen for specific information (T/F statements)

11.2.5 11.2.7 • Ask Ss to read the sentences and underline the key words. Explain
that this will help them to do the task. • Play the recording twice and
remind Ss to pay attention to the underlined words as they listen. • Ss
listen and complete the task. • Check Ss’ answers.
Answer Key
1 F (… follows a predictable pattern in most cases) 2 F (… all of the
stages are equally important) 3 T 4 F (You start noticing things you
don’t like about how people behave, or the social norms which are in
place... What’s more, you have yet to find your feet in this new place)
5 T 6 F (It takes about 6 months to a year to reach this stage, in some
cases even a little longer.) 7 T 8 T

c) To listen for specific information (note taking)

11.1.1 11.2.7 • Explain the task and play the recording again. • Give Ss time to take
11.3.3 11.3.4 notes and monitor the class while Ss discuss with a partner using their
notes as a guide. • Elicit answers around the class.
Suggested Answer Key
A: I think the best way to deal with culture shock is to have patience
and be tolerant of others.
B: I agree.I also think that it helps if you read up on the culture of the
place you are visiting before you go.
A: Definitely, that way you know what to expect. It’s also important
to accept a place for what it is and not always compare it to your
home country.
B: Yes, you should try to stay open to new ideas and perspectives
while you’re in a different place.
A: And if you get homesick you can always combine some elements of
your own culture into your life abroad.For example,celebrating a
national holiday of your home country, or eating foods from home.
B: That’s a good idea. After all, adapting to a new country is a
gradual process.

11.3.6 Ex. 7 p. 15 To identify situational language for making contact

• Explain the task and give Ss time to replace the phrases. • Check Ss’
answers.
Suggested Answer Key
1 Which subjects do you prefer?
2 I’m particularly interested in…
3 have you thought about what you’re going to do...
4 I haven’t made up my mind.

11.3.1 11.3.7 Ex. 8 p. 15 To act out a dialogue based on a model

• Explain the task and remind Ss to use the language box and the
model dialogue to help them. • Write this diagram on the board for Ss
to follow. • Give Ss time to act out their dialogues in pairs. • Monitor
activity around the class and then ask some pairs to act out their
dialogue in front of the class.
Suggested Answer Key
 A: Hi. I’m Eric. I think you’re in my English class.
B: Hi. My name’s Nathan.Where do you come from?
A: I was born in Bratislava,Slovakia.And you?
B: I come from Almaty, Kazakhstan. Which school subjects do you
find most interesting?
A: English and History.And you?
B: I’m keen on Science and Geography.
A: So,what do you plan on doing next year?
B: I’m not sure. I hope to go to university abroad, perhaps in
America.
A: Wow, that sounds really exciting! I’d like to go to university too,
but somewhere closer to home.
B: That sounds good too, there are some great universities in Europe.
A Introduce yourself. Say B is in your class. Say where you are from
and ask B where he/she is from. Reply.Ask B about his/her studies.
Ask B what he/she plans on doing when they finish school. Express
interest in B’s plans and talk about your own plans. B Introduce
yourself.Ask A where he/she is from. Reply.Ask A about his/her
studies. Reply. Express uncertainty and talk about your possible
future plans. Express interest in A’s plans.

Ex. 9 p. 15 To research, write and present a leaflet about how

11.1.6 11.1.10 to deal with culture shock
11.5.1 11.5.2 • Explain the task and give Ss time to research the topic and complete
11.5.3 11.5.7 it. • Check Ss’ answers. • Alternatively, assign the task as HW and
11.6.3 11.6.15 check Ss’ answers in the next lesson. • Check Ss’ answers. • Ask Ss
11.1.4 11.6.2 to swap papers and evaluate each other’s work providing feedback.
ENDING THE • Ask various Ss to present their work to the class.
LESSON Suggested Answer Key
How to deal with culture shock • Do some research before you go. It
is important that you know what to expect. • Use the tools available
to you; there are loads of map, transportation and translation apps
that can make your life much easier. • Always give yourself plenty of
time to do things; even the simplest of tasks can become complicated
when you’re in an unfamiliar place. • Be patient and allow yourself
to adapt gradually – you’re not going to assimilate into an entirely
new culture overnight! • Try to learn some of the language – even
just a few words or phrases will be helpful and will show the locals
 that you’re making an effort. • Be tolerant of other people and their
way of life – even if something seems strange to you, keep an open
mind and don’t make judgments. • Accept things as they are and
don’t try to change them.Avoid constantly comparing things to home.
• Be open to trying new things and meeting new people. • Combine
the best parts of the different cultures that you experience. For
example, just because you’re living in a foreign country doesn’t
mean you can’t still celebrate your homeland’s important national
holidays.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in productive monitor learners’ Values links
tasks by preparing prompt or sentence pronunciation of new words
starter cards and ask learners to mark word
stress
challenge more able learners to link themes in this folktale to themes in others they know

Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 9 School:
Formal/Informal emails
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.3.4 - evaluate and comment on the views of others in a growing variety of talk
objectives that this contexts on a wide range of general and curricular topics, including some unfamiliar
lesson is topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
contributing to
variety of written genres on general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Previous learning Transitive/Intransitive verbs
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 16 To analyse a rubric
LESSON • Ask Ss to read the rubric and look at the underlined words and then
read the student exchange programme advert. • Give Ss time to
answer the questions. Remind Ss to use the key words to help them. •
Check Ss’ answers.
Answer Key
1 The target reader is the organiser of the student exchange
programme. 2 I should include a formal greeting and the reason for
writing. 3 I will include two body paragraphs: one paragraph with
relevant details such as age and qualifications and one with reasons
for wanting to be part of the programme. 4 I will write in formal
style. 5 Because it is formal and because we do not know the name of
the recipient.
PRESENTATION Ex. 2 p. 16 To present characteristics of formal and informal
AND PRACTICE writing • Explain the task and give Ss time to complete it in pairs. •
11.3.4 11.5.4 Check Ss’ answers.
Answer Key
1I2F3I4F5I6I7F
 Ex. 3 p. 16 To analyse a model and recognise phrases with the
11.4.2 11.4.5 correct style for a formal email
• Ask Ss to read the model and underline the correct phrases. • Check
11.5.4 11.5.7
Ss’ answers. • Elicit from Ss what each paragraph is about and
whether the model covers the rubric in Ex. 1.
Answer Key
1 I am writing to apply for a place 2 I currently attend 3 I achieved 4 I
am keen to further improve 5 would be of great benefit to me 6 I
would be most grateful if you would consider my application 7 I have
enclosed 8 I look forward to hearing from you
Suggested Answer Key
In paragraph A, the writer outlines their reason for writing, in B they
state their age and qualifications, in C they explain their reasons for
wanting to be part of the programme, and in D they include their
closing remarks. The model covers all of the points in the rubric in
Ex.1.

11.5.4 Ex. 4 p. 16 To identify phrases in formal and informal style

• Explain the task and give Ss time to match the formal and informal
phrases. • Check Ss’ answers.
Answer Key
1 b 2 g 3 e 4 f 5 c 6 d 7 i 8 a 9 j 10 h
ENDING THE Practice work Writing the ideas of an email then read it to the class
LESSON

Additional information

Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
monitor learner question writing in groups monitor learner questions for Values links
and highlight for less able learners where accuracy and encourage them
they should self-correct errors to self-correct
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 10 School:
Writing an email
Date: Teacher’s name:
CLASS: Number present: absent:
Learning 11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
objectives(s) that variety of written genres on general and curricular topics
this lesson is 11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
contributing to in groups
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.1.4 - evaluate and respond constructively to feedback from others
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
11.6.2 - use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and curricular topics
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
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
Previous learning Formal/Informal emails
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
ICT skills Using videos& pictures, working with URLs
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Ex. 5 p. 17 To match the beginnings and ending of
LESSON formal/informal emails
11.5.4 • Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 C – formal 2 B – informal 3 A – formal
PRESENTATION Ex. 6 p. 17 To analyse a rubric; to prepare to write an email
AND PRACTICE • Ask Ss to work in pairs, read the rubric and underline the key
1 6 11.2.1 11.2.2 words. • Elicit the key words and then give Ss time to answer the
11.5.1 questions. • Check Ss’ answers.
Answer Key
You have seen this advertisement for a part-time job. The Weekly
Gazette We are looking for young enthusiastic people (18-22 years
old) to work as part-time writers for our Young People’s
magazine.You do not need any experience in journalism, but you
should be interested in local cultural events.Please apply in writing to
our Personnel Department. Write your email of application.(150-200
words) 1 An email of application 2 The head of the Personnel
Department of The Weekly Gazette 3 Formal 4 Dear
Sir/Madam,Yours faithfully

11.1.4 11.2.2 Ex. 7 p. 17 To write a formal email of application

11.5.2 11.5.3 • Give Ss time to complete the task using the Useful Language box
11.5.4 11.6.1 and their answers from Ex. 6. • Ask Ss to check their piece of writing
11.6.2 11.6.5 against the Checklist before they hand it in. • Check Ss’ answers.
11.6.1311.5.1 • Alternatively, assign the task as HW and check Ss’ answers in the
next lesson
ENDING THE • Ask Ss to swap their pieces of writing and evaluate each other’s
LESSON work providing feedback with the help of the Checklist. • Invite some
students to read their piece of writing aloud. The rest of the class
listen and comment afterwards.
Suggested Answer Key
Dear Sir/Madam, I am writing to apply for the position of part-time
writer that was advertised in yesterday’s edition of your magazine. I
am very interested in this position as I would like to follow a career
as a writer. I am 19 years old and I am currently studying for a
degree in Journalism at university. In addition, I have three years’
experience of working as a journalist for my high school’s
newspaper. I consider myself to be a reliable, hardworking and
creative person. I am also very interested in both local current affairs
and the local community. I am available for an interview any day of
the week. I can be contacted at 210-123-347 or via email at
[email protected]. I look forward to hearing from you. Yours
faithfully, John Smith
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final techniques
challenge more able learners to structure
final writing to include key words
 Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 11 School:
SAT 1 Out into the World
Date: Teacher name:
CLASS: 11 Number present: absent:
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objectives(s) that 11.4.1 - understand complex and abstract main points in extended texts on a wide range
this lesson is of familiar and unfamiliar general and curricular topics
contributing to 11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
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 in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Previous learning Writing an email
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Revision of Module 1
LESSON
PRESENTATION Writing or practice work SA 1 Module 1
AND PRACTICE
11.1.9 11.4.1 Ex. 1 p. 18 To introduce the topic; to read for specific
information
• Read the rubric aloud and ask Ss to read the title of the text and the
subheadings. • Elicit ideas from Ss about what they think the text is
about and ways to succeed when you go ‘out into the world’ after
leaving school. • Play the recording. Ss listen and read to find out.
Suggested Answer Key
I think this text is about how to succeed when you go out into the
world after you leave school by allowing yourself to fail, by carrying
on learning even after you have left school, and by pushing yourself
to do better and take risks. I think these are all good ways to be the
best that you can be in your life.Also, you should network and make
as many contacts as you can because you never know where the next
opportunity might come from.

11.1.1 11.1.2 Ex. 2 p. 18 To read for specific information

11.1.10 11.4.2 1 2 • Give Ss time to read the text again and find words/ phrases from the
11.3.5 11.4.4 text to fill the gaps in the sentences. • Check Ss’ answers. • Give Ss
time to put the statements in order of importance and tell a partner. •
Monitor the activity and then ask various Ss to tell the class.
Answer Key
1 pick yourself up 2 mistakes 3 life-long 4 try something new
Suggested Answer Key
Order of importance: 3, 2, 1, 4 I think it is most important to keep
learning.As the text says, learning is a life-long process and
shouldn’t stop when you leave school. There are so many things to
learn in life and, as my father always says, the day you don’t learn
something is the day you grow old. It’s inevitable that you will
sometimes make mistakes, but that’s okay because making mistakes is
how you learn. Also,when you have a problem,don’t give up; face up
to the challenge and move on. Finally, it’s important to take
risks.Trying new things opens up new doors and makes you a more
well-rounded individual.
• Refer Ss to the Check these words box and explain/elicit the
meanings of the words or ask Ss to look them up in the Word List or
their dictionaries.
Answer Key
be smooth sailing (phr): to be easy and without problems life-long
(adj): continuing for all of someone’s life well-rounded (adj):
experienced in a wide range of things
• Play the video for Ss and elicit their comments at the end.

Ex. 3 p. 18 To expand on the topic and conduct further

11.1.10 research
11.5.1 • Explain the task and give Ss time to use the Internet (if available) to
find out more about life lessons that help people succeed. • Ask Ss to
write a short paragraph about what they found out. • Check Ss’
answers.
ENDING THE • Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson.
Suggested Answer Key
An important lesson in life is to always strive to do your best. You
should never settle for ‘good enough’. One way to achieve that is to
be passionate about everything that you do. Passion drives
inspiration which in turn gives purpose to what you are doing. You
should also remember to stay humble. This will help you to be
authentic in both your own life and your communication with others.

Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 12 School:
Progress Check
Date: Teacher name:
CLASS: 11 Number present: absent:
Learning 11.4.1 - understand complex and abstract main points in extended texts on a wide range
objectives(s) that of familiar and unfamiliar general and curricular topics
this lesson is 11.4.2 - understand specific information and detail in extended texts on a wide range of
contributing to familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
range of general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Previous learning Out into the World
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 19 To read for specific information (multiple choice)
LESSON • Ask Ss to quickly read the text and the questions. • Give Ss time to
11.4.1 11.4.2 read the text again and underline the parts that answer the questions. •
11.4.3 11.4.6 Tell Ss to choose which option best answers each question. Remind
them to support their choice with material from the text. • Check Ss’
answers.
Answer Key
1 B (lines 11-13: “A lot of people confuse the term “culture shock”
with a phase of confusion, frustration, and homesickness […] but
there’s more to it than that.”) 2 B (lines 18-20:“I started missing
home more and more, and the differences between the USA and
Kazakhstan seemed to be growing.”) 3 B (lines 37-38:“I knew I had
fully assimilated”) 4 C (line 49: “most of all remember to pack your
sense of humour when you go.”) 5 A (lines 51-52:“if we all did an
exchange of some sort, we would live in a more understanding,
peaceful world.”)
• Play the video for Ss and elicit their comments at the end.

PRESENTATION SB Ex. 2 p. 19 To revise everyday English expressions

AND PRACTICE • Explain the task and give Ss time to complete it. • Check Ss’
11.3.1 11.3.7 answers.
Answer Key
1b2b3a

11.6.8 SB Ex. 3 p. 20 To consolidate grammar from the module

• Explain the task and give Ss time to choose the correct items. •
Check Ss’ answers.
Answer Key
1 ’ll be lecturing 2 ’ll have finished 3 is about to 4 is travelling 5 will
have been studying 6 will work out 7 settle in 8 bound to

SB Ex. 4 p. 20 To revise vocabulary from the module

11.3.7 • Explain the task and give Ss time to choose the correct words. •
Check Ss’ answers.
Answer Key
1 intersect 2 pedestrian 3 adorned 4 portable 5 innovative 6 minimise
7 adjustment 8 insulate

SB Ex. 5 p. 20 To listen for specific information (multiple

11.2.1 11.2.2 choice)
11.2.3 11.2.6 • Ask Ss to read the questions 1-5 and the possible answers. • Play the
11.2.7 recording. Ss listen and choose the correct answers. • Check Ss’
answers.
Answer Key
1C2A3B4A5B

SB Ex. 6 p. 20 To write an application email to study at a

foreign university
11.5.1 11.5.2 • Explain the task and refer Ss to the Writing section of the unit (1e)
11.5.3 11.5.4 for a model, plan and useful language. • Give Ss time to plan and
11.5.6 11.5.9 complete their work and then check Ss’ answers.
ENDING THE • Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson. 1.7
Suggested Answer Key
Dear Sir/Madam, I am writing to apply to study History at the
University of Aberdeen in the forthcoming academic year. I am 18
years old and I currently attend the QSI International School of Nur-
Sultan. In my end-of-term exams, I achieved A grades in all of my
subjects, including English. I am also head of the History Society,
where I often give presentations and organise events. Last year, I
spent 6 months living in London where I took part in a study
exchange programme. I found this to be a hugely beneficial
experience, both in terms of improving my English, and making me a
more independent and mature person. I consider myself to be
extremely hard-working, and would be hugely grateful if you would
consider my application. I have enclosed a copy of my CV. Please do
not hesitate to contact me via phone or email if you have any
questions regarding my application. I look forward to hearing from
you. Yours faithfully, Samal Kudaibergenova Competences Ask Ss to
assess their own performance in the module by using ticks according
to how competent they feel for each of the listed activities. Ss can use
this feedback to set personal learning objectives.

Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 2

LESSON: Module 2 Lesson 1 School:

The Animal World
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.4.8 - select and evaluate paper and digital reference resources to check meaning and
objectives that this extend understanding
lesson is 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
contributing to which is spelt accurately
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.3 - respect differing points of view
11.1.7 - develop and sustain a consistent argument when speaking or writing
 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems in the pictures
Cross - curricular Module Objectives Read the title of the module The Animal World and ask Ss to
links suggest what they think the module will be about (the module is about ecosystems, the
animal world, features of animals and environmental problems). Go through the
objectives list to stimulate Ss’ interest in the module
ICT skills Using videos& pictures, working with URLs
Previous learning Module 1
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
What is in the Module?
BEGINNING THE Read the title of the module The Animal World and ask Ss to
LESSON suggest what they think it means. Go through the topic list and
stimulate a discussion to prompt Ss' interest in the module.
PRESENTATION SB Ex. 1 p.21 To introduce new vocabulary
AND PRACTICE • Direct Ss’ attention to the pictures and then read out the words in
11.4.8 11.5.2 the list. • Elicit which picture shows what. • Alternatively, Ss can
check any unknown vocabulary in their dictionaries. • Check Ss’
answers.
Answer Key
1 a river 2 a forest 3 wild animals 4 birds 5 mountains 6 the ocean 7
a lake 8 a waterfall 9 a desert

11.4.3 SB Ex. 2 p.21 a) To introduce new vocabulary in context

11.4.5 • Go through the words listed before each text A-C and explain/elicit
11.5.2 the meanings. Ss may look up the meanings of any unknown words in
their dictionaries or in the Word List. • Give Ss time to read the texts
A-C and complete the descriptions with the words provided. • Check
Ss’ answers around the class.
Answer Key
1 areas 2 cover 3 shelter 4 home 5 provide 6 insects 7 lack 8 drop

b) To match texts to pictures

11.1.1 Elicit which picture matches which text from pairs of Ss around the
class.
Answer Key
A2B6C9
• Play the video for Ss and elicit their comments at the end.

SB Ex. 3 p.21 To talk about geographical features in your

11.1.3 country
11.1.7 • Ask various Ss around the class to name some geographical features
11.1.10 in their country and then give Ss time to write a few sentences about
11.3.1 them. • Ask various Ss to read their sentences to the class.
11.6.6 Suggested Answer Key
I come from Kazakhstan. In my country, there are a lot of different
geographical features: there are deserts in the southwest of the
country and mountains in the central and eastern part of the country.
The northern part is dominated by the steppe. In Kazakhstan, there
are thousands of lakes and the largest one is the Caspian Sea. It is
also claimed that there are seven thousand rivers in the country, such
as the Turgai and the Irtysh Rivers,which are also the longest.
To generate an overview of the topic
• Give Ss time to think about the question and write a few sentences.
• Ask various Ss around the class to read their sentences to the class.
Suggested Answer Key
It is important to take care of the environment and protect our planet
and its wildlife. If we help keep the oceans clean and healthy, then
fish and marine animals will continue to live. If we protect our
forests, then birds and most mammals will have habitats to live in
and food to eat. If we don't take care of the environment, our world
will change for the worse.
• Give Ss time to read the quotation and discuss, in pairs, what they
think it means.
ENDING THE • Ask various Ss to tell the class.
LESSON Suggested Answer Key
I think this quotation means that it’s important to understand and
appreciate nature because this is where everything comes from. No
matter how technologically advanced society becomes, nature is
unchanging and at the core of everything. Nature is a very powerful
force and should be respected. When you are feeling stressed or
unhappy you can spend time in nature and you will instantly feel
more relaxed and at peace with the world.You will therefore be able
to think more clearly about things.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in check pronunciation of new Values links
whole class checking and plenary activity words and reinforce with
with supportive questioning drilling where necessary
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented in
this lesson
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 2

LESSON: Module 2 Lesson 2 School:

Magnificent eagles
Date: Teacher’s name:
CLASS: Number present: absent:
Learning 11.1.3 - respect differing points of view
objectives that this 11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
lesson is range of familiar and some unfamiliar general and curricular topics
contributing to 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
 extend understanding
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-
order thinking questions on a range of general and curricular topics, including some
unfamiliar topics
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 Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Cross - curricular Biology
links
ICT skills Using videos& pictures, working with URLs
Previous learning The Animal World
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Ex. 1 p. 22 a) To introduce the topic
LESSON • Direct Ss’ attention to the picture and ask them to guess the type of
11.1.3 bird. • Then elicit what the students know (if anything) about this
11.3.5 bird.
Suggested Answer Key
The bird is a golden eagle. Golden eagles are birds of prey.
PRESENTATION Ex. 1 p. 22 b) To describe an animal using key vocabulary
AND PRACTICE • Refer Ss to the Word List at the back of their books or their
11.3.7 dictionaries and give them time to look up the meanings of the
11.4.8 words/phrases given. • Ask Ss to point to the relevant parts of the
body of the eagle in the picture and say the words in the list which
describe each body part. • Then ask various Ss around the class to
 describe the eagle in the picture using the key vocabulary.
Suggested Answer Key
Golden eagles have dark brown plumage with white markings on the
underside of their wings.They have a hooked beak, large eyes and
sharp talons.They have golden feathers on their heads and necks;
they also have feathers on their legs. Golden eagles have an
enormous wingspan.
Answer Key
hooked (adj): curved or bent, like a hook beak (n): the hard, outer
mouth of a bird plumage (n): the feathers of a bird feather (n): the
cover of a bird’s skin marking (n): a pattern or collection of marks
that form a distinguishing feature underside (n): the side of something
that is lower or underneath wingspan (n): the distance between the
tips of a bird’s wings talon (n): a bird’s claw

Ex. 2 p. 22 To read for gist

11.4.1 • Read out the Study Skills box. • Ask Ss to read the text quickly and
11.4.3 then elicit what the main idea in each paragraph is.
Answer Key
Para A: Golden eagles are symbols of freedom and power for many
people around the world.
Para B: What golden eagles look like.
Para C: Where golden eagles live and their mating habits.
Para D: The diet of golden eagles, their hunting skills and their
amazing eyesight.
Para E:Golden eagles are endangered but conservation groups are
trying to help them.

Ex. 3 p. 22 To read for specific information

11.4.2 • Ask Ss to read the questions (1-5) and the possible answers and give
11.4.4 them time to read the text again and choose the correct answers. •
11.4.5 Check Ss’ answers around the class and ask Ss to justify their
answers with examples from the text.
Answer Key
1 B (para A:“symbols of freedom, power and courage”)
2 D (para B:“white markings on the underside of their wings”)
3 A (para B:“They snatch their prey up in their sharp talons”)
4 D (para C:“Golden eagles often mate for life”)
5 A (para D:“they see far better than humans … a million cones in
each square millimetre of their retinas”)
6 B (para E:“breeding golden eagles and releasing them into the
wild”) • Refer Ss to the Check these words box and explain/elicit the
meanings of the words or ask Ss to use their dictionaries and look
them up.
Suggested Answer Key
prey (n):an animal that is hunted and eaten by another animal full-
grown (adj): adult mate (v): to produce offspring hatch (v): to break
out of an egg rodent (n): a small mammal with sharp front teeth,
such as a mouse or rat carnivore (n): a meat-eating animal soar (v):
to fly upwards air current (phr): a body of moving air caused by a
change in temperature or pressure detect (v): to notice or discover
differentiate (v): to tell the difference between something retina (n):
 the part of the eye that receives light breed (v):to keep animals in a
controlled environment in order to reproduce them

11.2.3 11.3.1 Ex. 4 p. 23 To answer comprehension questions

11.3.2 11.3.7 • Play the recording and ask Ss to follow the text in their books. •
Give Ss time to answer the questions. Remind them not to copy
information from the text but use their own words.
ENDING THE • Check Ss’ answers around the class.
LESSON Suggested Answer Key
1 Golden eagles usually live in open areas such as mountains,
deserts or grasslands.
2 After they hatch,golden eagle chicks learn how to fly. This might
take around 60 to 70 days. After about 100 days, they don’t need
their parents anymore and they leave the nest.
3 The work of the Sunkar Reserve is important because they are
helping to maintain the population of golden eagles in the wild.
Without their help, the number of wild eagles could drop drastically
because of threats such as hunting.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final writing techniques
task
challenge more able learners to structure

Module 2

LESSON: Module 2 Lesson 3 School:

Protection of golden eagles
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
objectives that this range of general and curricular topics, including talk on a growing range of unfamiliar
lesson is topics
contributing to 11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-
 order thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.1.6 - organize and present information clearly to others
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of
perfect continuous forms on a wide range of general and curricular topics
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
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 Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Cross - curricular Biology
links
ICT skills Using videos& pictures, working with URLs
Previous learning The Animal World
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Ex. 4 p. 23 To answer comprehension questions
LESSON • Play the recording and ask Ss to follow the text in their books. •
11.2.3 Give Ss time to answer the questions. Remind them not to copy
11.3.1 information from the text but use their own words. • Check Ss’
11.3.2 answers around the class.
11.3.7 Suggested Answer Key
1 Golden eagles usually live in open areas such as mountains,
deserts or grasslands.
2 After they hatch,golden eagle chicks learn how to fly. This might
take around 60 to 70 days. After about 100 days, they don’t need
their parents anymore and they leave the nest.
3 The work of the Sunkar Reserve is important because they are
helping to maintain the population of golden eagles in the wild.
Without their help, the number of wild eagles could drop drastically
because of threats such as hunting.
PRESENTATION Ex. 5 p. 23 To consolidate new vocabulary through antonyms
AND PRACTICE • Read the words in the list and give Ss time to find their antonyms in
11.4.5 the text. • Elicit answers from various Ss around the class.
Answer Key
captivity ≠ freedom dependent ≠ independent herbivore ≠ carnivore

Ex. 6 p. 23 To consolidate new vocabulary through

11.4.5 synonymous words
• Read the words in the list and give Ss time to find their synonyms in
the text. • Elicit answers from various Ss around the class.
Answer Key
bravery = courage curved = hooked preferring = favouring catch =
capture preservation = conservation

Ex. 7 p. 23 To complete a summary of a text

• Ask Ss to use the words in the list to fill in the gaps 1-12 and
11.4.4 complete the summary of the text. • Check Ss’ answers around the
11.4.5 class.
Answer Key
1 underside 2 talons 3 wingspan 4 open 5 eyries 6 carnivores 7
eyesight 8 speeds 9 danger 10 hunting 11 releasing 12 population
• Play the video for Ss and elicit their comments at the end. 1.8

Speaking & Writing To consolidate information in a text

11.3.6 11.3.7 • Give Ss time to think about what they learnt from the text and write
11.1.7 11.3.4 some sentences. • Ask various Ss around the class to read out their
11.3.5 11.5.1 sentences.
11.5.6 11.5.7 Suggested Answer Key
I knew that golden eagles are birds of prey and that they are symbols
of freedom. I learnt that they often have the same mate for their
whole life. I also didn’t know that golden eagles are in danger
because of illegal hunting.
To expand on a topic/to talk and write about how to protect golden
eagles • Give Ss time to think about and propose ways to protect
golden eagles. • Invite Ss to share their views and evaluate their
classmates’ proposals. • Give Ss time to write a short paragraph about
the topic. • Ask various Ss around the class to read out their
 paragraphs.
Suggested Answer Key
It is important to protect golden eagles, especially in areas where
they are in danger because of illegal hunting.People should not hunt
golden eagles as it is against the law.The areas where golden eagles
live and make their nests should be protected.Perhaps people could
be employed to patrol these areas, or the penalty for hunting could
be more extreme in order to deter people from doing it.
11.1.6 11.1.10 Writing To expand on the topic/to conduct research/to give a
11.5.1 11.5.4 presentation • Explain the task and refer Ss to the Internet to look up
11.5.6 11.6.7 information about the steppe eagle. • Give Ss time to research the
11.6.9 topic and write about it and then ask various Ss to present their
findings to the class.
ENDING THE • Alternatively, assign the task as HW and ask Ss to tell the class in
LESSON the next lesson.
Suggested Answer Key
The steppe eagle is a bird of prey that lives in open areas like
steppes,grasslands and deserts.It is found in countries like
Kazakhstan, Russia and Mongolia.The average length of the steppe
eagle is between 66-79cm. They have large wingspans which range
from around 165cm to 200cm.They weigh between 2 and 4
kilograms.The steppe eagle mainly eats small mammals but will also
eat other birds as well as reptiles. Their nests are often built on the
ground or in bushes. Usually, the female eagle lays 1 to 4 eggs,
which hatch after 45 days.The chicks stay in the nest for around 60
days.The current size of the steppe eagle population is not certain,
but it is believed to be declining. They face various threats such as
electrocution from power lines, and the destruction of their habitats
due to farming.The chicks are even sometimes taken from their nests
in order to be sold illegally
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final writing techniques
task
challenge
Reflectionmore able learners to structure Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 2

LESSON: Module 2 Lesson 4 School:

Specific features of animals
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives that this which is spelt accurately
lesson is 11.6.9 - use a wide variety of present and past forms, including a growing number of
contributing to more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-
 order thinking questions on a range of general and curricular topics, including some
unfamiliar topics
Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Protection of golden eagles
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 24 To consolidate vocabulary from a text
LESSON • Explain the task and give Ss time to complete it. • Check Ss’
11.5.2 answers.
Answer Key
1 prey 2 diet 3 carnivores 4 differentiate 5 soar
PRESENTATION Ex. 2 p. 24 To consolidate vocabulary from a text
AND PRACTICE • Give Ss time to complete the task. • Check Ss’ answers.
11.6.9 Answer Key
1 hatch 2 give 3 breeds 4 lay

11.6.13 Ex. 3 p. 24 To practise prepositional phrases

• Give Ss time to complete the task. • Check Ss’ answers.
Answer Key
1 on 2 in 3 in 4 into 5 for

11.5.2 Ex. 4 p. 24 To present topic related vocabulary

• Explain the task and give Ss time to complete it. Remind Ss to
check the unfamiliar words in their dictionaries. • Check Ss’ answers
around the class.
Answer Key
1 mammals 2 wings 3 fur 4 legs 5 antennae 6 sting 7 blowhole 8
openings 9 fins 10 tails

Ex. 5 p. 24 a) To present new vocabulary for types of animals

Ask various Ss to read out the definitions for the different types of
animals. Explain any unknown words.

b) To categorise new vocabulary

 • Explain the task and give Ss time to complete it. • Check Ss’
answers on the board.
Answer Key
mammals: monkey,whale, seal, jaguar, kangaroo, bear, mouse,
squirrel reptiles: crocodile, iguana, chameleon amphibians: frog, toad
fish: tuna, salmon rodents: mouse, squirrel birds: eagle, parrot
insects: fly, beetle, butterfly

Ex. 6 p. 25 To present new vocabulary for environmental

problems
• Direct Ss’ attention to the pictures and give Ss time to match the
problems to them. • Check Ss’ answers.
Answer Key
A3B6C1D2E5F4G8H7

Ex. 7 p. 25 To practise new vocabulary

11.1.1 • Explain the task and read out the example. • Give Ss time to match
11.1.10 the problems and solutions and then talk about it in pairs following
11.3.2 the example. • Monitor the activity around the class.
Answer Key
1g2f3e4a5c6b7d
Suggested Answer Key
A: How can we solve the problem of endangered animals?
B: We can stop hunting them.
A: How can we solve the problem of polluted beaches?
B: We can clean up the coastline.
A: How can we solve the problem of energy waste?
B: We can turn off lights when we don't need them.
A: How can we solve the problem of air pollution?
B: We can use public transport.
A: How can we solve the problem of global water shortage?
B: We can use taps carefully.
A: How can we solve the problem of landfills full of rubbish?
B: We can recycle rubbish.

Ex. 8 p. 25 To learn/practise phrasal verbs

• Give Ss time to choose the correct particle. • Ask Ss to check their
answers in Appendix I. • Check Ss’ answers.
Answer Key
1 out 2 about 3 up 4 up 5 round

Ex. 9 p. 25 To learn/practise prepositional phrases

• Give Ss time to choose the correct preposition. • Ask Ss to check
11.6.13 their answers in Appendix II at the back of their books. Answer Key
1 at 3 from 5 in 2 from 4 on, from
ENDING THE Ex. 10 p. 25 To learn/practise forming nouns from verbs • Read
LESSON the theory aloud. • Explain the task and give Ss time to complete it. •
Check Ss’ answers on the board.
Answer Key
1 pollution 2 conclusion 3 reduction 4 collection 5 conservation
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
provide support for less able learners in monitor learner language for Values links
recounting task in the form of a plot line accuracy in opinion feedback
template task and ask other learners to
peer correct errors

Module 2

LESSON: Module 2 Lesson 5 School:

Reported speech

Date: Teacher’s name:

CLASS: 11 Number present: absent:
Learning 11.6.10 - use a wide variety of reported statement, command and question forms on a
objectives that this wide range of general and curricular topics
lesson is 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
contributing to which is spelt accurately
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
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Specific features of animals
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Revision of Reported speech
LESSON
PRESENTATION SB Ex. 1 p. 26 To present/revise reported speech
AND PRACTICE • Ask the Ss to read the text and elicit that direct speech is a person’s
11.6.10 actual words whereas reported speech is the exact meaning of what a
person said. • Explain/elicit how tenses change in reported speech.
Refer Ss to the Grammar Reference section for more information. •
Read the tables and the examples aloud. • Ask Ss to answer the
questions. • Check Ss’ answers.
Answer Key
1 We use the verbs ‘tell’ and ‘say’ to report statements. We use the
verb ‘ask’ to report questions.We use the verb ‘tell’ to report
commands.
2 In reported speech the tenses change as follows: present simple →
past simple present continuous → past continuous present perfect →
past perfect past simple → past perfect past continuous → past
perfect continuous future simple → would + infinitive without to can
→ could Tenses do not change in reported speech if the verb that
introduces the speech is in the present simple.
3 Pronouns and time words in direct speech change in reported
speech according to the context.e.g.,‘I’ in direct speech changes to
‘he/she/Toktar/Sabira’ etc. in reported speech,while ‘tomorrow’
changes to ‘the next/following day’.

11.6.10 SB Ex. 2 p. 26 a) To identify reported statements and

questions
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
Reported statements: • He added that, in the past, people had claimed
that bats were blind, but science had shown this wasn’t true. • He
explains that they bounce sounds off the objects around them, and it
is this ability that helps them to ‘see’ in the dark. Reported question:
We asked Ospan whether he considered bats to be dangerous.
 b) To rewrite sentences in direct speech
11.6.10 • Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
• ‘In the past, people claimed that bats were blind, but science has
shown this isn’t true.’
• ‘They bounce sounds off the objects around them, and this helps
them to see in the dark.’- The tense doesn’t change because it is a
general truth/ scientific fact.
• ‘Do you consider bats to be dangerous?’

11.6.10 Ex. 3 p. 27 To rewrite sentences in reported speech

• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 Elya said that he’d met a famous zoologist. 2 Dariga said that she
was looking after their cats. 3 Kairat said that we didn’t need to feed
the horses then. 4 Mum said he would call us if he needed us. 5
Gulzara said they’d adopted a stray dog. 6 Rakhym said he was bored
of waiting there.

11.6.10 Ex. 4 p. 27 To practise reporting questions/commands

• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 She told us to give her more time to finish the project. 2 Saule
asked me if I had a pet. 3 Ulan asked us what dolphins ate. 4 He
asked me if he could borrow that book. 5 The teacher told them not to
talk during the test.
11.6.10 Ex. 5 p. 27 a) To present reporting verbs
• Explain the task and refer Ss to the Grammar Reference section for
more information. • Check Ss’ answers.
Answer Key
1c2d3b4e5a
ENDING THE b) To rewrite sentences in reported speech using reporting verbs
LESSON • Explain the task and give Ss time to complete it. • Check Ss’
11.6.10 answers.
Answer Key
2 Sholpan refused to go into the Reptile House. 3 The man advised us
not to go into the caves at night. 4 Zamira wondered how dolphins
swim when they’re sleeping. 5 Aidar apologised for forgetting to feed
the cat.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in in oral explanation of themes Values links
comprehension task by encouraging them in the story monitor use of
to scan text quickly to find a section of the linkers for delayed corrective
text that contains the answer. feedback to whole class on
board
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 2

LESSON: Module 2 Lesson 6 School:

SA 2 Cleft sentences
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
objectives that this general and curricular topics
lesson is 11.3.1 - use formal and informal language registers in talk on a range of general and
contributing to curricular topics, including some unfamiliar topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
 11.6.10 - use a wide variety of reported statement, command and question forms on a
wide range of general and curricular topics
Lesson objectives All learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with support;
Most learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with some support;
Some learners will be able to:
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs without support;
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Reported speech
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Revision the previous knowledge for SA 2
LESSON
PRESENTATION SA 2 Complete the tasks
AND PRACTICE
11.6.6 Ex. 6 p. 27 a) To present/practise cleft sentences
• Write on the board: I didn’t leave the door of the rabbit’s hutch
open last night. (but somebody else did) I didn’t leave the door of the
rabbit’s hutch open last night. (but I left something else open) I didn’t
leave the door of the rabbit’s hutch open last night. (but I left it open
some other time).
• Explain that cleft sentences help us focus on a specific piece of
information in a sentence to add emphasis to what we want to say.
Point out that their structure allows the emphasis of the sentences to
be shifted in various ways.
• Elicit/explain how to form cleft sentences that express these
different meanings i.e.: It wasn’t me who left the door of the rabbit’s
hutch open last night. It wasn’t the door of the rabbit’s hutch that I
left open last night. It wasn’t last night that I left the door of the
rabbit’s hutch open.
• Refer Ss to the Grammar Reference section for other examples of
cleft sentences. • Explain the task and give Ss time to complete it. •
Check Ss’ answers.
Answer Key
“… it is this ability that helps them to ‘see’ in the dark.” “What you
have to remember, ...”

11.6.6 b) To recognise how cleft sentences affect meaning

• Ask Ss to read the sentences and discuss in pairs what they think the
difference in meaning is. • Monitor the activity around the class. •
 Check Ss’ answers.
Suggested Answer Key
1 a emphasises what they saw b emphasises where they saw it 2 a
emphasises what he wants to study b emphasises what he wants to
study more than anything else 3 a emphasises what the person heard
b emphasises what time it was when the person heard sth 4 a
emphasises what bats dislike b emphasises what bats dislike more
than anything else

11.6.6 Ex. 7 p. 27 a) To practise using impersonal structures

• Explain the task and give Ss time to rewrite the sentences. Refer Ss
to the Grammar Reference section for more information. • Check Ss’
answers.
Answer Key
1 It 2 There 3 it 4 It 5 there

11.3.1 11.3.6 Ex. 8 p. 27 To practise reported speech

11.6.10 Explain the task and divide the class into pairs. • Ask Ss to follow the
instructions and then monitor the task around the class
ENDING THE . • Ss swap roles so all Ss practise reported speech.
LESSON Suggested Answer Key
A: Are bats reptiles? B: Askar asked me whether bats were reptiles.
They are mammals. C: Marat said that bats are mammals.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
support less able learners in in oral explanation of themes
comprehension task by encouraging them in the story monitor use of
to scan text quickly to find a section of the linkers for delayed corrective
text that contains the answer. feedback to whole class on
board
Reflection Use the space below to reflect on your lesson. Answer the
Were the lesson objectives/learning most relevant questions from the box on the left about your
objectives realistic? lesson
Did I stick to timings?
What changes did I make from my plan
and why?
 Module 2

LESSON: Module 2 Lesson 7 School:

Dark side of Dolphins
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.1.5 - use feedback to set personal learning objectives
objectives that this 11.1.7 - develop and sustain a consistent argument when speaking or writing
lesson is 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
contributing to 11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a
range of more complex and abstract general and curricular topics
 11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Cleft sentences
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Ex. 1 p. 28 To introduce the topic
LESSON • Direct Ss’ attention to the title and read out the question. • Elicit
11.1.5 answers from the Ss around the class. • Ask Ss to read the text and
11.1.7 check.
11.1.9 Answer Key
The writer thinks that dolphins have a ‘dark side’ because they have
been seen killing birds and porpoises and because there is evidence
that adult dolphins have killed younger dolphins.
PRESENTATION Ex. 2 p. 28 To read for coherence and cohesion (missing
AND PRACTICE sentences); to listen for confirmation
11.4.1 • Ask Ss to read the text again and fill the gaps with the missing
11.4.2 sentences. Remind Ss to pay attention to the information before and
11.4.4 after the gap in order to work out which sentence is missing.
11.4.7 • Remind Ss also to read through the whole text again when they
have completed the task to make sure it makes sense.
• Allow Ss time to complete the task.
• Play the recording. Ss listen and check their answers.
Answer Key
1E2F3A4D5C

11.6.14 Ex. 3 p. 28 a) To present vocabulary from the text

• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 live 2 show 3 pose 4 come

b) To practise vocabulary from the text

• Explain the task and give Ss time to complete it. • Check Ss’
 answers.
Suggested Answer Key
1 Female lions and their offspring live in groups called prides. 2
Monkeys show affection by grooming and cuddling each other. 3 The
teacher posed a question to her class about endangered species. 4 The
harmful environmental effects of the palm oil industry came to light
in a recently published study.

Ex. 4 p. 28 To learn/practise prepositional phrases from the text

11.6.13 • Explain the task and give Ss time to choose the correct preposition.
ENDING THE • Check Ss’ answers.
LESSON Answer Key
1 for 2 with 3 of 4 as 5 on • Refer Ss to the Check these words box
and explain/elicit the meanings of the words or ask S to use their
dictionaries and look them up. play-fight (phr): to fight in a playful
way for fun, without causing injury marine biologist (n): somebody
who studies marine life bump into (phr v): to push or brush against
sth determine (v): to figure out, decide porpoise (n): a marine animal
that looks like a dolphin sth comes to light (phr): sth is revealed or
becomes known wash up (phr v): to be carried to land by the motion
of the water turn on (phr v): to stop being friendly towards someone,
to attack prompt (v): to encourage someone to do sth wisdom of
doing sth (phr): how sensible something is tame (adj): not wild,
domesticated comical (adj): funny
• Play the video for Ss and elicit their comments at the end.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
monitor less able groups and participate monitor learner language for Values links
and prompt in their brainstorming activity accuracy and range in their
final three tasks. Note
particularly where they
struggle to express connections
between story frames and
events. Give whole class
feedback
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 2

LESSON: Module 2 Lesson 8 School:

Passive Forms
Date: Teacher’ s name:
CLASS: 11 Number present: absent:
Learning 11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of
objectives that this perfect continuous forms on a wide range of general and curricular topics
lesson is 11.6.9 - use a wide variety of present and past forms, including a growing number of
contributing to more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk
on a wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
 11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics
11.1.6 - organize and present information clearly to others
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.6.10 - use a wide variety of reported statement, command and question forms on a
wide range of general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-
order thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.1.4 - evaluate and respond constructively to feedback from others
11.1.5 - use feedback to set personal learning objectives
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information of the text;
Assessment Learners have used vocabulary, read effectively and worked in pair researching online,
criteria prepared their own reports about stadiums.
ICT skills Using videos& pictures, working with URLs
Previous learning Dark side of Dolphins
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Revision of Grammar passive forms
LESSON SB Ex. 5 p. 29 a) To identify the passive form
11.6.7
 • Ask Ss to read the text again and underline the passive forms. •
Check Ss’ answers around the class.
Answer Key
are known (line 1) are made up of (line 2) is injured (line 5) are often
observed (line 7) have always been attracted to (line 22) have been
observed (line 25) it was confirmed (line 30) should be treated (line
34)
PRESENTATION b) To practise active and passive forms of verbs
AND PRACTICE • Explain the task and give Ss time to fill the gaps. • Check Ss’
11.6.7 answers.
11.6.9 Answer Key
1 are found 2 have been studying 3 were also thought 4 has been
discovered 5 washed up 6 had been killed 7 has already changed 8
are wondering

Ex. 6 p. 29 a) To prepare for a listening task

11.2.1 • Explain the task and ask Ss to check the words/ phrases in the Word
List or their dictionaries. • Ask Ss why they think the person quit her
job at the sanctuary and elicit responses around the class.
Answer Keys
fishing net (n): an object used for catching fish collision (n): the
crashing together of two or more things supposedly (adv): according
to what you have been told (often used to imply that you don’t
believe something to be true) chemical waste (n): the waste or by-
product that is made from harmful chemicals bring in (money) (phr
v): make a profit beneficial (adj): helpful, advantageous campaign
(n): organised activities that are working towards a specific outcome
Suggested Answer
Perhaps the person quit her job at the sanctuary because the people
there were more interested in earning money than protecting the
animals.

b) To listen for specific information

11.2.2 11.2.3 • Ask Ss to read the sentences and find the key words. Explain that
11.2.4 11.2.5 this will help them do the task. • Play the recording (twice if
11.2.7 11.2.8 necessary). • Ss listen and complete the task. • Check Ss’ answers.
1.10
Answer Key
1 F ( … I love animals,sea creatures in particular.I got so upset
whenever I read about a dolphin caught in a fishing net, injured in a
collision with a boat, or poisoned by plastic or chemical waste. I
wanted to help them.[…] I studied Marine Biology at university, and
then I went to work for Open Ocean.)
2 T 3 T 4 T 5 F (… what about your campaign? Can you tell us about
that? - Yes, it's called Stay Wild and it's a movement to encourage
zoos, aquariums and sanctuaries like Open Ocean to release their
healthy animals into the wild,…)

Ex. 7 p. 29 To listen for specific information (note taking)

11.1.6 11.2.2 • Explain the task and ask Ss write down the headings ‘Threats’ and
11.2.3 11.3.6 ‘Solutions’ in their notebooks. • Play the recording again and Ss take
11.3.7 11.6.10 notes. • Ask Ss to read their notes to the class.
 Suggested Answer Key
Notes Threats: dolphins are caught in fishing nets, hit by boats,
poisoned by plastic or chemical waste, and kept for
entertainment/profit Solutions: make sure rubbish doesn’t end up in
the sea, participate in beach clean-ups, buy ‘dolphin safe’
fish,release healthy dolphins into the wild The speaker explained that
wild dolphins face a number of threats. For instance, they often
become tangled in fishing nets,or collide with boats while they are
swimming.Another major problem is pollution.The plastic and
chemical waste that humans throw into the ocean can harm and even
kill dolphins.There are sanctuaries that help sick and injured
dolphins; however, they don’t always release them back into the wild
when they are healthy. Instead, they are kept for entertainment and
profit.To help dolphins, we should all make sure rubbish doesn’t end
up in the sea. We can do this by recycling our plastic bottles, for
example.We can also participate in beach clean-ups, buy ‘dolphin
safe’ fish and campaign for healthy dolphins to be released into the
wild.

Ex. 8 p. 29 a) To complete a dialogue

• Explain the task and give Ss time to complete it. • Play the
recording and Ss check their answers.
Answer Key
1 know 2 for 3 need 4 start 5 about

11.3.6 b) To practise making suggestions and agreeing/disagreeing

• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Suggested Answer Key
How about planting: Let’s plant / Maybe we could plant / Why don’t
we plant / We should plant … Why don’t we: How about we / Let’s /
Maybe we could I’m not sure about that: I don’t think it’s a good
idea. Can’t argue on that!: Good thinking!

Ex. 9 p. 29 To practise making suggestions about how to save

11.3.1 11.3.2 dolphins
11.3.3 11.3.4 • Explain the task and ask pairs of Ss to take roles and act out a
11.3.5 11.3.6 dialogue similar to the one in Ex. 8a. Remind Ss to use their notes
11.3.7 from Ex. 7 and the phrases in the language box to help them. • Write
this diagram on the board for Ss to follow. • Give Ss time to act out
their dialogues in pairs. • Monitor activity around the class and then
ask some pairs to act out their dialogue in front of the class.
Suggested Answer Key
A: Did you know that dolphins are in danger?
B: Really? I didn’t realise they were in trouble.
A: The waste that ends up in the ocean is extremely harmful for them.
B: How terrible!
A: I know, we should try to help them. Have you got any ideas?
A B Express interest. Express concern. Make a suggestion. Disagree.
Give a reason why. Agree. Ask B if they know about a threat to
dolphins. Give more details. Suggest trying to help and ask B if they
have any ideas. Agree. Make another suggestion. Make an
 alternative suggestion. B: How about taking part in a beach clean-up
day?
A: That sounds great. Why don’t we stop eating fish too?
B: I’m not sure about that. I like eating fish and I don’t think
stopping will help the dolphins.
A: Yes, I suppose you’re right. What about only buying ‘dolphin safe’
fish instead?
B: I think that’s an excellent idea.
11.1.4 11.1.5
11.1.6 11.1.10 Ex. 10 p. 29 To collect information on a specific topic and
11.5.1 11.5.6 I present it to the class
• Explain the task and give Ss time to complete it. • Have Ss present
their fact files in class. • Ask Ss to evaluate each other’s presentation
and provide feedback so as to improve weaknesses (if any).
ENDING THE • Alternatively, assign the task as HW and have Ss present their
LESSON findings in the next lesson.
Suggested Answer Key
FACT FILE appearance:pink colour,adults between 1.5 and 2.5 m in
length, very long snout,rounded head habitat: the Amazon and
Orinoco rivers in S.America communication: clicks and whistles diet:
fish, crabs and small turtles threats: over-fishing, habitat pollution
The Amazon river dolphin has a very unique appearance: its skin is
flamingo pink! Actually, these dolphins are grey when they’re young
and gradually turn pink as they get older.They have very long snouts
and big, rounded heads. An adult is usually between 1.5 and 2.5
metres in length.These dolphins only live in freshwater and can be
found in the Amazon and Orinoco rivers in S. America. They
communicate with each other through a series of clicking noises and
whistles. They mainly eat fish, but will also eat crabs and even small
turtles.The Amazon river dolphin is not endangered but they do face
threats such as overfishing and habitat pollution.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in productive monitor learners’ Values links
tasks by preparing prompt or sentence pronunciation of new words
starter cards and ask learners to mark word
stress
challenge more able learners to link themes in this folktale to themes in others they know

Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 2

LESSON: Module 2 Lesson 9 School:

An opinion essay
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.5.7 - use independently appropriate layout at text level on a wide range of general
objectives that this and curricular topics
lesson is 11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
contributing to a wide range of familiar and some unfamiliar general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
 which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy
11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of
perfect continuous forms on a wide range of general and curricular topics
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
wide range of general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Passive Forms
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 30 To analyse a rubric
LESSON • Ask Ss to read the rubric and answer the questions. • Check Ss
answers.
Answer Key
1 A and B 2 I should use formal style. This means full forms, passive
voice, advanced vocabulary and linking words/phrases.
PRESENTATION Ex. 2 p. 30 To analyse a model essay
AND PRACTICE Ask Ss to read the model and then elicit which paragraph matches
11.5.7 what content from Ss around the class.
Answer Key
1B2A3E4C5D

Ex. 3 p. 30 To identify and practise using appropriate topic

11.3.6 sentences
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
Topic sentences: To start with, zoos can save endangered species that
would otherwise become extinct. Furthermore, zoos can rescue and
 save abandoned animals, or animals that are being treated badly. On
the other hand, people argue that animals in zoos don’t have good
quality of life.
1C2B3D

Ex. 4 p. 30 a) To categorise linkers according to their usage

11.5.6 • Ask Ss to copy the table into their notebooks and complete it with
the linkers in bold in the model. • Check Ss’ answers.
Answer Key

11.3.6 b) To categorise linkers according to their usage

Elicit which linkers go in which category and check Ss’ answers.

Ex. 5 p. 30 To practise linkers

11.5.6 • Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 In addition 2 All things considered 3 However 4 as a result
5 Besides

Ex. 6 p. 31 To expand notes into supporting sentences using

appropriate linkers
• Explain the task and give Ss time to complete it using the prompts
and phrases from the Useful Language box. • Check Ss’ answers.
Suggested Answer Key
It is expensive to keep wild animals in captivity. To start with, they
have to eat a special diet. People argue that all animals should be
free. In addition, they say that animals don’t belong in cages.

Ex. 7 p. 31 To practise expressing opinions

11.3.4 11.3.6 Read out the statements and elicit sentences expressing opinion using
11.5.5 the useful language from Ss around the class.
Suggested Answer Key
In my opinion, keeping animals as pets is cruel. Personally, I think
that human beings are the reason that animals become endangered
or extinct.
11.5.1 8 Ex. 8 p. 31 a) To match viewpoints to reasons/examples
11.5.5 • Give Ss time to read the viewpoints 1-5 and the reasons/examples a-
e and complete the task. • Elicit answers from various Ss around the
class.
Answer Key
1e2d3b4a5c

b) To practise joining viewpoints to reasons/examples using

11.5.6 appropriate linkers.
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Suggested Answer Key
To start with, large mammals need to run free in their natural
habitat. For example, animals such as lions and cheetahs have
limitless space to run in the wild, but in captivity they are confined to
small enclosures. Furthermore, animals in captivity can be
dangerous. For instance, they might attack their keepers or other
animals in their enclosure if they are scared or angry. Moreover,
zoos and sanctuaries can provide animals with medical treatment.
This means that sick or injured animals that would not survive in the
wild, in captivity they have a chance of getting better. On the other
hand, wild animals lose their skills and identity in captivity. For
instance, predators like lions forget how to hunt because they are
given fresh meat every day. Some people argue that animals can die
of hunger and thirst in the wild. However, in captivity animals are
well-cared for and have all the food and water they need.
11.5.1 9 11.5.2
Ex. 9 p. 31 To write an opinion essay
11.5.3 11.5.4 • Give Ss time to complete the task using the Useful Language box
11.5.5 11.5.6 and their answers from Ex 8. • Remind Ss to follow the plan, not to
11.5.9 11.6.7 use short forms and to start each main body paragraph which a topic
11.6.9 sentence. • Check Ss’ answers.
ENDING THE • Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson. Suggested Answer Key
Some people believe that animals are always better off in the wild.
Personally, I have always believed that it is better for animals to live
in their natural habitats, but that isn’t always the case. First of all,
large animals need to have a lot of space to run free. Lions and
cheetahs for example have limitless space to run in the jungle, but in
captivity they are confined to small cages. In addition, when wild
animals are kept in zoos, they lose their skills and identity. For
instance, predators like lions forget how to hunt because they are
given fresh meat every day. On the other hand, wild animals –
especially endangered ones - are protected, cared for and fed in
captivity. Also, sick animals can receive the treatment they need in a
sanctuary or zoo.This means that a sick, injured or endangered
animal has the chance to get well whereas in the wild it might not
survive. All things considered, I believe that animals are usually
better off in the wild,but sometimes they need our help, particularly if
they are endangered or if they have been injured.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
monitor learner question writing in groups monitor learner questions for Values links
and highlight for less able learners where accuracy and encourage them
they should self-correct errors to self-correct
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 2

LESSON: Module 2 Lesson 10 School:

Unbelievable bees
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
objectives(s) that complex and abstract general and curricular topics
this lesson is 11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
contributing to and unfamiliar general and curricular topics
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.3 - respect differing points of view
11.1.6 - organize and present information clearly to others
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
 11.1.8 - develop intercultural awareness through reading and discussion
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
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
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning An opinion essay
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 32 To introduce the topic/read & listen for gist
LESSON • Direct Ss’ attention to the picture and the title and elicit how the Ss
11.4.4 11.4.5 think these numbers are connected to bees. • Elicit answers from
various Ss around the class.
• Play the recording and ask Ss to listen, read and check.
Answer Key
1,500: the number of eggs a queen bee lays a day. 500 grams: the
amount of honey a worker bee can make after visiting millions of
flowers.
2 million: the number of flowers a worker bee must visit in order to
make 500 grams of honey. 230: the number of times a second a
worker bee has to beat their wings to fly with a heavy load of pollen
or nectar. 1.6 mm: the length of a bee egg
PRESENTATION Ex. 2 p. 32 To read for specific information
AND PRACTICE • Ask the Ss to read the sentences and then give them time to read the
11.4.1 11.4.2 text again and complete the sentences. • Check Ss’ answers.
11.4.4 Answer Key
1 … 1,500 eggs a day. 2 … 500 grams of honey. 3 … almost their
own weight. 4 … a hexagonal cell of wax. 5 … the egg to develop
into a full-grown bee.
• Refer Ss to the Check these words box and explain/elicit the
meaning of the words or ask Ss to use their dictionaries and look
them up.
colony (n): a group of animals (e.g. ants, bees) that live together hive
(n): a small box where bees live lay (v): (of animals) to produce eggs
nectar (n): the sweet substance that bees collect from flowers pollen
(n): a yellow powder produced from the male part of flowers life
cycle (n): the changes that an organism goes through during its life
hexagonal (adj): having six sides cell (n): a small part of a structure
larva (n): a young insect that has left its egg but has not developed
into an adult insect yet pupa (n): an insect inside a cocoon or
protective covering (in the stage between a larva and a fullygrown
 adult insect)
• Play the video for Ss and elicit their comments at the end.

11.3.5 Ex. 3 p. 32 To practise asking and answering questions based

11.3.6 on a text
11.3.7 • Explain the task and give Ss time to discuss the text in pairs. •
Monitor around the class.
Suggested Answer Key
A: The queen bee. How many bees are there in a colony?
B: There are around 80,000 members. What is their home called?
A: The bees’ home is called a hive. etc

Ex. 4 p. 32 To research a topic and prepare a presentation

11.1.1 11.1.3 • Explain the task and ask Ss to look up information in various
11.1.6 11.1.10 sources about the importance of bees to the environment and prepare
11.5.1 11.5.7 a presentation on it.
• Ask Ss to give their presentations to the class. • Alternatively,
assign the task for HW and ask Ss to give their presentations in the
next lesson.
Suggested Answer Key
Bees are very important to the environment because they are
pollinators. This means that they transfer pollen from the male part
of the plant, the anther, to the female part of the plant, the stigma. As
a result, the seeds, nuts or fruit are formed. Humans rely on bees to
help them produce fruit and vegetable crops. Without their help, the
fruit and vegetables that are currently available for consumption
would be reduced by half! Broccoli, cucumbers, almonds, apples and
cherries are just a few of the foods that bees help to produce.
Worryingly, the population of bees has been declining over the past
10 years. Beekeepers have called this issue “Colony Collapse
Disorder”. Some possible reasons for this decline are habitat
loss,pesticides and disease.We should all try to help bees by planting
seeds in our gardens and creating bee-friendly environments

Culture Spot
1 To listen and read for gist
11.1.8 11.1.9 • Read the question aloud and elicit from Ss what they know (if
anything) about the national animal and the national bird of the USA.
• Play the recording. Ss listen and read to answer the question. •
Check Ss’ answers.
Answer Key
The national animal of the USA is the bison. The national bird of the
USA is the bald eagle.
• Play the video for Ss and elicit their comments at the end.

2 To personalise and expand on the topic

11.1.1 11.1.3 • Explain the task and give Ss time to use the Internet or other sources
11.1.6 11.1.10 to collect more information about the national animal/bird of their
11.5.1 11.5.7 country. • Ask Ss to write a short paragraph about the national
animal/bird of their country. 1.13 • Check Ss’ answers and ask
various Ss to tell the class.
ENDING THE • Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson.
Suggested Answer
The national animal of Kazakhstan is the golden eagle.This
beautiful,majestic bird lives in the steppes of Central Asia, and is
held in high esteem by Kazakh people. For generations, Kazakhs
used eagles to hunt as they rode across the steppe on horseback and
some still practise this activity even today. In Kazakh culture, the
golden eagle is deeply symbolic: its ability to fly represents
independence and freedom, its great strength and speed represent
power and its impressive vision represents foresight and wisdom. In
fact, the flag of Kazakhstan depicts a golden eagle in flight.
Unfortunately, golden eagles are currently endangered, but
conservationists
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final techniques
challenge more able learners to structure
final writing to include key words

Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 2

LESSON: Module 2 Lesson 11 School:

SAT 1
Date: Teacher name:
CLASS: 11 Number present: absent:
Learning 11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk
objectives(s) that on a wide range of general and curricular topics, including talk on a growing range of
this lesson is unfamiliar topics
contributing to 11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Unbelievable bees

Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Revision the Module 2
LESSON

PRESENTATION Writing, Speaking, listening and reading tasks

AND PRACTICE
ENDING THE
LESSON
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 2

LESSON: Module 2 Lesson 12 School:

Progress Check
Date: Teacher name:
CLASS: 11 Number present: absent:
Learning 11.4.2 - understand specific information and detail in extended texts on a wide range of
objectives(s) that familiar and unfamiliar general and curricular topics
this lesson is 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
contributing to reading on a range of more complex and abstract, general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.6.10 - use a wide variety of reported statement, command and question forms on a
wide range of general and curricular topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
 topics
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 33 To read for specific information
LESSON • Ask Ss to read the questions 1-5 and the possible answers and give
11.4.2 11.4.3 them time to read the text and choose the correct answers. • Check
11.4.4 11.4.5 Ss’ answers around the class and ask Ss to justify their answers with
11.4.6 examples from the text.
Answer Key
1 B para A: …many people still believe they only exist in children’s
stories)
2 A (para B: …they have survived from ancient times with only very
small changes in their body structure and function)
3 C (para C: …which helps them to avoid being swept away by
strong currents.)
4 B (para D: …are the only creatures in the animal kingdom where
the male, not the female, becomes pregnant and gives birth to
babies!)
5 D (para E: …the most endangered seahorse in the world is the
Knysna seahorse…)
• Play the video for Ss and elicit their comments at the end.
PRESENTATION Ex. 2 p. 33 To revise everyday English expressions
AND PRACTICE • Explain the task and give Ss time to complete it. • Check Ss
11.3.1 answers.
11.3.7 Answer Key
1a2b3a
11.2.2 11.2.3 Ex. 3 p. 34 To listen for specific information
11.2.4 11.2.6 • Explain the task and ask Ss to read the statements 1-5. • Play the
recording. Ss listen and mark the statements accordingly. • Check Ss’
 answers.
Answer Key
1F2F3T4T5F

11.6.10 Ex. 4 p. 34 To revise using reported speech

• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 Ruslan said that Gulya had seen a bear in the wild. 2 Nurasyl asked
me if I knew anything about bees. 3 She explained that she was
watching a documentary at 9pm the night before/the previous night.
4 The ranger wondered where the eagle’s nest was. 5 He promised
(me) he would call me the next/following day.

11.6.6 Ex. 5 p. 34 To revise cleft sentences

• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 What 2 who 3 me 4 it

Ex. 6 p. 34 To consolidate vocabulary from the module

11.5.2 • Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 mate 2 hatched 3 detect 4 carnivores 5 breed 6 spot 7 hooked 8 full-
grown 9 dived 10 soar
ENDING THE Ex. 7 p. 34 To write an opinion essay
LESSON • Explain the task and give Ss time to complete it. • Check Ss’
11.5.1 11.5.2 answers.
11.5.3 11.5.5 Suggested Answer Key
11.5.7 11.5.9 Some people think that it is beneficial for every person to have a pet.
In my opinion, everyone should have a pet as long as they are able to
look after it properly. To start with, studies suggest that having a pet
can reduce stress and loneliness.For example, for people who live
alone – especially older people who spend a lot of time at home –
having a dog or cat can provide some much-needed company.
Furthermore, there are many animals that desperately need a
home.There is a great number of abandoned animals, such as cats
and dogs that live on the streets or in animal shelters. On the other
hand,having a pet is a big responsibility and I am not sure it is right
for everyone.For instance, if a person lives in a small flat and they
are at work all day,it is not fair to have a dog that will be stuck inside
all day.Animals need free space to run and play. All in all, I believe
that having a pet is usually a very positive experience for both the
animal and its owner. However, some people are not well suited to
having a pet because of lifestyle factors such as working hours and
living conditions. Competences Ask Ss to assess their own
performance in the module by using ticks according to how
competent they feel for each of the listed activities. Ss can use this
feedback to set personal learning objectives.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 3

LESSON: Module 3 Lesson 1 School:

Interviews & instructions
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
objectives that this in groups
lesson is 11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
contributing to range of familiar and some unfamiliar general and curricular topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
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 Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems in the pictures
Cross - curricular biology
links
ICT skills Using videos& pictures, working with URLs
Previous learning Module 2
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Read the title of the module Interviews & instructions and ask Ss to
LESSON suggest what they think the module will be about. (The module is
about communication styles, success in an interview, non-verbal
communication, personal qualities, analysis of an interview and
instructions.) Go through the objectives list to stimulate Ss’ interest in
the module.
PRESENTATION SB Ex. 1 p. 35 To introduce the topic and new vocabulary
AND PRACTICE • Direct Ss’ attention to the diagram showing four different
11.1.1 11.3.5 communication styles. • Explain the task and give Ss time to
complete it. • Check Ss’ answers. Explain/Elicit the meanings of any
unknown words or phrases.
Answer Key
a – C amiable b – A analytical c – B expressive d – D driver
(although in some groups C would be a more effective coordinator)

11.3.4 Ex. 2 p. 35 To match quotes with a communication style

• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1B2D3A4C
11.1.2 Ex. 3 p. 35 To activate new vocabulary through personalisation
11.1.4 • Read out the rubric and elicit from various Ss which communication
style most closely resembles their own. Encourage Ss to justify their
opinions. Ask the other Ss if they agree and why/why not.
• Alternatively, give Ss time to complete the task in pairs.
Suggested Answer Key
A: I think the communication style that most closely resembles my
own is probably the amiable communication style, because I really
dislike confrontation. Instead, I prefer collaboration and explanation
so that everyone can understand for themselves and agree how things
should be.I didn’t choose analytical or expressive communication
styles because I think I am somewhere in between the two, depending
on the task. What do you think? Do you agree with me?
B: Well, I don’t know. I kind of think that you have an analytical style
of communication. After all, you always want people to back up their
opinions with facts and examples. I think you’re a bit of a
perfectionist, too.
A: Hmmm.You’ve got a point.
• Play the video for Ss and elicit their comments at the end. • Give Ss
time to read the quotation and discuss, in pairs, what they think it
means.
ENDING THE • Ask various Ss to tell the class. Suggested Answer Key
LESSON A: I think this quotation means that you shouldn’t just wait around
for something good to happen to you. Instead you should take action
and make things happen for yourself. If you want something, work
hard to get it. For instance, if you see that there is a gap in the
market for a certain product or service, why not start a business that
fills that gap?
B: I also believe that if people always follow the same routine, it’s
not very likely that they’ll discover many new and exciting things. We
should mix with other people, stay open-minded and create fresh
experiences. That way, we’re more likely to come across interesting
opportunities.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in check pronunciation of new Values links
whole class checking and plenary activity words and reinforce with
with supportive questioning drilling where necessary
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented in
this lesson
Reflection Use the space below to reflect on your lesson. Answer the
Were the lesson objectives/learning most relevant questions from the box on the left about your
objectives realistic? lesson

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 3

LESSON: Module 3 Lesson 2 School:

How to be successful in an interview
On the road to success.
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
that this lesson is 11.4.8 - select and evaluate paper and digital reference resources to check meaning
contributing to and extend understanding
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
higher-order thinking questions on a range of general and curricular topics, including
some unfamiliar topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
 11.1.6 - organize and present information clearly to others
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of
general and curricular topics
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
Cross - curricular Social life
links
ICT skills Using videos& pictures, working with URLs
Previous learning Interviews & instructions
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 36 To introduce the topic
LESSON • Direct Ss’ attention to the article’s title, subheadings and picture.
11.1.9 • Ask Ss what they think the article is about and elicit answers
around the class.
Suggested Answer Key
I think the article is about how to do well in a job interview.
PRESENTATION Ex. 2 p. 36 a) To introduce key vocabulary from a text
AND PRACTICE • Refer Ss to the Word List at the back of their books and give them
11.4.8 time to look up the meanings of the words. Alternatively, Ss can
check the meanings of the words in their dictionaries. • Check Ss’
comprehension around the class and explain/elicit the meaning of
any unfamiliar words.

11.4.5 b) To consolidate new vocabulary from a text/to use new

11.5.2 vocabulary in context
• Explain the task and give Ss enough time to complete the
 sentences. • Check Ss’ answers around the class.
Answer Key
1 traits 2 courtesy 3 impulse 4 attire 5 posture 6 practices

11.4.3 11.4.5 11.2.1 Ex. 3 p. 36 To listen and read for specific information
11.2.6 • Explain the task and ask Ss to read the sentences from Ex. 2b
again. • Play the recording. Ss listen and read the article before
answering the questions. • Check Ss’ answers around the class.
Answer Key
According to the article, sentences 1,3 and 5 are true.

11.4.1 Ex. 4 p. 36 To read for specific information (multiple choice)

11.4.2 • Explain the task and give Ss time to complete it. Remind Ss to
11.4.5 justify their answers with evidence from the text. • Check Ss’
11.4.6 answers.
Answer Key
1 A (lines 11-13:“Let’s look at the three key stages … and find out
how we can maximise our potential …”)
2 D (lines 8-10:“… almost every great interviewee is following a
plan; a recipe for success which dramatically increases their
employability.”)
3 B (lines 19-22:“experts suggest ...reading up on the company,
becoming familiar with its philosophy and being aware of the
specific traits they find desirable.”)
4 D (lines 47-48: “A first impression can only be made once, so
body language is important.”)
5 B (lines 67-68: “… companies will not bother to let applicants
know their final decision...”)
• Refer Ss to the Check these words box and explain/elicit the
meanings of the words or ask Ss to use their dictionaries and look
them up.
Suggested Answer Key
nerve-wracking (adj): stressful breeze (through) (v): to do
something easily employability (n): the skills and qualities that
make someone able to gain employment potential (n): ability to
develop thorough (adj): extremely detailed perception (n): opinion
earmark (v): to allocate sb/sth for a specific purpose catch sb off
guard (phr): to surprise sb who is unprepared or doesn’t expect sth
mindset (n): mood, mentality signal (v): to suggest; to show that
you are ready to do sth subconsciously (adv): related to the part of
the brain that doesn’t allow us to be fully aware of sth in
conjunction with (phr): combined with, done at the same time as
defensive (adj): overly self-protective, anxious to avoid criticism

11.3.2 Ex. 5 p. 36 To read for specific information

• Explain the task and give Ss enough time to answer the questions.
Remind Ss not to copy whole sentences from the text, but to try to
paraphrase the information and use their own words. • Check Ss’
answers.
Suggested Answer Key
1 The writer suggests that preparation is the most important stage
because being prepared has the greatest impact on success. He/She
 claims that the positive or negative outcome of an interview is
determined before the interview takes place. That’s why
interviewees should learn about the job and the company,practise
answering potential questions and dress appropriately.
2 According to the text, the appropriate time to arrive for an
interview is five or six minutes before it starts. Arriving too early
gives the impression that you have a lot of free time. This implies
that you’re not highly sought-after.
3 I think ‘corporate ghosting’ occurs for a number of reasons. The
most common is that sometimes hundreds of people apply for one
job and it would take a lot of time for the company to respond to
everyone.

Ex. 6 p. 36 To consolidate vocabulary from a text through

11.4.5 synonyms
• Explain the task and give Ss enough time to match the words to
their synonyms. • Check Ss’ answers.
Answer Key
uncanny = unusual outcome = result paramount = important
brainstorm = produce ideas comprehensive = complete competent =
efficient constructive = useful feedback = response

11.6.13 Ex. 7 p. 36 To practise prepositional phrases

• Explain the task and give Ss enough time to choose the correct
preposition. • Check Ss’ answers.
Answer Key
1 for 2 on 3 into 4 in 5 of
• Play the video for Ss and elicit their comments at the end.

11.1.1 11.1.7 11.3.2 Speaking To consolidate information from the text through
11.3.3 11.3.4 11.3.5 discussion
• Explain the task and give Ss time to discuss the advice in pairs. •
Monitor the activity around the class and then ask some pairs to
explain to the class which pieces of advice they consider the most
important and why.
Suggested Answer Key
A: I think the advice about dressing smartly is the most important
part of the preparation stage.
B: I agree. The clothes you wear can have a big impact on another
person’s impression of you,and first impressions are especially
important in an interview context.What about during the interview?
A: Personally, I believe the advice about body language and
posture is very important. If you slouch or fidget, it doesn’t look
very professional.
B: You’re right, it’s very important to look confident. And what
about after the interview?
A: I feel that thanking the interviewer is really important. It shows
that you are courteous and makes a good last impression before you
leave.
B: Yes, I definitely agree that being polite is essential to success.

11.1.2 11.1.4 11.1.6 Writing To consolidate the main ideas from the text by writing
11.5.1 11.5.2 11.5.6 a summary
11.5.7 11.6.4 11.6.14 • Explain the task and give Ss enough time to write a summary. •
Check Ss’ answers. • Allow Ss time to evaluate each other’s
summaries and give feedback.
ENDING THE • Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson.
Suggested Answer Key
Regardless of how many people you know who can successfully
breeze through interviews, for most people they are extremely
stressful. Fortunately, there are some things that we can do to make
them easier.To prepare,read about the job position and the
company, dress smartly and practise answering potential
questions.You don’t want to be late or too early, so try to arrive
around 5 minutes before the interview starts. During the interview,
make sure your body language projects confidence and control.
Once the interview is over, ask for some feedback so you know what
you could have done better. Finally, always remember to thank the
interviewer for their time before you leave as it is polite and leaves
a good impression.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final writing techniques
task
challenge
Reflectionmore able learners to structure Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 3

LESSON: Module 3 Lesson 3 School:

Non-verbal communication
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives that this which is spelt accurately
lesson is 11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
contributing to and verbs on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning On the road to success.
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 38 To consolidate vocabulary from a text
LESSON • Explain the task and give Ss enough time to fill the gaps. • Check
11.5.2 Ss’ answers.
Answer Key
1 mindset 2 courtesy 3 conjunction 4 perception 5 realm
PRESENTATION Ex. 2 p. 38 To consolidate vocabulary from a text
AND PRACTICE • Explain the task and give Ss enough time to underline the correct
11.5.2 words. • Check Ss’ answers.
Answer Key
 1 potential 2 constructive 3 thorough 4 overstated

11.6.13 Ex. 3 p. 38 To consolidate prepositional phrases from a text

• Explain the task and give Ss enough time to fill in the correct
prepositions. • Check Ss’ answers.
Answer Key
1 for 2 in 3 to 4 off 5 on

Ex. 4 p. 38 a) To introduce vocabulary related to non-verbal

communication
• Explain the task. Refer Ss to the Word List or their dictionaries to
check any unknown vocabulary. Give Ss time to complete the task. •
Check Ss’ answers.
Answer Key
1 pout 2 grimace 3 gape 4 shrug 5 smirk 6 sneer

11.5.2 b) To practise vocabulary related to non-verbal communication

• Explain the task and give Ss time to complete the sentences.
Remind Ss to use the verbs in their correct form. • Check Ss’
answers.
Answer Key
1 pouting 2 shrugged 3 smirked 4 grimaced 5 gaped 6 sneer

c) To practise vocabulary related to non-verbal communication

• Explain the task and give Ss time to match the words to the feelings
they convey. • Check Ss’ answers.
Answer Key
A5B2C3D4E6F1

Ex. 5 p. 38 To introduce expressions related to nonverbal

11.5.2 communication
• Read the sentences aloud and elicit from Ss what kind of emotion
each situation evokes (e.g.a promotion would make someone feel
happy). Then ask Ss to match the verbs to the emotions (e.g. happy =
smiled). • Give Ss enough time to complete the sentences. • Check
Ss’ answers around the class.
Answer Key
1 raised 2 rolled 3 kept 4 smiled 5 dropped
ENDING THE Remember the text theory. Ask Ss to give their own examples of (Ss'
LESSON own answers)

Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
provide support for less able learners in monitor learner language for Values links
recounting task in the form of a plot line accuracy in opinion feedback
template task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 3

LESSON: Module 3 Lesson 4 School:

Introvert vs Extrovert
Date: Teacher’s name:
CLASS: Number present: absent:
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives that this which is spelt accurately
lesson is 11.6.14 - use a growing variety of more complex prepositional phrases including those
contributing to relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
Assessment Learners have used variety of reported speech forms for statements, questions and
criteria commands, using in their own sentences.
ICT skills Using videos& pictures, working with URLs
Previous learning Non-verbal communication
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 6 p. 39 a) To introduce vocabulary related to personal
LESSON qualities
11.5.2 • Explain the task. Refer Ss to the Word List or their dictionaries to
check any unknown vocabulary. • Write the headings Positive,
 Neutral and Negative on the board and write the vocabulary under the
correct heading as you elicit Ss’ answers around the class.
Answer Key
Positive: committed, cooperative, eloquent, farsighted, ingenious,
tolerant
Neutral: conservative, sentimental, laid-back, strongwilled
Negative:big-headed,cynical,disrespectful,pessimistic
PRESENTATION b) To practise using vocabulary related to personal qualities
AND PRACTICE • Explain the task and give Ss time to write sentences using the
11.5.2 vocabulary from Ex. 6a. • Check Ss’ answers. • Alternatively, assign
the task as HW and check Ss’ answers in the next lesson.
Suggested Answer Key
My brother is so big-headed he thinks he’s the best! The mayor is
really committed to making our city a cleaner, safer place to live. My
grandmother is rather conservative; she is a bit suspicious of change.
I’m a very cooperative person and like to work with others to solve
problems. My grandfather is becoming so cynical in his old age; he
never trusts anyone! It’s disrespectful not to acknowledge other
people’s customs. The Prime Minister is such an eloquent speaker;
she always captivates the audience with her speeches. Our director’s
extremely farsighted; he can always foresee the outcome of his
decisions. Your plan to create a job-hunting app is ingenious! I think
it will help a lot of people. My boss is really laid-back; he never gets
stressed out about anything. You’re so pessimistic! Try thinking
about things in a more positive light. She’s very sentimental about
old books and doesn’t want to get rid of them. Anuar is extremely
strong-willed; once he sets his mind on something he doesn’t give up.
It’s important to be tolerant of other people’s beliefs; just because
something is different doesn’t mean it’s bad.

Ex. 7 p. 39 a) To present vocabulary related to personal

11.5.2 qualities
• Explain the task and give Ss enough time to complete it. Refer Ss to
the Word List to check any unknown vocabulary. • Check Ss’
answers.
Answer Key
1 centre 2 tendency 3 Outgoing 4 reserved 5 shoulders 6 steering

b) To practise vocabulary related to personal qualities/to

personalise a topic
• Read the question and ask Ss to discuss it in pairs. • Monitor the
activity around the class and then ask some Ss to explain to the class
whether they’re an introvert or an extrovert and why.
Suggested Answer Key
A: I think I’m an extrovert because I really enjoy going out and
socialising with other people.And you?
B: I like going out every so often, but I find it much more relaxing to
stay at home with a good book.
A: Really? What is it about going out that you dislike?
B: Well,I often struggle to make conversation so I find it quite
difficult being around lots of people.
A: It sounds like you’re an introvert! I love talking to everyone and
 anyone!

Ex. 8 p. 39 To present and practise idioms related to

expressing yourself
• Explain the task and give Ss enough time to complete the idioms.
Refer Ss to the Word List to check any unknown vocabulary. • Check
Ss’ answers.
Answer Key
1 words 2 picture 3 talk 4 loss 5 gift 6 beans 7 bell 8 tongue
• Give Ss enough time to write their own sentences and then check
Ss’ answers. • Alternatively, assign the task as HW and check Ss’
answers in the next lesson. • Ask Ss’ if there are any similar idioms in
their language and discuss as a class.
Suggested Answer Key
My grandmother doesn’t mince her words; she’s so direct that
sometimes she offends people. My sister always paints a pretty
picture about her job but I know in reality she finds it boring. Yernar
made small talk about the weather with the person sitting next to him
on the bus. She was at a loss for words when she found out that her
car had been stolen. Serikbolat really has the gift of the gab; he’s
always persuading people to do things for him! Oops! I spilled the
beans about Aidana’s surprise birthday party. Could you please keep
it down? I can hear everything you’re saying as clear as a bell! I
didn’t agree with Elnara but I didn’t want to start an argument so I
had to hold my tongue.

Ex. 9 p. 39 To present and practise phrasal verbs with come

11.6.14 and go
• Explain the task and give Ss enough time to choose the correct
verb. Remind Ss that they can check their answers in Appendix I. •
Check Ss’ answers.
Answer Key
1 come 2 come 3 go 4 come 5 go 6 go
• Ask Ss to make their own sentences using the phrasal verbs. • Give
Ss enough time to complete the task and then check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ answers in the
next lesson.
Suggested Answer Key
Did the key points of my presentation come across clearly? At first,I
wasn’t keen on the idea of video conferences, but now I’ve come
round to it. That meeting lasted for ages; Ultuar was going on and
on about new business strategies. I’m sorry, that didn’t come out the
way I meant it, I hope I didn’t offend you. I don’t have time to go into
details right now; let’s meet up later to discuss the report properly. I
can’t agree to this policy – it goes against my beliefs.

11.6.13 Ex. 10 p. 39 To present and practise prepositional phrases

• Explain the task and give Ss enough time to choose the correct
preposition. Remind Ss that they can check their answers in
Appendix II. • Check Ss’ answers.
Answer Key
1 to 2 of 3 in 4 on 5 in 6 on 7 with
ENDING THE Ex. 11 p. 39 To practise word formation
LESSON • Explain the task and give Ss enough time to complete it. • Check
11.6.4 Ss’ answers.
Answer Key
1 undoubtedly 2 significant 3 interact 4 disability 5 grammatical 6
founder 7 revolutionised 8 freedom
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
provide support for less able learners in monitor learner language for Values links
recounting task in the form of a plot line accuracy in opinion feedback
template task and ask other learners to
peer correct errors

Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 3

LESSON: Module 3 Lesson 5 School:

Modals
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.6.12 - use a wide variety of past modal forms to express appropriate functions ;
objectives that this use a variety of near modal structures including supposed to, bound to, due, willing to
lesson is on a wide range of general and curricular topics
contributing to
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
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Introvert vs Extrovert
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE To revise modals
LESSON
PRESENTATION SB Ex. 1 p. 40 To present modals
AND PRACTICE • Write the following sentences on the board: Sezim is stressed about
11.6.12 her exams.She told me./Sezim must be stressed about her exams. She
looks unhappy. Nurlan usually comes with us./OK,Nurlan can come
with us. Elicit from Ss what the difference between the sentences in
each pair is. (e.g.the first sentences in each pair are facts while the
second contain a modal and express opinion or attitude).Point out that
modals do not have tenses in the normal sense and are followed by
the infinitive without to. • Elicit from Ss as many modal verbs as they
can think of and write them on the board. (e.g. can, could, may,
might, must, have to, ought to, shall, should, would, will, can’t,
mustn’t, needn’t, don’t have to,etc). Refer Ss to the Grammar
 Reference section for more information. • Ask Ss to read the forum
entries and match the modals in bold to their functions. • Give Ss
time to complete the task and then check their answers. Write the
modals and their functions on the board.
Answer Key
might: possibility would: logical may: possibility assumption can’t:
logical assumption should: advice shouldn’t: criticism have: necessity

Ex. 2 p. 40 To practise modals

11.6.12 • Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
A: 1 d 2 c 3 b 4 a These phrases express possibility in a variety of
tenses.
B: 1 d 2 a 3 b 4 e 5 c These phrases express necessity in a variety of
tenses.
C: 1 e 2 b 3 d 4 a 5 c These phrases express obligation in a variety of
tenses.

11.6.12 Ex. 3 p. 40 To differentiate between the meanings of similar

modals
• Refer Ss to the Grammar Reference section and give them time to
complete the task in pairs. • Check Ss’ answers around the class.
Answer Key
1 a Criticism of a particular action.Nursultan stayed up too late last
Sunday. b General advice. It would be a good idea if Nursultan went
to bed earlier on Sundays.
2 a Possibility. I believe that it was possible for me to beat my record,
but I didn’t. b Ability in a specific situation in the past. I have
managed to beat my record.
3 a Obligation. It is necessary for me to work overtime because my
boss says so. b Obligation.It is necessary for me to work overtime
because I really want to finish the report on time.
4 a Absence of necessity. It is not necessary for you to attend the
meeting. b Prohibition. You are not allowed to attend the meeting. .
ENDING THE Practice moduls exercises
LESSON
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in in oral explanation of themes Values links
comprehension task by encouraging them in the story monitor use of
to scan text quickly to find a section of the linkers for delayed corrective
text that contains the answer. feedback to whole class on
board
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Did I stick to timings?

What changes did I make from my plan

and why?

Module 3

LESSON: Module 3 Lesson 6 School:

Complex prepositional phrases
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.6.12 - use a wide variety of past modal forms to express appropriate functions ;
objectives that this use a variety of near modal structures including supposed to, bound to, due, willing to
lesson is on a wide range of general and curricular topics
contributing to 11.6.15 - use a growing variety of more complex conjunctions to express condition
concession. and contrast on a wide range of general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
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
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Introvert vs Extrovert
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 4 p. 41 To practise
LESSON • Explain the task and give Ss time to complete it. • Check Ss’
11.6.12 answers around the class. Ask Ss to explain the meanings of the
phrases.
Answer Key
1 must have finished – it is a positive logical assumption 2 can’t have
been – it is a negative logical assumption 3 needn’t have gone – it
talks about sth that happened though it wasn’t necessary 4 should
 have edited – it expresses criticism 5 might have left – it expresses
possibility
PRESENTATION Ex. 5 p. 41 To present phrases that express modality
AND PRACTICE • Explain to Ss that there are other phrases that have meanings that
11.6.12 are similar to modal verbs. Elicit any of these phrases that Ss might
know and write them on the board (e.g. be supposed to, be likely to,
let’s, how about, be allowed to, be bound to, would like to, etc). Refer
Ss to the Grammar Reference section for more information. • Explain
the task and give Ss time to fill in the phrases and match them to their
functions. • Check Ss’ answers.
Answer Key
1 surely – implies probability 2 supposed to – implies obligation 3 be
sure to – implies advice 4 unlikely to – implies possibility 5 is bound
to – implies certainty 6 allowed to – implies permission 7 due to –
implies expectation 8 willing to – implies willingness

11.6.15 Ex. 6 p. 41 To use modals to talk about yourself

• Give Ss time to do the task in pairs. • Ask various Ss to tell the
class.
Suggested Answer Key
A: I think that I should have slept more when I was studying for my
exams last year. I ought to have slept for eight hours every night and
then studying would have been easier. I could also have made more
of an effort in chemistry class. It’s my least favourite subject so I
didn’t give it 100% and,in the end, I only got a C.What about you? B:
I agree,I should have slept more during my exams too. I was so tired
afterwards. I could have started studying earlier and gone to bed
every night at eleven instead of staying up all night and trying to
memorise everything at the last moment. Also, I should have eaten
less junk food while I was studying. At the time, I just wanted a quick
and easy energy boost that tasted good; I didn’t worry about my
health or weight. For example, I could have eaten fruit or nuts as a
healthy study snack, instead of sweets and crisps. A: This year I must
take care of myself better as well.I was actually really unwell by the
end of my exams. I’m sure it was the result of lack of sleep,poor diet
and stress. I may organise a study group this year. That way, we’ll be
able to help each other study, discuss any issues we’re having and
give each other advice. B: That sounds like a great idea; you should
definitely set it up.I may even organise one at my school too. I must
make an effort to socialise more this year as well.Of course,studying
is important,but sometimes taking a break and spending time with
your friends can help you to recharge.

Ex. 7 p. 41 To present and practise conjunctions that express

11.6.14 contrast
• Direct Ss’ attention to the theory box and read the theory and
examples. • Explain the task and give Ss enough time to complete it.
Refer Ss to the Grammar Reference section for more information. •
Check Ss’ answers.
Answer Key
1 Anar is very young. Nonetheless, she is a valuable member of the
team. 2 Although he’s clever,he’s not good with technology. 3 While
 some people work well under pressure, others do not. 4 Even though
she wasn’t qualified, she applied for the job. 5 Despite the fact that
she’s very intelligent, she has a terrible memory.

11.6.14 Ex. 8 p. 41 To present and practise complex prepositional

phrases
• Explain to Ss that apart from the one-word prepositions (e.g.
against, onto, along, down, opposite, until, among,during, out,up,
outside, over,at, from, past, with, before, in, etc.), there are also
twoword, three-word and four-word prepositional phrases that have
the meaning of a simple preposition. • Elicit any complex
prepositional phrases the Ss might know (e.g. according to, apart
from, instead of,because of, contrary to,regardless of, thanks to, as a
result of, in addition to, in charge of, in contact with, in front of, in
the process of, in reference to, in terms of, on account of, on behalf
of, etc.) • Explain the task and give Ss enough time to fill in the
correct prepositions. Refer Ss to the Grammar Reference section for
more information. • Check Ss’ answers.
Answer Key
1 At 2 with/in 3 to 4 of 5 In 6 In 7 with
ENDING THE Ex. 9 p. 41 To practise complex prepositional phrases
LESSON • Explain the task and give Ss enough time to complete it. • Check
11.6.14 Ss’ answers. • Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
Suggested Answer Key
This job is a lot better than my previous one, both in terms of money
and promotion prospects. Mr Akhmetov, I wanted to talk to you in
connection with my promotion. At ‘Think First’,we believe in equal
employment rights, irrespective of age, gender or ethnicity. The
company is currently reviewing its policy in regard to annual leave.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in in oral explanation of themes Values links
comprehension task by encouraging them in the story monitor use of
to scan text quickly to find a section of the linkers for delayed corrective
text that contains the answer. feedback to whole class on
board
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 3

LESSON: Module 3 Lesson 7 School:

Interview Analysis
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
objectives that this reading on a range of more complex and abstract, general and curricular topics
lesson is 11.4.2 - understand specific information and detail in extended texts on a wide range of
contributing to familiar and unfamiliar general and curricular topics
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a
range of more complex and abstract general and curricular topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-
order thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
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
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Complex prepositional phrases
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 42 To introduce the topic and to read for gist
LESSON • Direct Ss’ attention to the article’s title and subheadings. • Ask Ss
11.4.3 what they think the article is about and elicit answers around the
class.
Suggested Answer Key
I think the article is about what a job interview consists of and the
specific skills the candidates need to display.
PRESENTATION Ex. 2 p. 42 To read for cohesion and coherence (missing
AND PRACTICE sentences); to listen for confirmation
11.4.2 11.4.7 • Ask Ss to read the text again and fill the gaps 1-5 with the correct
sentence. • Remind Ss to pay attention to discourse markers as well
as general meaning, and to read through the whole text again when
they have completed the task to check that it makes sense. • Play the
recording. Ss listen and check.
Answer Key
1E2C3F4A5D

Ex. 3 p. 42 To consolidate vocabulary from the text through

antonyms
• Explain the task and give Ss enough time to complete it. • Check
Ss’ answers.
Answer Key
1 succeed 2 nervous 3 common 4 specific 5 benefit
• Refer Ss to the Check these words box and explain/elicit the
meanings of the words, or ask Ss to look them up in the Word List or
their dictionaries.
Suggested Answer Key
craft (v): to make carefully or skillfully back-and-forth (idiom):
repeatedly moving in one direction and then the opposite direction
1.16 articulate (adj): able to speak clearly and effectively engaging
(adj): interesting drive (n): initiative; energy poise (n): self-
confidence quake (v): shake collected (adj): in control of your
feelings fidget (v): to move around a lot excessive (adj): more than
what is necessary insight (n): deep understanding grasp (v): to
understand

11.3.2 11.3.3 Ex. 4 p. 42 To expand on the topic /to express a personal

11.3.4 11.3.6 opinion
11.3.7 11.6.4 • Read the question and ask Ss to discuss it in pairs. Remind Ss to
11.6.13 11.6.14 justify their opinion. • Monitor the activity around the class.
ENDING THE • Ask various Ss to tell the class.
LESSON Suggested Answer Key
A: I think poise is the most difficult characteristic for an interviewee
 to master because when a person is nervous, they’re more likely to
speak quickly and move around a lot. It can be tricky to control your
nerves,especially when you’re trying to concentrate on what the
interviewer is saying while also trying to think of a good answer. I’m
sure most people don’t even realise that they’re fidgeting so much,
but it can be really distracting for the interviewer.
B: It can be difficult, but I think with enough practice you can train
yourself to sit still and speak clearly – it’s all about self-awareness. I
think that answering the question about motivation is the hardest. I
always hate being asked these types of questions as it’s difficult to
answer in a way that doesn’t sound vague or arrogant.Your answer
needs to be personal but professional, honest but not too
revealing.You can’t just say,“I need to earn some money”, for
example, even if it’s true. A: I guess you’re right. I think you need to
find a way of relating the job to your interests and skills and talk
about that.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
monitor less able groups and participate monitor learner language for Values links
and prompt in their brainstorming activity accuracy and range in their
final three tasks. Note
particularly where they
struggle to express connections
between story frames and
events. Give whole class
feedback
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 3

LESSON: Module 3 Lesson 8 School:

A job interview
Date: Teacher’ s name:
CLASS: 11 Number present: absent:
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objectives that this 11.2.1 - understand the main points in unsupported extended talk on a wide range of
lesson is general and curricular topics, including talk on a growing range of unfamiliar topics
contributing to 11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.3 - respect differing points of view
11.1.6 - organize and present information clearly to others
11.1.4 - evaluate and respond constructively to feedback from others
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general
and curricular topics
Lesson objectives All learners will be able to:
 use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information of the text;
Assessment Learners have used vocabulary, read effectively and worked in pair researching online,
criteria prepared their own reports about stadiums.
ICT skills Using videos& pictures, working with URLs
Previous learning Interview Analysis
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 5 p. 43 a) To prepare for a listening task
LESSON • Ask Ss to check the meaning of the phrases in the Word List or in a
11.1.9 dictionary. • Ask Ss what aspects of interviews they think the talk
will be about and elicit answers around the class.
Suggested Answer Key
I think the talk will be about how to stand out during an interview.
transferable skills (phr): non-specific talents and abilities that
someone can use in different jobs and situations stand out from the
crowd (phr): to be more noticeable than other people unconventional
(adj): different from the usual think outside the box (phr): think in a
creative way with a different perspective than usual
PRESENTATION b) To listen for specific information (multiple choice)
AND PRACTICE • Ask Ss to read the questions and underline the key words. Remind
11.2.1 11.2.2 them that this will help them to do the task. • Play the recording twice
11.2.3 11.2.4 and remind Ss to pay attention to the underlined words as they listen.
11.2.611.2.7 • Ss listen and complete the task. • Check Ss’ answers.
Answer Key
1B2A3B4C5B

Ex. 6 p. 43 To complete a situational dialogue

• Explain the task and give Ss time to read the phrases and complete
the dialogue. • Remind Ss to pay attention to the words before/ after
each gap as they will help them decide on the missing sentences. •
Check Ss’ answers.
Answer Key
1 Thanks for coming in 2 Tell me about yourself 3 Why should I
consider you for the job 4 Do you have any relevant work experience
5 when can you start

Ex. 7 p. 43 a) To act out a job interview

• Explain the task and ask pairs of Ss to take roles and act out a
11.3.6 dialogue similar to the one in Ex. 6 using their own ideas and the
useful language in the box. • Write this diagram on the board for Ss
to follow. 1.17 • Monitor the activity around the class offering help if
necessary. • Ask some pairs to act out their dialogue in front of the
 class.
Suggested Answer Key
.

11.1.2 b) To evaluate a speaking task

• Play the recording. • Ss listen and evaluate the performance in pairs.
Explain to Ss that they need to check for grammar, appropriate
vocabulary, natural manner of speech and whether they covered all
the points as shown in the example in Ex. 6. Ss should make note of
specific examples.

11.1.1 11.1.3 Ex. 8 p. 43 To expand on the topic and conduct further

11.1.6 8 11.1.2 research; to prepare an interviewer’s questionnaire • Explain the task
11.1.4 11.1.10 and give Ss enough time to complete it in groups. • Check Ss’
11.5.7 11.6.4 answers. • Allow Ss time to evaluate other groups’ questionnaires and
11.6.13 11.6.14 provide feedback.
ENDING THE • Elicit answers from Ss around the class. Suggested Answer Key
LESSON Suggested Answer Key
Both speakers sounded very natural throughout the recording and
covered all the points as they were shown in the example. They also
used appropriate vocabulary: educational background,part-time
position, living expenses, committed, course in life-saving, work
experience, available to start, etc. Also they used a variety of
grammar structures: various present,past and future tenses,
conditional (if I were to hire you, when would you be
available...),etc. 8 To expand on the topic and conduct further
research; to prepare an interviewer’s questionnaire • Explain the
task and give Ss enough time to complete it in groups. • Check Ss’
answers. • Allow Ss time to evaluate other groups’ questionnaires
and provide feedback. • 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 Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in productive monitor learners’ Values links
tasks by preparing prompt or sentence pronunciation of new words
starter cards and ask learners to mark word
stress
challenge more able learners to link themes in this folktale to themes in others they know

Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 3

LESSON: Module 3 Lesson 9 School:

An instructional text (giving and
following instructions)
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
objectives that this perspectives on the world
lesson is 11.4.2 - understand specific information and detail in extended texts on a wide range of
contributing to familiar and unfamiliar general and curricular topics
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a
range of more complex and abstract general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics
11.6.12 - use a wide variety of past modal forms to express appropriate functions ;
use a variety of near modal structures including supposed to, bound to, due, willing to
on a wide range of general and curricular topics
11.6.15 - use a growing variety of more complex conjunctions to express condition
concession. and contrast on a wide range of general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy
Lesson objectives All learners will be able to:
 use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning A job interview
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 44 To analyse a rubric
LESSON • Read the theory box on instructional texts aloud. • Give Ss time to
read the rubric and answer the questions. • Check Ss’ answers around
the class.
Answer Key
1 The target reader is the member of the forum who asked the
question, as well as other members of the forum who have a similar
problem.
2 My instructional text should be written in direct and simple
language, not too formal or informal.
3 The main stylistic features that I should use are: the present tense to
give information,the imperative to give instructions, direct and simple
language and a photograph or diagram to illustrate the instructions.
PRESENTATION Ex. 2 p. 44 To analyse a model instructional text
AND PRACTICE • Explain the task and give Ss enough time to read the model. • Read
11.1.10 11.4.2 the questions aloud and elicit answers around the class.
Suggested Answer Key
The purpose of the text is to give instructions on how to pair your
smartwatch with your phone. The writer has used active, imperative
verbs to give clear, step-by-step instructions to the reader.

11.4.7 Ex. 3 p. 44 To put instructions in the correct order

• Explain the task and give Ss enough time to read the text again and
put the instructions in the correct order. • Check Ss’ answers around
the class.
Answer Key
A2B1C6D5E3F4

Ex. 4 p. 44 To practise topic-related vocabulary

11.5.2 • Explain the task and give Ss enough time to complete it. • Check Ss’
answers around the class.
Answer Key
1 Turn 2 Connect 3 Open 4 Click 5 Select 6 Copy 7 disconnect
 Ex. 5 p. 45 To practise asking for/giving instructions and
11.3.6 identifying the problem
11.6.12 • Ask Ss to look at phrases in the Useful Language box. • In pairs, Ss
write down possible ideas of what may have gone wrong (possible
problems). Ss can also use ideas from the information in the model
text. Elicit answers from various Ss around the class. • Ss work in
pairs and act out a dialogue using their notes on what may have gone
wrong and the phrases in the Useful language box. • Monitor the
activity around the class. • Ask various pairs of Ss to act out their
dialogues in front of the class.
Suggested Answer Key
Possible problems: left it on airplane mode, not getting any signal
from the watch,not having switched on/enabled Bluetooth on the
phone/watch,etc.
A: I spent an hour trying to pair my smartwatch with my phone last
night, but I just couldn’t work it out. I noticed you have a smartwatch
too, so I figured you must have gone through all this before. I’m not
sure what could have gone wrong. Can you help me figure it out?
B: Sure. It’s easy. You should check the settings on your phone.You
may have left it on airplane mode. In that case, it wouldn’t have been
getting any signal from the watch.
A: No, I turned airplane mode off, so I should have received a
notification as soon as I turned on the watch,right?
B: I’m not sure. You might not have switched on Bluetooth on your
phone, or perhaps on the watch itself.
A: Of course, the watch! I never thought of that!
B: That must have caused the problem. You were supposed to have
enabled Bluetooth on the watch before trying to pair it with your
phone.
A: How do I do that?
B: First,you open settings.Then,you tap the Bluetooth option. After
that, you press enable, and you’re all set.
A: Hey, it works! Thanks a lot.

Ex. 6 p. 45 To present and practise conjunctions

• Direct Ss’ attention to the theory box and read the theory and
11.6.15 examples. • Explain the task and give Ss enough time to complete it.
Refer Ss to the Grammar Reference section for more information. •
Check Ss’ answers.
Suggested Answer Key
1 Don’t download anything, even if it seems safe. 2 You can pair
your phone to your TV, provided that your TV has a screen mirroring
feature. 3 You won’t be able to log in unless you know the password.
4 Write down the instructions, otherwise you will forget them.
Ex. 7 p. 45 To analyse a rubric
11.5.1 • Give Ss time to read the rubric and answer the questions. • Check
Ss’ answers around the class.
Answer Key
1 I will write an instructional text to a forum reader who has an IT
problem. 2 I should use present tenses and imperative verb forms. 3
At the beginning of the instructional text, I should include a title or a
main heading indicating the subject matter.
 Ex. 8 p. 45 To write an instructional text
11.2.2 11.5.1 • Give Ss time to complete the task using the Useful Language box,
their answers from Ex. 7 and the prompts from Ex. 8 to help them. •
11.5.2 11.5.3
Ask Ss to check their piece of writing against the Checklist before
11.5.4 11.5.6 they hand it in. • Check Ss’ answers.
11.5.7 11.5.9
ENDING THE • Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson.
Suggested Answer Key
How to save battery power on your tablet PC It’s very easy to save
power on your tablet PC.All that is required is to change a few basic
settings: • First, open the Start Menu, and then go to the Control
Panel page. • From there, you can open the Display file. • Click on
Screen Brightness and adjust the setting to medium. This will reduce
the screen’s power usage. • Click on the Apply button to keep your
changes. • When not using your tablet PC for a short period of time,
it is important to put it in Standby mode. • Open the Start Menu once
again and click on the Control Panel. • Click on Power Options and
choose What the Power Buttons Do from the menu. • Change the
Power Button setting to Standby and then click Save Changes. • Now
you can easily reduce your tablet’s energy usage at the touch of a
button and save battery power for when you need it most.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
monitor learner question writing in groups monitor learner questions for Values links
and highlight for less able learners where accuracy and encourage them
they should self-correct errors to self-correct
Reflection Use the space below to reflect on your lesson. Answer the
Were the lesson objectives/learning most relevant questions from the box on the left about your
objectives realistic? lesson

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 3

LESSON: Module 3 Lesson 10 School:

Mnemonic devices for excellent
memory
Date: Teacher’s name:
CLASS: Number present: absent:
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objectives(s) that 11.2.1 - understand the main points in unsupported extended talk on a wide range of
this lesson is general and curricular topics, including talk on a growing range of unfamiliar topics
contributing to 11.2.4 - implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-
order thinking questions on a range of general and curricular topics, including some
unfamiliar topics
11.1.6 - organize and present information clearly to others
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
11.6.12 - use a wide variety of past modal forms to express appropriate functions ;
use a variety of near modal structures including supposed to, bound to, due, willing to
on a wide range of general and curricular topics
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
ICT skills
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning An instructional text (giving and following instructions)
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 46 To introduce the topic; to listen and read for
LESSON specific information
11.1.9 • Read the rubric aloud and ask Ss to read the title of the text. • Elicit
11.2.1 ideas from Ss about what they think the word “mnemonic” means.
11.2.4 Ask Ss if they know of any types of mnemonic devices.
11.4.1 • Play the recording. Ss listen and read to find out.
Answer Key
A mnemonic is a pattern that helps you remember things. There are
many types of mnemonic devices. The main types are connection,
image and music.
PRESENTATION Ex. 2 p. 46 To read for specific information (T/F statements)
AND PRACTICE • Ask Ss to read the sentences and underline the key words. Explain
11.4.2 that this will help them to do the task. • Ask Ss to read the text again
11.4.5 and mark the sentences as T (true), F (false) or DS (doesn’t say).
• Check Ss’ answers.
Answer Key
1 F (“we dramatically increase our ability to remember them”) 2 T 3
F (“There are many different types of mnemonics”) 4 F (“…forms a
link in the mind between something new and something we already
know”) 5 DS 6 T
• Refer Ss to the Check these words box and explain/elicit the
meaning of the words or ask Ss to look them up in the Word List or
their dictionaries
Answer Key
abstract (adj): the quality of being intangible, like an idea or
feeling,rather than a material object alliteration (n): the repetition of
the same sound in two or more words that are placed close together in
a sentence or phrase catchphrase (n): a famous or popular phrase that
is connected with sb famous or sth known abbreviation (n): a short
form of a phrase or word longitude (n): the distance east or west of an
imaginary line along the Earth’s surface from the North Pole to the
South Pole latitude (n): the distance north or south of the equator, the
imaginary line around the middle of the Earth hump (n): the
raised,rounded part of a camel’s back retain (v): to keep in mind; to
remember
• Play the video for Ss and elicit their comments at the end.

Ex. 3 p. 46 To personalise and expand on the topic

11.3.2 • Ask Ss to discuss in pairs which mnemonic device they think could
help them remember things best. • Monitor activity around the class. •
Ask various Ss to tell the class.
Suggested Answer Key
A: I think that using images would best help me to remember
things.As a visual learner, it’s easier for me to remember a piece of
information if I can associate it with a picture.
B: For me, connection works best. When I study, I try to connect
something I already know with the new thing I want to memorise.I
 find it especially helpful when I have to remember names of people or
places; I just create a mental connection with a person I already
know and places I’ve visited.

Ex. 4 p. 46 To expand on the topic and conduct further

11.1.6 ICT 11.1.9 research
11.4.4 11.5.8 • Explain the task and give Ss time to find out more about other types
11.6.4 11.6.12 of mnemonic devices. • Ask Ss to give a presentation to the class.
ENDING THE • Alternatively, assign the task as HW and ask Ss to give their
LESSON presentations in the next lesson.
Suggested Answer Key
At some point in your lives you must have wondered why it’s so
difficult to remember important facts and figures for your
exams,while you can recall all the lyrics of your favourite songs
without even trying.It’s because song lyrics often use the mnemonic
device of rhyme. Rhyme mnemonics helps us to remember things by
putting information into the form of a poem or rhyme. This kind of
memory aid can be extremely effective because the rhyme acts as a
memory trigger. I bet you can all remember the catchy nursery
rhymes you learned as a child, can’t you? Rhyme mnemonics are
bound to make even the most random or boring facts easy to
remember. As such, they’re very commonly used in everyday life. For
instance, advertising ICT agencies use rhyming jingles to make the
names of their products stick in your head so that you’re more likely
to buy them. Another commonly used memory aid is spelling
mnemonics: patterns or phrases that can help you to remember how
to spell difficult words. For example, the first letter of each word in
the phrase “Big Elephants Can Always Understand Small
Elephants” spells “because”. It may seem strange to remember a
sequence of seven words in order to recall how to spell just one
word, but in fact it’s much easier for the human brain to retain the
phrase than the single word. That’s because the brain creates an
image or a narrative around it, while the word“because”is just an
abstract sequence of letters. Some mnemonic devices even combine
rhyme and spelling.“I before E except after C” is a rhyme that’s used
to remind students that the vowels ‘i’ and ‘e’ are always in this order
in a word (e.g. believe and friend), unless they come after the letter
‘c’ (e.g. ceiling and receive).Easy,right? So, the next time you’re
studying for an exam, try using the undeniable power of rhyme and
spelling mnemonics!
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final techniques
challenge more able learners to structure
final writing to include key words
Reflection Use the space below to reflect on your lesson. Answer the
Were the lesson objectives/learning most relevant questions from the box on the left about your
objectives realistic? lesson
Did I stick to timings?
What changes did I make from my plan
and why?

Module 3

LESSON: Module 3 Lesson 11 School:

SAT 1 Culture Spot
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.4.1 - understand complex and abstract main points in extended texts on a wide range
objectives(s) that of familiar and unfamiliar general and curricular topics
this lesson is 11.1.6 - organize and present information clearly to others
contributing to 11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
range of general and curricular topics
11.6.12 - use a wide variety of past modal forms to express appropriate functions ;
use a variety of near modal structures including supposed to, bound to, due, willing to
on a wide range of general and curricular topics
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 in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Mnemonic devices for excellent memory
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Revision module 3
LESSON
PRESENTATION Writing work SA 3
AND PRACTICE Culture Spot
Sherlock Holmes and The Mind Palace
11.4.1 Ex. 1 p. 46 To read & listen for specific information
• Read the rubric aloud and elicit from Ss what they know (if
anything) about the Mind Palace memory technique. • Ss read and
listen to the text to answer the question. • Check Ss’ answers.
Answer Key
The Mind Palace technique is a memory technique which uses
 location and imagery to help us remember. • Play the video for Ss and
elicit their comments at the end.

11.1.6 Ex. 2 p. 46 To personalise and expand on the topic

11.6.4 • Read the rubric and ask Ss to find information about another
11.6.12 fictional character who uses the Mind Palace or another interesting
memory technique. • Ask Ss to give a presentation to the class.
ENDING THE • Alternatively, assign the task as HW and ask Ss to give their
LESSON presentations in the next lesson.
Suggested Answer Key
The method of loci or the Mind Palace technique is also used by the
character Patrick Jane from the popular TV series The Mentalist.
Jane is a professional investigator. He has an amazing
understanding of the human brain and uses this knowledge to help
the police to catch criminals. He uses the Mind Palace technique to
remember details about suspects when investigating crimes,and this
allows him to easily work out what happened.In one episode of the
programme, he even attempts to teach one of his colleagues how to
use this specific memory technique.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 3

LESSON: Module 3 Lesson 12 School:

Progress Check
Date: Teacher name:
CLASS: 11 Number present: absent:
Learning 11.4.1 - understand complex and abstract main points in extended texts on a wide range
objectives(s) that of familiar and unfamiliar general and curricular topics
this lesson is 11.4.2 - understand specific information and detail in extended texts on a wide range of
contributing to familiar and unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.6.12 - use a wide variety of past modal forms to express appropriate functions ;
use a variety of near modal structures including supposed to, bound to, due, willing to
on a wide range of general and curricular topics
11.6.15 - use a growing variety of more complex conjunctions to express condition
concession. and contrast on a wide range of general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy
Lesson objectives All learners will be able to:
 use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Previous learning Culture Spot
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 47 To read for specific information (multiple choice)
LESSON • Ask Ss to quickly read the text and the questions. • Give Ss time to
11.4.1 read the text again and underline the parts that answer the questions. •
11.4.2 Tell Ss to choose which option best answers each question. Remind
11.4.5 them to support their choice with material from the text. • Check Ss
11.4.6 answers.
Answer Key
1 A (“there are ways to train our minds to be more efficient at
retaining information”) 2 D (“the workplace can be hectic … it can
often feel like you’re being bombarded with an infinite list of tasks to
complete”) 3 B (“not everything works for everyone, so you can pick
and choose which ones best suit your individual learning style.”) 4 B
(“By turning seven pieces of information into two, we can maximise
the usefulness of the brain’s short-term memory.”) 5 A (“These days,
when attempting to juggle responsibilities at work, a good old-
fashioned to-do list simply doesn’t cut it.”)
• Play the video for Ss and elicit their comments at the end.
PRESENTATION Ex. 2 p. 47 To revise everyday English expressions
AND PRACTICE • Explain the task and give Ss time to complete it. • Check Ss
11.3.1 answers.
Answer Key
1b2a3a

11.2.2 11.2.3 Ex. 3 p. 48 To listen for specific information (T/F statements)

• Ask Ss to read the sentences and underline the key words. Explain
that this will help them to do the task. • Play the recording twice and
remind Ss to pay attention to the underlined words as they listen. • Ss
listen and complete the task. • Check Ss’ answers.
Answer Key
1 T 2 F (“I had to stop as they started touring all over the country. I
couldn’t go with them.”) 3 F (“I deal with customers phoning in with
enquiries.”) 4 F (“I’m good at water sports,too,if that would be a
help!” “Very possibly”) 5 T
11.5.2
Ex. 4 p. 48 To revise vocabulary from the module
 • Explain the task and give Ss time to choose the correct words. •
Check Ss’ answers.
Answer Key
1 constructive 2 raised 3 poise 4 articulate 5 centre 6 quaking 7
farsighted 8 against

11.6.12 Ex. 5 p. 48 To consolidate grammar from the module

• Explain the task and give Ss time to rewrite the sentences. • Check
Ss’ answers.
Answer Key
1 Nurlan may have quit his job because it was too stressful. 2 She
needn’t have come so early yesterday. 3 They must have informed
the boss about the problem. 4 You should have paid attention. 5 They
can’t have prepared the documents. 6 You could have asked for her
advice. 7 We are supposed to wear a suit to work. 8 You are bound to
feel nervous about your interview.

11.6.15 Ex. 6 p. 48 To consolidate grammar from the module

• Explain the task and give Ss time to underline the correct items. •
Check Ss’ answers.
Answer Key
1 Despite 2 Even though 3 but 4 in case

Ex. 7 p. 48 To write an instructional text

11.5.1 11.5.2 • Explain the task and refer Ss to the Writing section of the unit (3e)
11.5.3 11.5.4 for a model, plan and useful language. • Give Ss time to plan and
11.5.6 11.5.9 complete their work and then check Ss’ answers.
ENDING THE • Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson.
Suggested Answer Key
How to transfer files from a USB stick to a computer Transferring
files has never been easier. In fact, it can be done in just 6 simple
steps: • First,insert your USB stick into an available port on your
computer.The correct port will have a symbol which corresponds
with the one on your device. • Next, use the control panel on your
computer to open the devices folder. There you can access your USB
stick. • Open the folder containing the files you wish to transfer. •
Highlight the files by clicking on them. You can then ‘drag and drop’
the files by clicking on them, keeping the mouse button pressed and
pulling the files from one folder to the next. • Release the mouse
button and your files have been transferred! • Lastly, right click on
the USB device icon and click ‘eject’.This will allow you to safely
remove the device without corrupting any of the files on it. That’s it.
Now you can transfer files quickly and easily whenever you like.
Competences Ask Ss to assess their own performance in the module
by using ticks according to how competent they feel for each of the
listed activities. Ss can use this feedback to set personal learning
objectives.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?
 Module 4

Short-term plan School

Module 4 Lesson 1: Timekeeping Devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: The History of
Timekeeping Devices p.49
Learning 11.4.2 - understand specific information and detail in extended texts on a wide range
objectives of familiar and unfamiliar general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups
11.2.3 - understand the detail of an argument in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
11.1.6 - organize and present information clearly to others
Lesson All learners will be able to
objectives 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
Assessment Pupils can give an opinion of the module, introduce key vocabulary, talk about
criteria timekeeping devices

Previous
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
What’s in this module?
Beginning the  Read the title of the module “Timekeeping devices”
Lesson and ask Ss to suggest what they think it means.
  Go through the objectives list and stimulate a
discussion to prompt Ss’ interest in the module to P 49 SB
introduce the topic

Main Activities
1 a) Aim To introduce new vocabulary Ex 1, p.49
* Direct Ss’ attention to the texts and the words in the list and SB
give Ss time to read the texts and complete the gaps with the
appropriate word,
* Check Ss’ answers around the class and explain/ elicit the
meaning of any unknown words.
Answer Key 1 ancient 2 vertical 3 track 4 flow 5 seconds
6 precise 7 mechanics 8 predetermined 9 principles
10 structures
b) Aim To match pictures to texts
* Explain the task and give Ss enough time to match the
pictures to the texts.
* Check Ss’ answers around the class.
Answer Key 1C 2A 3D 4B 5E
* Play the video for Ss and elicit their comments at the end.

2 Aim To personalise a topic and expand on the topic

Ex 2, p.49
* Ask Ss to discuss in pairs which of the timekeeping devices SB
they find most interesting. Remind SS to justify their answers.
 Monitor the activity around the class
 Ask various Ss to tell the class

3 Aim To expand on the topic; to conduct further research; to

develop presentation skills Ex 3, p.49
* Explain the task and give Ss time to use the Internet (if SB
available) to find more about other types of timekeeping
devices
* Ask Ss to give a presentation to the class about one
timekeeping device.
* Alternatively, assign the task as HW and ask Ss to give their
presentations next lesson.

Words of wisdom
 Give Ss time to read the quotation and discuss, in pairs, p. 49 SB
what they think it means.
 Monitor activity around the class offering help if
necessary.
 Ask various Ss to tell the class.
Suggested Answer Key I think this quotation means that every
 experience is worth something, even if it doesn't seem so at the
time. For instance, if a person makes a mistake, it's not a waste
of time as long as they learn from it and don't do the same
thing again. In fact, making mistakes actually saves time in the
long run, as next time they will know what to do, or at least
what not to do.
Ending the • Reflection: a minute paper (IW)
lesson
Fill in the following reflective car
3words from the lesson_______________________
__________________________________________
2 adjectives describing the lesson_______________
__________________________________________
1 activity from the lesson you like best___________

Additional information
Differentiation Assessment Cross-curricular links:
world literature
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
 challenge more able learners necessary
to come up with a strategy for
Assessment criteria:
effectively recording different
types of vocabulary presented Pupils can present their ideas
in this lesson about places in Kazakhstan which
could inspire them to write their
novels in 7-10 sentences

Reflection (self-assessment)

Reflection

Summary evaluation
Module 4

Short-term plan School

Module 4 Lesson2: Timekeeping Devices
Date: Teacher name:
Grade:11 Number present: absent:
Theme of the lesson: The Star Clock of Ancient
Egypt pp.50-51
Learning 11.4.8 - select and evaluate paper and digital reference resources to check meaning
objectives and extend understanding
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level]
on a range of more complex and abstract general and curricular topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.6.7 - use a wide variety of simple perfect active and passive forms and a variety
of perfect continuous forms on a wide range of general and curricular topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment Pupils can discuss the importance of the merkhet in ancient Egypt, research, write
criteria and present information about the shadow clock

Previous Types of timekeeping devices

learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1. Aim To introduce key vocabulary from a text Ex 1, p.50
Beginning the * Refer Ss to the Word List or their dictionaries and SB
Lesson give them time to look up the meanings of the
words,
* Check Ss’ comprehension around the class and
explain/elicit the meaning of any unfamiliar words,
Suggested Answer Key
millennia (n): plural of millennium, 1000 years
milestone (n): a significant event
align (v): to bring sth into a line with sth else meridian
(n): an imaginary line drawn on maps between the
North Pole and the South Pole, used to show the
position of a place
accuracy (n): exactness; correctness
precise (adj): exact, definite
hieroglyphs (n): a symbol or picture that represents a
word
Main Activities 2 Aim To prepare for a reading task Ex 2, p.50
* Read out the Study Skills box and explain the task. Give Ss SB
time to complete it in pairs.
* Elicit what the Ss know (if anything) about how people kept
track of time at night in ancient times.
* Ask Ss to think of and write down three questions about what
they would like to know about the topic.
Suggested Answer Key
I don't know much about the topic but I guess people used the
stars or the Moon to tell the time at night.
1 Did people have a device for telling the night in ancient
times?
2 What special knowledge did people ne the time at night in
ancient times?
3 Is it possible to see any ancient timekeeping devices?

3 a) Aim To read for cohesion an coherence (missing Ex 3, p.50

sentences) SB
* Ask Ss to read the text and fill the gaps 1-6 with the correct
sentence.
* Remind Ss to pay attention to discourse markers as well as
general meaning and to read through the whole text again when
they have completed the task to check that it makes sense.
* Check SS’answers around the class.
Answer key 1C 2F 3E 4A 5D 6B
b) Aim To read and listen for specific information
* Explain the task and play the recording. Ss read the text and
listen.
* Ask Ss around the class if text answered their questions from
Ex. 2
Suggested Answer Key
1 There were a few devices for telling the time at night, such as
the water clock and the merkhet.
2 People needed some knowledge of astronomy to use the
merkhet.
3 Yes, people can see an authentic merkhet in the Science
Museum in London.
* Refer Ss these words box and explain/ elicit the meanings of
the words or ask Ss to look them up in the Word List or their
dictionaries.

4 Aim To consolidate information from a text

*Explain the task and give Ss enough time to complete the Ex 4, p, 51
sentences in their own words. Remind Ss to give evidence from SB
the text and not to copy exact phrases but to paraphrase the
information and use their own words.
*Check Ss’ answers.

5 Aim To consolidate vocabulary through synonyms

Ex 5, p.
*Explain the task and give Ss enough time to complete it.
51SB
*Check Ss’ answers around the class.
Answer Key
idea = concept
pursuit = quest
successfully = effectively
examining = studying
period = era
ineffective = useless
not curved = straight
contemporary = modern-day
places of worship = tem;
exhibition = display

6 Aim To consolidate vocabulary from the text

Ex 6, p. 51
* Explain the task and give Ss time to fill the gaps with the SB
correct form of the verb.
* Check Ss' answers.
Answer key:
1 has fascinated
2 have been rendered
3 have depicted
 4 has taken
5 aligned

Speaking Aim To consolidate information from the text

through discussion P 51 SB
* Explain the task and give Ss time to discuss the importance
of the merkhet in pairs.
* Monitor the activity around the some pairs of Ss to tell the
class.

Writing Aim To expand on the topic and conduct further

research; to develop presentation skills
* Explain the task and give Ss time to use the Internet (if
available) or other sources to find out about the shadow clock.
* Ask Ss to give a presentation to the class about it.
* Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Ending the • Fill in the table what SS have learned at the lesson
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
 challenge more able learners necessary
to come up with a strategy for
effectively recording different
assessment criteria:
types of vocabulary presented
in this lesson Pupils can present the information
about Oscar Wilde according to
the read text

Reflection
Summary evaluation
Module 4

Short-term plan School

Module 4 Lesson 3: Timekeeping Devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Units of Time p.52-53
Learning 11.6.13 - use a variety of adjectives complemented by that, infinitive and wh-
objectives clauses on a wide range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.6.14 - use a growing variety of more complex prepositional phrases including
those relating to concession and respect; use a variety of multi-word verbs of
different syntactic types on a wide range of general and curricular topics
11.1.3 - respect differing points of view
11.1.9 - use
imagination to express thoughts, ideas, experiences and feelings
11.3.2 - ask
and respond with appropriate syntax and vocabulary to open-ended
higher-order thinking questions on a range of general and curricular topics,
including some unfamiliar topics
Lesson All learners will be able to
objectives 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
Assessment Pupils can use vocabulary related to time and timekeeping, use collocations,
criteria idioms related to time, phrasal verbs, prepositions and word formation.

Previous The history of timekeeping devices

learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
To introduce the topic of the lesson
Beginning the Setting objectives by the students and comparison with the P 52 SB
Lesson lesson objectives

Main Activities 1 Aim To consolidate vocabulary from a text

* Explain the task and give Ss enough time to complete the Ex 1, p. 52
sentences. SB
* Check Ss’ answers around the class.
Answer Key 1 quest 2 leap 3 context 4 milestone 5 rotation

2 Aim To consolidate vocabulary from a text

Ex 2, p. 52
* Explain the task and give Ss enough time to complete the SB
sentences.
* Check Ss’ answers around the class.
Answer Key 1 accurate 2 pinpoint 3 precise

3 Aim To practise using prepositions Ex 3, p. 52

* Explain the task and give Ss enough time to complete the SB
sentences. Remind Ss that they can check their answers in
Appendix I.
* Check Ss’ answers around the class.
Answer Key 1 to 2 from/at 3 in 4 at 5 on

Ex 4, p.52
4 Aim To present and practise topic-related vocabulary SB
* Explain the task and give Ss enough time to complete the
sentences. Direct Ss’ attention to the table for reference.
Explain/elicit the meaning of any unknown words.
* Check Ss’ answers around the class.
Answer key 1 century 2 decade 3 fortnight 4 leap year

5 Aim To present and practise vocabulary related to Ex 5, p. 52

timekeeping devices SB
* Explain the task and give Ss enough time to label the pictures.
Explain/elicit the meaning of any unknown words.
* Check Ss’ answers around the class.
Answer Key 1 digital clock 2 analogue clock 3 pendulum
4 minute hand 5 chronometer 6calendlar

6 Aim To present and practise topic-related vocabulary Ex 6, p. 52

* Explain the task and give Ss enough time to complete the SB
sentences.
* Ask Ss to check their answers by looking up the words in the
dictionaries.
Answer key: 1 bicentennial 2 annual 3 Biennial 4 momentary
5 decennial
Ex 7, p 53
7 Aim To present and practise topic-related vocabulary SB
* Explain the task, refer Ss to the Word List and give them time
to underline the correct items.
* Check Ss’ answers around the class.
Answer Key 1 era 2 aeons 3 season 4 age 5 period

Ex 8, p. 53
8 Aim To present and practise topic-related vocabulary
SB
* Explain the task and give Ss enough time to complete the
gaps.
* Check Ss’ answers,
Answer Key 1 standard 2 sunrise 3 daylight 4 solar
5 timekeeping

9 Aim To present and practise collocations related to time Ex 9, p. 53

SB
* Explain the task and give Ss enough time to complete the
gaps.
* Check Ss’ answers.
Answer Key 1 waste 2 spend 3 pass 4 lose

Ex 10, p 53
10 a) Aim To present and practise idioms related to time SB
* Explain the task and give Ss en complete the gaps with the
correct idioms.
* Check Ss’ answers.
Answer Key 1 call it a day 2 eleventh hour 3matter of time 4
better late than never 5 time flies 6in good time

b) Aim To personalise and expand on the topic

Ask various Ss to tell the class whether they're an early bird or
a night owl and explain why.
Suggested Answer Key:
A: I'm a night owl for sure, I never go to bed before 7 am and I
hate getting up early!
B: I'm always in bed by 11 pm , sometimes earlier. I have to
get up at 6 school.

11 A im To practise phrasal verbs Ex 11, p. 53

SB
* Explain the task and give Ss enough time to complete the
sentences.
 Answer key: 1 into 2 aside 3 behind 4 in, out

Ex 12, p.53
12 Aim To practise using prepositions SB
*Explain the task and give Ss enough time to fill in the correct
prepositions. Remind Ss that they can check their answers in
Appendix Il.
* Check Ss’ answers.
Answer Key 1 for 2 in 3 on 4 at

Ex 13, p.53
13 Aim To practise word formation
SB
* Explain the task and give Ss enough time to complete the
gaps.
* Remind them to check first what part of speech each missing
word is (noun, verb, adjective, etc.) and think of possible
prefixes/suffixes that are used to form various parts of speech.
* Check Ss’ answers.
Answer Key 1 timely 2 timeless 3 lifetime 4 meantime

Ending the Ss assess make up their own sentences using new vocabulary.
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
Pupils can assess each group
 challenge more able learners
presentation using causes of
to come up with a strategy for
effectively recording different purpose
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 4

Short-term plan School

Module 4 Lesson 4: Timekeeping Devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Flow Clocks pp.54-55

Learning 11.6.7 - use a wide variety of simple perfect active and passive forms and a variety
objectives of perfect continuous forms on a wide range of general and curricular topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
Most learners will be able to
identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story
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
Assessment Pupils can practice the Passive Voice, personal/impersonal constructions, key word
criteria transformation
Previous Vocabulary
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To present and practise the passive form
Beginning the * Explain the task and give Ss enough time to read the Ex 1, p.54
Lesson text and identify the passive forms in bold. Refer Ss to SB
the Grammar Reference section for more information.
* Once Ss have identified all of the passive forms, ask
them to work in pairs to identify the tense of each and to
explain how they're formed.
* Monitor activity around the class and provide help if
necessary.
* Check Ss' answers.
Answer Key
 are based - present simple passive
were being used — past continuous passive
had been fascinated — past perfect passive
is regulated - present simple passive
is fitted — present simple passive
is collected — present simple passive
is dropped — present simple passive
to be pulled - passive infinitive
is being filled - present continuous passive
must be — passive modal
was installed — past simple passive
have been admired - present perfect passive
will be enjoyed — future simple passive
have been designed - present perfect passive
 We form the passive with the verb to be in the
appropriate tense and the past participle of the main
verb.
Main Activities 2 Aim To practise the passive form Ex 2. P 54
* Explain the task and give Ss enough time to fill in the correct SB
passive forms of the verbs,
* Check Ss' answers.
* Ask Ss to read the completed again, paying attention to which
sentence have an agent and which don't.
* Elicit from Ss when the agent can be omitted.
Answer Key
1 was broken into (no agent)
2 was constructed (agent: by Saudi and international
companies)
3 were recovered (no agent)
4 are displayed (no agent)
5 was designed (agent: John L. Franklin)
Suggested Answer Key
We can omit the agent when the agent is unimportant, obvious
or unknown. For example, we don't know who broke into the
National Watch and Clock Museum.

3 Aim To practice the passive with by/with Ex 3, p. 54

* Write the following sentences on the board: The trees were SB
planted by the students, The trees were planted with a shovel.
Elicit from Ss what the difference in meaning is between by and
with when using the passive (i.e. by + agent shows who did an
action while with + instrument/material/ingredient shows
what the agent used).
*Explain the task and give Ss time to complete it.
*Check Ss’ answers around the class.
Answer key
1 by 2 with 3 by 4 with

4 Aim To practise using the passive form Ex 4, p. 54

* Explain the task and give Ss enough time to put the verbs in SB
the correct passive form.
* Check Ss’ answers.
Answer Key 1 was built 2 is made 3 was designed
4 is located 5 to be stopped 6 was finished
7 has been regarded 8 is visited

5 Aim To practise using the passive form with verbs which take
two objects Ex 5, p.55
* Write on the board: Ulan gave Guinara some books. The verb SB
gave has two objects: Gulnara and books. This means that we
can turn this sentence into the passive form in two different
ways. Gulnara was given some books by Ulan. Some books
were given to Guinara by Ulan.
* Remind Ss that verbs that take two objects are: bring, tell,
send, show, teach, promise, buy, throw, write, award, hand,
sell, owe, allow, feed, pass, post, read, take, offer, give, pay and
lend.
*Allow Ss time to rewrite the sentences in the passive voice. *
Check Ss’ answers,
Answer Key
1... was awarded to him for his competition entry. .
…was awarded a prize for his competition entry.
2... has been offered by the museum to the university.
... has been offered the collection of ancient clepsydrae by the
museum.
3... will be given to them by the Society of Watch and Clock
Makers for the grandfather clock.
... will be given £500 by the Society of Watch and Clock
Makers for the grandfather clock.
4... was granted to Serik by the college. .
…was granted a scholarship to study watchmaking in
Switzerland by the college.

6 Aim To present personal and impersonal constructions Ex 6, p.55

* Direct Ss’ attention to the theory box and read the examples. SB
*Elicit from Ss how personal and impersonal constructions
differ. Explain Ss such as think, believe, say, report,
understand, etc. are used in personal and impersonal
constructions.
* Refer Ss to the Grammar Reference section for more
information.
Suggested Answer
The two structures differ in form.
Impersonal structures: it + passive verb + that-clause
Personal structures: subject + passive verb + to-infinitive

7 Aim To practice personal and impersonal constructions.

* Explain the task and give Ss enough time to complete it. Ex 7, p. 55
*Check Ss’ answers. SB
Answer key
1 ... Is expected to have been renovated by the end f the year. ...
that the clock tower will have been renovated by the end of the
year. etc.
 8 Aim To pracise key word transformations
* Explain the task and remind Ss to use two to five words, Ex 8, p.55
including the given word. SB
* Give Ss time to complete the task.
*Check Ss’ answers.
Answer Key
1 were put forward by
2will be developed by
3 is being given
4had to be renovated
5is believed to have been
Ending the Ss give their own sentences with all Passive forms.
lesson
Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
 challenge more able learners necessary
to come up with a strategy for
effectively recording different
assessment criteria:
types of vocabulary presented
in this lesson Pupils can make Vein’s diagram to
compare types of fiction in
creativity of Oscar Wilde and
Jules Verne
Reflection

Summary evaluation
Module 4

Short-term plan School

Module 4 Lesson 5: Timekeeping Devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: PowerPoint Presentation
p.56
Learning 11.1.1 - use speaking and listening skills to solve problems creatively and
objectives cooperatively in groups
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics
11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
Lesson All learners will be able to
objectives 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
Assessment Pupils can evaluate PPT slides based on info from the text, practice and use cleft
criteria sentences/impersonal constructions, how to ask for opinions, express uncertainty,
express opinions and agree/disagree, act out a dialogue, research and write a set of
 rules for preparing a successful PPT presentation
Previous Clauses of Purpose
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 a) Aim To introduce the topic Ex 1, p.56
Beginning the * Explain the task and ask the Ss to tick the characteristics that SB
Lesson they find important and compare their answers with a partner,
* Ask various Ss to tell the class.
Suggested Answer Key
A:I think it's important to use visuals sparingly because if you
use too many, they might distract from what you're saying.
B: That's a good point. I think it's important to keep things
simple, otherwise your audience might become confused.
A: I agree. I didn't tick ‘use a range of fonts and colours for
variety’ as I think it’s best to stick to black and white on most
occasions.
B: Yes, it looks more professional.
b) To listen and read for specific information
* Explain the task and play the recording.
* Ss listen and read the article to see if their answers to Ex. 1a
were correct.
* Check Ss’ answers around the class.

Main Activities 2 Aim To read for specific information (T/F statements)

* Explain the task and give Ss enough time to read the text Ex 2, p.56
again and mark the statements as T (true), F (false) or DS SB
(doesn't say).
* Check Ss’ answers.
Suggested Answer Key
1 F (“Only include information that is essential’
2: F
3 DS
4 DS
5T
6 F (‘Ask friends for honest feedback’)

Ex 3, p. 56
3 Aim To evaluate PPT slides SB
*Explain the task and give Ss enough time to evaluate PPT
slides in pairs.
*Monitor activity around the class, offering help if necessary.
* Ask Ss to tell the class.
Ending the Ss assess each group presentation.
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
Pupils can assess each group
 challenge more able learners
presentation using clauses of
to come up with a strategy for
effectively recording different concession
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 4

Short-term plan School

Module 4 Lesson 6: Timekeeping Devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: PowerPoint Presentation
p.57
Learning 11.4.8 - select and evaluate paper and digital reference resources to check meaning
objectives and extend understanding
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.2.3 - understand the detail of an argument in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
general and curricular topics
11.3.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics
11.1.6 - organize and present information clearly to others
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
11.6.7 - use a wide variety of simple perfect active and passive forms and a variety
of perfect continuous forms on a wide range of general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment Pupils can evaluate PPT slides based on info from the text, practice and use cleft
criteria sentences/impersonal constructions, how to ask for opinions, express uncertainty,
express opinions and agree/disagree, act out a dialogue, research and write a set of
rules for preparing a successful PPT presentation
Previous Skills
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
To introduce the topic of the lesson and key vocabulary.
Beginning the
Lesson
Main Activities 4 a) Aim To introduce a listening activity Ex 4, p. 57
* Explain the task and give Ss enough time to check the words SB
in the Word List or a dictionary,
* Elicit Ss’ ideas about what they think the speaker will talk
about.
* Play the recording. Ss listen and check their answers.
Word List
highlight (v): to emphasise
detract (v): to take away; to make sth look less important
clutter (v): to fill sth in a disorganised way
discerning (adj): able to make good judgements about the
quality of things
amendments (n): corrections; alterations
Suggested Answer Key I think the speaker will talk about how
to master the art of PowerPoint presentations.
b) Aim To listen for specific information (note taking)
* Explain the task and play the recording.
* Ss listen and complete the gaps. Play the recording again if
necessary.
* Check Ss’ answers around the class.
Answer Key 1 captured 2 five-by-five 3 bombard 4 whole
presentation 5 large enough 6 relevant 7 right order

5 Aim To practise using cleft sent impersonal constructions

* Explain the task and give Ss time to rewrite the sentences, * Ex 5, p. 57
Check Ss' answers. SB
Answer Key 1... easy to create a PPT presentation
2... do is keep your PPT simple.
3. ...is believed that a high-resolution picture can have a great
impact on the audience.
4. ...you all need to do is practise it as much as possible.

6 a) Aim To prepare for a speaking task

Ex 6, p. 57
*Explain the task and give Ss time to read the dialogue and
SB
replace the underlined phrases with other appropriate ones
 form the language box.
* Check Ss’ answers around the class.
Answer Key
1 What's your opinion about ...?
2 What do you think about ...?
3 I feel that...
4 What do you mean exactly?
5 It seems to me that...
6 I suppose that's true.
b) Aim To act out a dialogue about a PPT presentations
* Explain the task and ask Ss to act out a dialogue similar to
one in Ex. 6a in pairs. Remind Ss to use the ideas and the
language box to help them.
*Monitor activity around the class.
*Ask some pairs to act out their dialogue in front of the class,
Ending the Group work: Presentations
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can present the moral of a story
 challenge more able learners in a poster
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 4

Short-term plan School

Module 4 Lesson 7:Timekeeping Devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: A For-and-Against Essay
p.58
Learning 11.5.7 - use independently appropriate layout at text level on a wide range of
objectives general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment SS can write a for-and-against essay
criteria
Previous skills
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
To introduce the topic of the lesson
Beginning the Setting objectives by the students and comparison with the
Lesson lesson objectives
Main Activities 1 Aim To analyse a rubric Ex 1, p. 58
* Give Ss time to read the rubric, underline the key words and SB
answer the questions.
* Check Ss' answers around the class.
Suggested Answer Key You have had a class discussion about
Daylight Saving Time. Now your teacher has asked you to
write an essay discussing the advantages and disadvantages of
observing Daylight Saving Time. Write your essay justifying
your ideas (150-200 words).
1 I have to write an essay discussing the advantages and
disadvantages of observing Daylight Saving Time for my
teacher.
2 The essay should be written in a formal style.
3 The advantages and disadvantages of the topic replace topic
sentences should be discussed in separate paragraphs. 4 Each
argument should be supported with Ss’ answers around the
class. justifications and examples.
5 The writer's opinion should appear in the final paragraph.

2 a) Aim To analyse a model text Ex 2, p. 58

* Give Ss enough time to read the model and answer the SB
questions,
* Check Ss’ answers around the class.
Answer Key
1C 2D 3B 4A
b) Aim To analyse a model text
* Elicit from Ss whether they think the writer is in favour of or
against the topic.
* Ask Ss to justify their answers.
Suggested Answer Key The writer is against the topic because
in the final paragraph he says that he thinks the economic
benefits of DST fail to outweigh the health and environmental
concerns that are associated with it.
c) Aim To find examples to formal style
* Ask Ss to read the model again and took for examples of
formal style.
* Check Ss’ answers around the class.
d) Aim To identify and replace topic sentences
* Explain the task and give Ss time to complete it.
* Check Ss’ answers around the class.

3 Aim To practise using linkers

*Explain the task and give Ss time to complete it. Ex 3, p. 58
*Check SS’ answers around the class. SB
Answer key
Firstly = First of all
For instance = For example
As a result = Consequently
Moreover = Furthermore/What’s more
On the other hand = However
To sum up = To conclude
 4 Aim To practise using linking words/phrases Ex 4, p. 58
*Explain the task and give Ss time to choose the correct linking SB
words/phrases.
*Check Ss’ answers around the class.
Answer Key
1 however
2 Although
3 Despite
4 As a result
5 This means that
6 This is due to the fact that
Ending the
lesson Ss’ own sentences with linking words

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
SS can write a summary of the
 challenge more able learners
story in 60-80 words
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 4

Short-term plan School

Module 4 Lesson 8:Timekeeping Devices.
Date: Teacher name:
Grade: 11 Number present: absent:
A For-and-Against Essay p.59
Summative Assessment for the Unit 4
“Timekeeping Devices”
Learning 11.5.1 - plan, write, edit and proofread work at text level independently on a wide
objectives range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
11.1.5 - use feedback to set personal learning objectives
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment SS can write a for-and-against essay
criteria
Previous Writing a for-and-against essay
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
 To introduce the topic of the lesson
Beginning the Setting objectives by the students and comparison with the
Lesson lesson objectives

Main Activities 5 Aim To expand prompts into complete sentences and to write Ex 5, p. 59
appropriate topic sentences SB
* Explain the task and give Ss time to complete it.
* Check Ss’ answers,
Suggested Answer Key
A *In the Internet era, the world is getting smaller and we
should be adapting our idea of time to fit this.
* Time zones are confusing and some countries don't follow
geographical rules.
B *It wouldn't necessarily make doing business more efficient
as people would still have to figure out what time of the day it
was in other countries.
* It would take a lot of time for people to adjust to new time.
Topic sentence A; There are a number of arguments in favour
of abolishing time zones. Topic sentence B: However, there are
a number of disadvantages to abolishing time zones that we
need to take into consideration.

6 a) Aim To analyse a rubric and prepare for the writing task Ex 6, p. 59

*Explain the task and give Ss enough time to read the rubric SB
and underline the key words.
Suggested Answer Key
You have a class discussion about the importance of time
management in the workplace. Now your teacher has asked you
to write an essay discussing the advantages and disadvantages
of time management. Write your essay justifying your
arguments (150-200 words)
b) To match the arguments to the justifications
*Explain the task and give Ss time to complete it.
*Check Ss’ answers.
Answer Key
1b 2a 3d 4c
c)Aim To identify arguments for and against
* Ask Ss to identify which arguments from Ex.6b are for time
management, and which are against it
*Check Ss’ answers around the class
Answer Key
Arguments for –2,3
Arguments against – 1,4

7 Aim To practise introducing examples/justifications *Explain Ex 7, p. 59

the task and give Ss time to complete it. Remind Ss to use SB
phrases from the Useful Language box to help them.
* Check Ss’ answers.

8 Aim To write for-and-against essay about time management Ex 8, p.59

*Explain the task and give Ss enough time to complete it. SB
Remind Ss to use their answers from Ex 7 the plan and Useful
 Language box to help them.
* Check Ss’ answers.
Ending the To discuss the plan for the essay in groups
lesson
o group work

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can read the summary and
 challenge more able learners
complete the gaps with the correct
to come up with a strategy for
effectively recording different preposition or particle
types of vocabulary presented
in this lesson

Reflection
Summary evaluation

Module 4
Short-term plan School:
Module 4 Lesson 9:Timekeeping devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Timekeeping in Ancient
Rome p.60
Learning 11.1.1 - use speaking and listening skills to solve problems creatively and
objectives cooperatively in groups
11.1.3 - respect differing points of view
11.1.8 - develop intercultural awareness through reading and discussion
11.1.5 - use feedback to set personal learning objectives
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment Ss can present information on timekeeping in ancient Greece, a famous clock tower
criteria in Kazakhstan

Previous Writing for-and-against essay

learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 a) Aim To introduce the topic
Beginning the * Explain the task and give Ss time to discuss the statements in Ex 1, p.60
Lesson pairs and decide whether they think the sentences are true or SB
false.
 * Monitor the activity around the class.
Suggested Answer Key
A: I know that sentence 5 isn't true because I saw the Tower of
the Winds when I was on holiday in Greece.
B: I think that sentence 3 is true because I read about sundials
and water-clocks online.
Main Activities b) Aim To read and listen for specific information (T/F
statements)
* Explain the task and give Ss time to read the statements
again.
* Play the recording. Ss listen and read to check their answers
from Ex. 1a.
* Check Ss’ answers around the class.
Answer Key
1 F (because of the fact that the time between sunrise and
sunset changed depending on the season, the length of an hour
changed accordingly)
2T
3T
4T
5R (...Andronicus’ Tower in Athens, Greece... Known as the
Tower of the Winds)
* Refer Ss to the Check these words explain/elicit the
meanings of the word or ask Ss to use their dictionaries and
look them up.
Suggested Answer Key
comprise (v): to consist of; to be made of
night watch (n): a guard kept overnight:
alternative (n): the other possible
estimate (n): an approximate calculation
feature (v): to have

Play the video for Ss and elicit their comments at the end.

2 Aim To consolidate information from the text Ex 2, p. 60

* Ask Ss what three things they, learned from the text. SB
* Elicit answers around the class
Suggested Answer Key
Before reading the text, I didn’t know that the length of an
hour changed the season in ancient Rome. I've learn the
Roman army used water-clocks to divide night into organised
night watches. I’ve also learned that there is a famous ancient
clock in Athens, G reece called Andronicus’ Tower or the finds.

3 Aim To expand on the topic and conduct further ; to develop

presentation skills Ex 3, p. 60
*Explain the task and give Ss time to use the Internet or other SB
sources to find out about out about timekeeping in ancient
Greece.
* Ask Ss to give a presentation to the class,
*Alternatively, assign the task as HW and ask Ss to their
presentations in the next lesson.
 Ending the  Ss ‘presentations
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can summarize a story and
 challenge more able learners practise error correction
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 4

Short-term plan School

Module 4 Lesson 10:Timekeeping devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: London’s Timekeeper
p.60
Learning 11.1.8 - develop intercultural awareness through reading and discussion
objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups
11.1.6 - organize and present information clearly to others
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment Ss can present information on timekeeping in ancient Greece, a famous clock tower
criteria in Kazakhstan

Previous CLIL
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
To introduce the topic of the lesson
Beginning the Setting objectives by the students and comparison with the
Lesson lesson objectives

Main Activities 1 To read & listen for specific information Ex 1, p. 60

* Read the rubric aloud and elicit from Ss what they know (if SB
anything) about Big Ben.
* Ss re to the text to answer the question.
*Check Ss’ answers.
Suggested Answer Key
Big Ben’s name refers to the clock’s bell.
 2 Aim To personalise and expand on the topic; to develop Ex 2, p. 60
presentation skills SB
*Ask Ss to find information about a famous clock tower in their
country and give a short presentation to the class.
Suggested Answer Key
Kostanay Clock Tower is in the centre of Kostanay, a city
located on the Tobo! River in northern Kazakhstan. The tower
was designed by the architect Joseph Iskakov and was built in
the late 1980s. The clock tower is clearly visible from all points
of the city and is a meeting place for the city’s residents. Inside
the building, there's a chess club which opened in 1987.

Ending the To personalise the topic

lesson  Ask Ss to discuss the questions in pairs
 Monitor the activity around the class
 Ask various Ss to share their answers with the rest of
the class
Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
 challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 4

Short-term plan School

Module 4 Lesson 11 :Timekeeping devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Progress Check pp 61-62

Learning 11.4.1 - understand complex and abstract main points in extended texts on a wide
objectives range of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.1.5 - use feedback to set personal learning objectives
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
general and curricular topics
11.6.7 - use a wide variety of simple perfect active and passive forms and a variety
of perfect continuous forms on a wide range of general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment Ss can present information on timekeeping in ancient Greece, a famous clock tower
criteria in Kazakhstan
Previous Summative Assessment for Unit 4
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
To introduce the topic of the lesson
Beginning the Setting objectives by the students and comparison with the
Lesson lesson objectives

Main Activities 1 Aim To read for main idea (missing subheadings) Ex 1, p. 61

* Explain the task and give Ss enough time to read the text and SB
match the headings to the paragraphs.
* Check Ss’ answers around the class.
Answer Key 1D 2A 3 F 4C 5 E
* Play the video for Ss and elicit their comments at the end.

2 Aim To revise everyday English expressions Ex 2, p. 61

* Explain the task and give Ss time to complete it. SB
* Check Ss' answers.
Answer Key
1a 2b 3a

3 Aim To listen for specific information (T/F statements) Ex 3, p. 61

* Ask Ss to read the sentences and underline the key words. SB
Explain that this will help them to do the task.
* Play the recording twice and remind Ss to pay attention to the
underlined words as they listen,
* Ss listen and complete the task.
* Check Ss' answers.
Answer Key
1F 2T 3 T 4T 5 F

4 Aim To revise vocabulary from the module Ex 4, p. 62

* Explain the task and give Ss time to choose the correct words, SB
* Check Ss' answers.
Answer Key 1 pinpoint 2 principles 3 era 4 quest 5 into
6 features 7 wasted 8 estimate

5 Aim To consolidate grammar from the module

* Explain the task and give Ss time to put the verbs into the Ex 5, p 62
correct passive form, SB
* Check Ss’ answers.
Answer Key 1 is located 2 is being given 3 will be sent 4 was
painted 5 has not been repaired 6 had been checked 7 will have
been found 8 be handed

6 Aim To practise the passive

* Explain the task and give Ss enough time to rewrite the Ex 6, p. 62
sentences in the passive. SB
* Check Ss’ answers.
 Answer Key
1 Big Ben is said to be the most famous clock tower in the
world. / It is said that Big Ben is the most famous clock tower
in the world.
2 The rare pocket watch has been appraised by an expert.
3 The watch trade show in Geneva was thousands of visitors. 4
He will be presented with an a ./Ana will be presented to him.

7 Aim To write a for-and-against essay

*Explain the task and refer Ss to the Writing section of the Unit
form the model, plan and useful language. Ex 7, p. 62
*Give Ss time to plan and complete their work and then SB
Ss’answers.
*Alternatively, assign the task as HW and check Ss’ answers in
the next lesson.
Ending the To personalise the topic
lesson  Ask Ss to discuss the questions in pairs
 Monitor the activity around the class
 Ask various Ss to share their answers with the rest of
the class
Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
 challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation

Module 5
Short-term plan School
Module 5 Lesson 1: “Work and Inventions”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Investigating in the World
of Work p.63
Learning 11.1.8 - develop intercultural awareness through reading and discussion
objectives 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general
and curricular topics, including talk on a growing range of unfamiliar topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.1.5 - use feedback to set personal learning objectives
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
higher-order thinking questions on a range of general and curricular topics,
including some unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
Lesson All learners will be able to
objectives 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
Assessment Pupils can give an opinion of the module, introduce key vocabulary, talk about
criteria office personalities and job satisfaction

Previous Progress Check

learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
What’s in this module?
Beginning the  Read the title of the module “Work & Inventions” and
Lesson ask Ss to suggest what they think it means.
 Go through the objectives list and stimulate a
discussion to prompt Ss’ interest in the module to P 63 SB
introduce the topic
Main Activities 1 Aim To introduce new vocabulary
* Read out the list of office personalities and elicit or explain Ex 1, p.63
the meaning of the phrases. SB
* Ask Ss to look at the pictures and read what each person says
and then match the office personalities to the pictures.
* Check Ss’ answers.
Answer Key 1A 2E 3C 4B 5D 6F
2 Aim To listen for specific information
Ex 2, p.63
* Ask Ss to read through the list of job advantages. Point out SB
that more than one answer is needed each time, Then play the
recording.
* Ss listen and decide what each speaker appreciates most about
their job.
* Elicit answers from Ss around the class.
Answer Key Ex 3, p.49
1 working environment, creativity, general job satisfaction SB
2 collaborative work environment, gene: satisfaction
3 level of responsibility, general job sati
* Play the video for Ss and elicit their comments at the end.

3 Aim To personalise the topic Ex 3, p. 63

*Read out the question and remind Ss to think about the factors SB
in Ex. 2.
* Elicit answers/discussion around the class.
* Allow Ss time to write a paragraph.
* Alternatively, assign the an individual task and invite Ss to
read their paragraphs to the class in the next lesson.
* Invite Ss to evaluate paragraphs and provide feedback.
Suggested Answer Key The most important thing for me in a
career is having general job satisfaction. It's true that having a
large salary is very nice, but if you don’t enjoy the work or
hate the working environment then what's the point?
Personally, I think it's much better to be happy with what
you’re doing, and to have positive working relationships with
your colleagues. I can't think of anything better than a job that
you love, that has a nice collaborative work environment where
 you feel satisfied and part of a winning team.

4 Words of wisdom P 63 SB
*Give Ss time to read the quotation and discuss, in pairs, what
they think it means.
* Ask various Ss to tell the class.
Suggested Answer Key
This quote makes a very important point about our choices in
our working lives and how they can affect our overall
happiness. It reminds us that picking a job that we enjoy will
give us so much satisfaction that work won't ever become a
chore. In fact, if we spend our lives doing the things that we
love, then we won't feel like we are working at all. It also acts
as a warning to not make a bad choice that you might regret
later.
Ending the • Reflection: a minute paper (IW)
lesson
Fill in the following reflective car
3words from the lesson_______________________
__________________________________________
2 adjectives describing the lesson_______________
__________________________________________
1 activity from the lesson you like best___________

Additional information
Differentiation Assessment Cross-curricular links:
world literature
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
 challenge more able learners necessary
to come up with a strategy for
Assessment criteria:
effectively recording different
types of vocabulary presented Pupils can present their ideas
in this lesson about places in Kazakhstan which
could inspire them to write their
novels in 7-10 sentences

Reflection (self-assessment)

Reflection
Summary evaluation
Module 5

Short-term plan School

Module 5 Lesson2: “Work and Inventions”
Date: Teacher name:
Grade:11 Number present: absent:
Theme of the lesson: Success in Business
pp.64-65
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objectives 11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general
and curricular topics, including talk on a growing range of unfamiliar topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning
and extend understanding
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses
on a wide range of general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
Most learners will be able to
identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story
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
Assessment Pupils can discuss an entrepreneur’s secret to success, give a presentation on a
criteria successful young entrepreneur
Previous Module pages
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To prepare to read an article Ex 1, p.64
Beginning the * Direct Ss’ attention to the article and give them time to read SB
Lesson the title and subheadings.
* Read out the question and elicit responses from Ss around the
class.
* Play the recording. Ss listen and read to find out more.
Suggested Answer Key
Text A stands out for me because it’s about the founder of an
online music channel and I love music. Text C also stands out
because I have no idea what Farmily is and I am curious to
 find out.
Main Activities 2 Aim To read for specific information (multiple matching) Ex 2, p.64
* Ask Ss to read the questions and underline the key words and SB
then read the texts quickly and underline the parts that seem to
match the key words.
* Give Ss time to go through each question and choose which
text it best matches.
* Check Ss’ answers. Ss should justify their answers using
information from the texts.
Suggested Answer Key
1 B (... he sought investment from his family and friends ...)
2 B (... he has since started another car hire company ...)
3 A (... But! just shrug my shoulders ...)
4 C (... he set up numerous start-up comp:
5 A (... looking at the competition will cloud your vision and
mess you up ...)
6 C (... Akhmetov’s ultimate goal is to have a supermarket in
Kazakhstan that doesn’t sell any imported products...)
7 A (... Jamal was given an MBE by the Queen...)
8 C (... He believes thet, as an aspiring entrepreneur, he is very
fortunate to be from Kazakhstan...)

3 Aim To consolidate new vocabulary through antonyms; to Ex 4, p.65

explain the words in bold SB
* Explain the task and give Ss time to complete it.
* Check Ss’ answers.
Answer Key
Text A: refined # raw, open-minded # narrow-minded
Text B: order # chaos, loss # profit
Text C: conventional # innovative, inferior # superior

4 Aim To explain the highlighted phrases

* Give Ss time to work in pairs and check the meaning of the
highlighted phrases in their dictionaries.
* Ask various Ss to tell the class.
Answer Key
cloud your vision and mess you up in the long run: stop you
seeing things clearly and causing long-term problems
in a state of organised chaos: messy but with an underlying
order
run off his feet: very busy
to get stuck in a rut: to be unable to break a pattern or routine
see the bigger picture: to have a clear overview
blew up in his face: to have a plan go wrong
going from strength to strength: to improve continuously and
become increasingly successful
* Play the video for Ss and elicit their comments at the end.
5 a) Aim To complete the sentences correct form of the verb; to Ex 5, p, 51
identify and intransitive verbs SB
* Explain the task and give Ss time to complete the sentences
with the correct form of the verbs.
*Ask Ss to decide which verbs are transitive and which are
intransitive. Remind Ss that transitive verbs require an object
while intransitive verbs do not.
Answer Key
1 to obtain — transitive
2 profited — intransitive
3 uploaded — transitive
4 graduated — intransitive
5 has launched — transitive
b) Aim To practise using verbs that can be both transitive and
intransitive.
*Explain the task and direct Ss’ attention to the example. *Give
Ss time to write sentences to show how verbs can be both
transitive and intransitive.
* Check Ss’ answers.
Suggested Answer Key
He has started a new business. (T)
The meeting hasn't started yet. (I)
I've been writing this report all day. (T)
He can't read or write very well . (I)
He’s growing fruit and vegetables in a vertical farm. (T)
The company has grown a lot in the last year. (I)
He just opened a new shop. (T)
The shop opens at 9 o’clock. (I)
He closed the door behind him. (T)
I'm afraid the library closes in 10minutes. (I)
Ex 6, p. 63
SB
6 Aim To practise adjective complements
* Explain the task and give Ss time to complete it.
* Check Ss’ answers.
Answer Key
1 Jamal Edwards felt extremely proud when he received an
MBE from the Queen.
 2 Nicko Williamson's family were eager to offer him financial
help.
3 Maulen Akhmetov feels lucky to come from Kazakhstan.

Speaking
Aim To personalise and expand on the topic P 65 SB
*Explain the task and give Ss time to discuss in pairs which
person from the text impressed them most and why.
* Monitor activity around the class.
*Ask various Ss to tell the class.
Suggested Answer Key
A: Maulen Akhmetov impressed me the most. He’s so young
and he’s already set up numerous start-up businesses that are
focused on helping people and the environment. Who did you
find the most impressive?
B: I like Jamal Edwards because he does what he wants and
doesn't care what other people think. I think confidence is a
great quality to have as an entrepreneur. Also, I believe it’s
really important that he's following his own dream rather than
focusing on the competition.
Ending the • Fill in the table what SS have learned at the lesson
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
 challenge more able learners necessary
to come up with a strategy for
effectively recording different
assessment criteria:
types of vocabulary presented
in this lesson Pupils can present the information
about Oscar Wilde according to
the read text

Reflection
Summary evaluation
Module 5

Short-term plan School

Module 5 Lesson 3: “Work and Inventions”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Jobs and Qualities pp.66-
67
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives which is spelt accurately
11.6.14 - use a growing variety of more complex prepositional phrases including
those relating to concession and respect; use a variety of multi-word verbs of
different syntactic types on a wide range of general and curricular topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.5 - - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
higher-order thinking questions on a range of general and curricular topics,
including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some
unfamiliar topics
11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics
Lesson All learners will be able to
objectives 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
Assessment Pupils can use vocabulary related to jobs and qualities, vocation training,
criteria collocations with WORK and JOB, verb phrases related to vocational training,
idioms related to work.
Previous Success in Business
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To consolidate vocabulary from the text
Beginning the * Explain the task and give Ss enough time to fill in the gaps. * Ex 1, P 66
Lesson Check Ss’ answers. SB
Answer Key 1 unsigned 2 dissertation 3 gripping
4 investment 5 venture

Main Activities 2 Aim To consolidate vocabulary from the text Ex 2, p. 66

* Explain the task and give Ss enough time to complete it. SB
Remind Ss to put the verbs into the correct form.
* Check Ss' answers.
Answer Key 1 to launch 2 to restrict 3 has made 4 is seeking 5
will generate

Ex 3, p. 66
3 Aim To practise prepositions
SB
* Explain the task and give Ss time to fill in the gaps with the
correct item.
* Check Ss' answers.
Answer Key 1 together 2 off 3 down 4 from 5 up

4 a) Aim To introduce new vocabulary related to jobs and Ex 4, p.52

qualities SB
* Explain the task and give Ss enough time to match columns.
Check Ss’ answers.
* Elicit from Ss which jobs are depicted in the pictures.
Explain/elicit the meanings of manual, administrative and
professional and which jobs are included in each category.
Answer Key
1 c 2e 3b 4f 5 d 6 a
Picture 1 shows a civil engineer and picture 2 showsa refuse
collector.
Manual = involving physical work rather than mental work —
tree surgeon, refuse collector
Administrative = related to work that is necessary to maintain
the operation of a company or organisation – marketing
executive, insurance broker
Professional = related to work that requires skilled training or
higher education – occupational therapist, civil engineer

b) Aim To present an practise new vocabulary related to jobs

and qualities
* Explain and give Ss time to do it in pairs.
* Ask Ss to decide which of the adjectives are positive and
which are negative.
* Then ask Ss to use the adjectives to describe the jobs in Ex.
4a, giving reasons to support their views.
*Note that unpredictable and demanding could be seen as
positive or negative.
Answer key:
Positive: secure, rewarding, stimulating, unpredictable,
demanding
Negative: arduous, unpredictable, stressful, hazardous,
demanding, mind-numbing

5 Aim To practice forming and using collocations related to

Ex 5, p. 55
work and jobs. SB
*Explain the task and give Ss time to complete the spidergrams
and write their own sentences.
*Check Ss’ answers around the class.
Answer key
1 workmate
2 workload
3 workplace
4 work station
5 job title
6 job market
7 job satisfaction
8 job prospects
9 job vacancy
10 job description

6 Aim To present and practise work-related verb phrases

Ex 6, p. 66
* Explain k and give Ss time to fill in the correct verb to form
SB
verb phrases.
* Check Ss’ answers, then give them time to write sentences
using five of the verb phrases.
*Ask various Ss to read their sentences to the class.
Answer key
1 get/be
2 go/be
3be
4have
5go/be
6get
7be
8be
9do
10get/have
11work/have
12go/be
13do/work
14work/do/have

7 Aim To practise idioms related to work

Ex 7, p 67
* Explain the task and give Ss time to fill the gaps.
SB
* Check Ss’ answers around the class.
Answer Key 1 ropes 2 foot 3 batteries 4 neck 5 shots
* Ask Ss what each idiom means and elicit answers around the
class.
* Ask Ss if they have any similar idioms in their language.

8 Aim To practise vocabulary related to vocational training

* Give Ss time to complete the questions with words from the Ex 8, p. 67
box and then answer them. SB
* Ask Ss to compare their answers with a partner.
* Check Ss’ answers.
Answer Key 1 course 2 on-the-job 3 qualifications 4 trade
5 apprentice 6 technical 7 position 8 leadership

9 Aim To expand on the topic through discussion

* Ask Ss to discuss the questions in pairs. Ex 9, p. 67
* Monitor the activity around lass. SB
* Ask various Ss to tell the class.
Suggested Answer Key
1 A: I think one benefit of vocational training is that you gain a
lot of experience and skills in a relatively short time.
B: That's true. Vocational training seems to be quite flexible as
well. I’ve heard of people with full-time jobs and famiilies
taking vocational training courses in the evenings.
A: Yes, if you want a change of career, vocational training is
definetely a good option.
2 A: University education interests me more than vocational
training. I know that I want a job in professional sector, so I’ll
definitely need a degree for that. What about you?
B: I want to become a carpenter, so vocational training is
perfect for me.

10 Aim To present and practise using phrasal

*Explain the task and give Ss enough time to fill in the verbs in Ex 10, p 67
their correct form. Remind Ss that they can check their answers SB
in Appendix I.
* Check Ss’ answers.
Answer Key 1 brush 2 lay 3 wind 4 caught

11 Aim To practise using prepositions

* Explain the task and give Ss enough time to choose the Ex 11, p. 67
correct preposition. Remind Ss that they can check their SB
answers in Appendix Il.
* Check Ss’ answers,
Answer Key 1 among 2 towards 3 behind 4 on 5 on

12 Aim To practise word formation

 * Explain the task and give Ss enough time to complete it. Ex 12, p.53
* Check Ss’ answers. SB
Answer Key 1 maturity 2 determining 3 combination
4 psychological 5 enthusiastically 6 Unfortunately 7 routines 8
willingness

Ending the Ss assess make up their own sentences using new vocabulary.
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
Pupils can assess each group
 challenge more able learners
presentation using causes of
to come up with a strategy for
effectively recording different purpose
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 5

Short-term plan School

Module 5 Lesson 4: “Work and Inventions”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Virtual Learning in a
Virtual World p.68
Learning 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
objectives of familiar and some unfamiliar general and curricular topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
Most learners will be able to
identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story
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
Assessment Pupils can practice infinitive/-ing forms, intensifiers, pre- and post-modifying noun
criteria structures.
Previous Vocabulary
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 a) Aim To present & practise using infinitive/ -ing forms
Beginning the * Write these sentences on the board: Aydana and Gulya like Ex 1, p.68
Lesson cooking. They could buy a birthday cake for their mum, but SB
they would prefer to make one themselves. Elicit from Ss the
theory demonstrated in the underlined parts of the sentences (-
ing form is used after verbs such as like, love, enjoy, infinitive
without to is used with modal verbs, to-infinitive is used with
would like, would prefer, would love to express a specific
preference). Elicit any other theory Ss can remember about
when to use the -ing form and infinitives, Write examples on
the board. * Refer Ss to the Grammar Reference section for
more information.
* Explain the task and give Ss time to put the verbs into the
correct form and then compare their answers with a partner.
*Check Ss’ answers,
Answer Key
 1 to develop 2 treating 3 practise 4 to allow5 to create 6 feel 7
working 8 teaching 9 to attract 10 using 11 to learn
Main Activities b) Aim To identity the uses of infinitive/ -ing forms
* Give Ss time to go through the text again and identify which
form is used for each functions.
* Write the functions on the board and elicit which form is used
in the text. Ss should give examples.
Answer Key
after prepositions: -ing form (before treating patients)
to express general preference (like/lovr/hate ): -ing (students
love using hapTEL)
to express a specificpreference (would prefer, would love):
to-infinitive (would definitely prefer to lern)
as a noun: -ing (teaching)
after too/enough: to-infinitive( enough to attract)
after certain verbs e.g. admit, keep: -ing (keep working)
after modal verbs: infinitive without to (could only practise)
after certain verbs e.g. refuse, promise, expect: to-infinitive
(promises to allow)
with let/make: infinitive without to (lets students feel) to
express purpose: to-infinitive (developed to create)
after a noun: to-infinitive (a chance to develop)

*Play the video for Ss and elicit their comments at the end.

2 a) Aim To practise infinitive/-ing forms Ex 2, p. 68

*Explain the task and give Ss time to complete it. SB
* Check Ss’ answers. Ss should give for their answers,
Answer Key
1 applying (-ing form after the verb consider}, working (mean
+ -ing form = involve
2 redo (infinitive without to after the verb make), to be (to-
infinitive in the expression to be honest), to pass (to-infinitive
after the verb expect)
3 to find (try + to-infinitive = doing one’s best), taking (try + -
ing form = doing something as an experiment), present(
( infinitive without to after modal verbs)
4 to have (to-infinitive after would like), to tell (mean + to
infinitive = intend to)

b) Aim To practise infinitive/-ing forms .

*Direct Ss' attention to item 3 in Ex. 2a and elicit the difference
in meaning.
*Refer Ss to the Grammar Reference section and give them
time to write sentences.
* Ask Ss around the class to read out their sentences,
Answer Key
tryig to find = (try + to infinitive = to do my best, to attempt)
tried taking = (try + -ing form = to do something as an
experiment)

3 Aim To practise infinitive forms Ex 3, p. 68

 * Explain the task and give Ss time to complete it. SB
* Ask Ss to check their answers in the Grammar Reference
section.
*Check Ss’ answers.
Answer Key
2 Damira claims to have been working since 7 am.
3 They hope to have finished refurbishing the office by May. 4
They appear to be studying hard.
5 He tends to be late for work (a lot).
6 They seem to be running a successful business.
7 Kanat appears to have missed the train.
8 Lunara seems to have been absent for a long time.
Ending the Ss give their own sentences with structures under the
lesson discussion.

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
 challenge more able learners necessary
to come up with a strategy for
effectively recording different
assessment criteria:
types of vocabulary presented
in this lesson Pupils can make Vein’s diagram to
compare types of fiction in
creativity of Oscar Wilde and
Jules Verne
Reflection
Summary evaluation
Module 5

Short-term plan School

Module 5 Lesson 5: “Work and Inventions”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Virtual Learning in a
Virtual World p.69
Learning 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
objectives of familiar and some unfamiliar general and curricular topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
Lesson All learners will be able to
objectives 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
Assessment Pupils can practice infinitive/-ing forms, intensifiers, pre- and post-modifying noun
criteria structures.
Previous Use of English
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
4 Aim To speak about yourself using the infinitive/-ing Ex 4, p.69
Beginning the formation SB
Lesson * Give Ss time to work in pairs and make sentences about
themselves.
* Ask various Ss to say a sentence to the class.
Suggested Answer Key
A: I regret turning down the job offer in New York.
B: I look forward to going to university in September. etc

Main Activities 5 Aim To correct grammatical mistakes in sentences

* Explain the task and go through the example with Ss. Give Ss Ex 2, p.56
time to correct the mistakes, SB
* Check Ss’ answers,
Answer Key
2 Having a break and taking some time to clear your mind is
the best way to find solutions to a problem.
3 When Qazir heard the joke he burst out laughing.
4 Being self-employed, she is used to having varied job
assignments.
5 It was my fault for not telling you about the change to our
schedule.
6 We can't wait to see you speak at the London exhibition.
7 Nursultan is discouraged by not having the resources that he Ex 3, p. 56
needs to finish his project. SB
8 In my new job, I miss not being able 1 to other countries like
I used to.

6a) Aim To present intensifiers

*Write examples of an intensifier on the board: His job is very
interesting. He is a very clever person. He works very hard.
Explain that very is the most common intensifier and elicit from
Ss any other intensifiers they can think of. Write
them on the board. (e.g. e: extremely, really, particularly,
terribly, completely, absolutely, etc). Remind Ss to check in the
Grammar Reference section.
*Give Ss time to read through the text again and find three
intensifiers.
* Check Ss' answers.
Answer Key:
Training plays very important part in healthcare ... (Para 1)
... have totally revolutionized teaching ... (Para 4)
... they definitely prefer to learn ... (Para 5)

b) To practise intensifiers
*Explain the task and give Ss time to choose the correct word.
Remind Ss to give reasons for their answers.
* Check Ss’ answers.
Answer Key
1 very (greatly goes with verbs and participles).
2 particularly (means the same as very).
3 really (very does not go with strong adjectives).
4 completely (very does not go with strong adjectives)
5 bitterly (collocation)
6 extremely (utterly goes with strong adjectives)
7 absolute (absolute with nouns while really does not)
8 greatly (greatly goes with verbs while extremely goes
with adjectives)

7 a) Aim To identify pre-modifying noun

*Read through the theory box with the Ss and refer them to the
Grammar Reference section for more information.
*Ask Ss to look at the highlighted nouns in the Ex. 1 and
identify the pre-modifying structures.
*Check Ss’ answers.
Answer Key
Very important part = determiner + intensifier + adjective +
noun
healthcare professions = noun + noun
in a safe environment = preposition + determiner+ adjective
+ noun
 lots of replacements = quantifier + noun
practical experience = adjective + noun
this extraordinary breakthrough = determiner + adjective +
noun
With these 3D virtual teeth = preposition + determiner +
adjective + noun
the idea = determiner + noun
All of the latest studies = quantifier + determiner + adjective +
noun
b) Aim To present and practise post-modifying noun structures
* Explain the task and give Ss time to complete the sentences
using their own ideas.
* Check Ss' answers around the class.
Suggested Answer Key
1 submitted/published/handed out
2 that they should invest
3the CEO
4leading the marketing team
5in the blue shirt
6here
7to eat something
8which was previously called Astana
Ending the Ss assess each group presentation.
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
Pupils can assess each group
 challenge more able learners
presentation using clauses of
to come up with a strategy for
effectively recording different concession
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 5

Short-term plan School

Module 5 Lesson 6: “Work and Inventions”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Pushing Boundaries p.70

Learning 11.1.1 - use speaking and listening skills to solve problems creatively and
objectives cooperatively in groups
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning
and extend understanding
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some
unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment Pupils can present information about technological developments.
criteria
Previous Useful English
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To prepare to read an article Ex 1, p.70
Beginning the *Direct Ss’ attention to the article and give them time to read SB
Lesson the title and look at the photos.
* Read out the question and elicit responses from Ss around the
class.
* Play the recording. Ss listen and read to find out more.
Suggested Answer Key I think the article is about pushing
technological boundaries and making technological
developments in different aspects of life, such as health and
housing.
Main Activities 2 Aim To present vocabulary from the text Ex 2, p. 70
* Explain the task and give Ss time to check, in pairs, the SB
highlighted words in their dictionaries. You can also refer them
to the Word List at the back of their books.
* Elicit the meaning of the words from Ss around the class.
3 Aim To read for specific information Ex 3, p.70
* Explain the task and give Ss enough time to read the text SB
again and answer the questions. Remind Ss to use their own
words when possible.
* Check Ss’ answers around the class.
* Refer Ss to the Check these words box and explain/elicit the
meanings e words, or ask Ss to use the Word List or their
dictionaries to look them up.
*Play the video for Ss and elicit their comments the end.

4 Aim To expand on the topic through discussion Ex 4, p.70

* Explain the task and give Ss time to discuss, in pairs, how SB
these technological developments are pushing boundaries.
* Monitor the activity around the class.
* Ask various Ss to tell the class.
Suggested Answer Key:
A: I think the developments in the texts are pushing
boundaries in amazing ways. Motion sensor technology is
giving us freedom and new choices how we interact with
computers.
B: Definitely. Also, smart bandages are taking treatments in
medicine to incredible new levels while smart homes offer total
comfort and predict our needs.
A: Last but not least, nanotechnology is sending science in
fascinating new directions.

5 Aim ICT To expand on the topic and develop research skills Ex 5, p. 70

* Explain the task and give Ss time to use the Internet (if SB
available) to find information about technological
developments in education.
* Ask Ss to take notes and give a presentation to the class about
what they found out.
* Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.

Ending the Group work: Presentations

lesson
Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can present the moral of a story
 challenge more able learners in a poster
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 5

Short-term plan School

Module 5 Lesson 7: “Work and Inventions”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Important Inventions p.71

Learning 11.1.1 - use speaking and listening skills to solve problems creatively and
objectives cooperatively in groups
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.1.6 - organize and present information clearly to others
11.1.4 - evaluate and respond constructively to feedback from others
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses
on a wide range of general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including
those relating to concession and respect; use a variety of multi-word verbs of
different syntactic types on a wide range of general and curricular topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some
unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
 Most learners will be able to
identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment Ss can design and present an invention
criteria
Previous Skills
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
6 a)Aim To prepare for a listening task Ex 6, p.71 SB
Beginning the * Explain the task and give Ss time to check the phrases in their
Lesson dictionaries.
* Elicit answers from Ss around the class.
Suggested Answer Key
student engagement: the degree of attention and interest that
students show when they're learning
hands-on approach: a method that involves practical
experience
keep up-to-date: to stay modern; to use the latest technology
embrace the future: to welcome change and progress
* Ask Ss if they can predict which teaching/learning tool the
teachers will be talking about.
* Elicit discussion around the class.
Suggested Answer Key
I think the teachers are talking about using an interactive
whiteboard as this tool involves a hands- on approach and
keeps students engaged in the lesson.
Main Activities b) Aim To listen for specific information (multiple choice)
* Ask Ss to read the questions and underline the key words.
* Play the recording and remind Ss to pay attention to the
underlined words as they listen.
* Ss listen and complete the task.
* Check Ss’ answers.
Answer Key 1 C 2 B 3 B

7 Aim To expand on the topic Ex 7, p. 71

* Explain the task and give Ss time to discuss, in pairs, other SB
benefits of using a active whiteboard in class,
* Monitor the activity
* Ask various Ss to the class.
Answer Key
A: I think one of the benefits of using an interactive whiteboard
's is that it makes the learning process more fun. B: I agree. It
definitely increases the level of between the students and the
teacher. Everyone gets more involved and participates ac
 lesson. etc.

8Aim To compare, analyse and rank different inventions Ex 8, p. 71

through discussion SB
*Read the question and the prompts.
*Explain the task and give Ss time to discuss, in pairs, the
importance of inventions.
*Remind Ss to use phrases from the language box, ideas from
the text in Ex.1 and their own ideas.
*Monitor the activity around the class.
*Ask various Ss to tell the class which invention they think is
the most important and why.

9Aim To assess and compare a model answer Ex 9, p. 71

* Explain the task and read the evaluation questions aloud. SB
* Play the recording. Ss listen, evaluate the performance and
compare it with their own discussion in Ex. 8.
* Monitor activity around the class and check Ss’ answers.
Suggested Answer Key
Overall the speaker's performance was very good. They spoke
clearly, naturally and without hesitation. They discussed all of
the prompts and gave detailed reasons for their answers. They
used appropriate vocabulary and didn't make any grammar
mistakes.

10 Aim To present an invention to the class Ex 10, p.71

* Explain the task and give Ss time to work in groups to design SB
an invention, Remind Ss that they should consider the field
their invention relates to, its characteristics, and how it would
help improve people's lives,
* Ask Ss to present their inventions to the class.

Ending the
lesson Ss present the invention.

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
SS can write a summary of the
 challenge more able learners
story in 60-80 words
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 5

Short-term plan School

Module 5 Lesson 8: “Work and Inventions”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: A Letter to the Editor p.72

Learning 11.5.6 - write coherently at text level using a variety of connectors on a wide range
objectives of familiar general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including
those relating to concession and respect; use a variety of multi-word verbs of
different syntactic types on a wide range of general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment SS can write a letter to the editor/authorities
criteria
Previous Skills
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To analyse a rubric; to prepare to write a letter Ex 1, p.72
Beginning the * Read through the theory box with Ss. SB
Lesson * Ask Ss to read the rubric and underline the key words,
* Elicit the key words and then give Ss time to answer the
questions.
* Check Ss' answers.
Suggested Answer Key
You read this extract from an article in an English language
newspaper.
Have job fairs become obsolete? According to some experts,
job fairs are dead. Recruiters now favour online applications,
so job fairs are a waste of time.
You disagree with the negative opinions expressed by the
journalist, and decide to write a letter to the editor, explaining
your views on the points raised in the article and giving
reasons for your opinions, Write your letter (150-200 words).
 1 The editor of the newspaper is going to read my letter.
2 I am writing the letter to explain my views on the points
raised in the article about job fairs.
3I should write in a formal style.
4I should include three body paragraphs in my letter. They
should each include one viewpoint with
reasons/examples/results.
5 I should start my letter ‘Dear Sir/Madam/Editor’ followed by
an introductory paragraph giving my reason for writing. I
should end my letter with a conclusion which summarizes my
points and restates my opinion, followed by ‘Yours and my full
name.
Main Activities 2 Aim To analyse a model letter Ex 2, p. 72
* Give Ss time to read the match the paragraphs to the SB
headings.
* Check Ss’ answers.
Answer Key 1D 2A 3B 4 E 5 C
* Ask Ss to read the rubric again and decide if all the points are
answered.
* Elicit opinions from Ss around the class.

3 Aim To consolidate vocabulary through synonyms Ex 3, p. 72

* Explain the task and give Ss time to complete it. SB
*Check Ss’ answers.
Suggested Answer Key
I strongly disagree with – I am completely opposed to
Firstly – To start with
As a result – Consequently
Secondly – In addition
Therefore – This means that
Lastly – Finally
For instance – Foe example
To sum up – All points considered
I feel that – In my opinion

4 a) Aim To identify complex prepositional phrases Ex 4, p. 71

* Explain the task and give Ss time to complete it. SB
* Check Ss’ answers.
Answer Key
with regard to in contrast to according to
b) Aim To practise using complex prepositional phrases
* Explain the task and give Ss time to complete the sentences,
* Check Ss’ answers.
Answer Key
1 As per your request
2 in connection with
3 Contrary to
4 regardless of
5 by way of
Ending the o Ss give their sentences with prepositional
lesson phrases
Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can read the summary and
 challenge more able learners
complete the gaps with the correct
to come up with a strategy for
effectively recording different preposition or particle
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 5

Short-term plan School:

Module 5 Lesson 9: “Work and Inventions”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: A Letter to the Editor p.73

Learning 11.5.1 - plan, write, edit and proofread work at text level independently on a wide
objectives range of general and curricular topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment SS can write a letter to the editor/authorities
criteria
Previous Writing
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
5 Aim To replace words/phrases that are in the wrong style Ex 5, p.73
Beginning the * Explain the task and give Ss time to replace the SB
Lesson words/phrases,
* Check Ss’ answers,
Answer Key
1in response to your request
2concerning
 3proves more valuable than
4raise the possibility that
5depends on
Main Activities 6 a) Aim To analyse a rubric; to prepare to write a letter Ex 6, p.73
* Ask Ss to read the rubric and underline the key words, SB
* Elicit the key words and then give Ss time to answer the
questions,
* Check Ss’ answers.
Suggested Answer Key:
1 I am writing to the editor of a newspaper.
2 I will write a formal letter.
3 I will use ‘Dear Sir/Madam’ and ‘Yours faithfully’ and my
full name as I do not know the name of the person I am writing
to.

7 Aim To write a letter to the editor Ex 7, p. 73

* Explain the task and give Ss time to complete it. Remind Ss SB
to use their answers from Ex 6b, the plan and Useful Language
to help
* Check Ss’ answers.

Ending the  Ss present their ideas for writing

lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can summarize a story and
 challenge more able learners practise error correction
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 5

Short-term plan School

Module 5 Lesson 10: “Work and Inventions”

Date: Teacher name:

Grade: 11 Number present: absent:
Theme of the lesson: How to Stand Out from
the Crowd p.74
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objectives 11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly
Most learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment Ss can take notes and write an email giving advice on how to stand out from the
criteria crowd when applying for jobs, write a short text about an important person related
to technology in Kazakhstan
Previous Writing
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
To introduce the topic of the lesson
Beginning the Setting objectives by the students and comparison with the
Lesson lesson objectives

Main Activities 1 Aim To introduce the topic; to listen and read for gist Ex 1, p. 74
 * Read the rubric aloud, ask Ss to look at the title and the SB
subheadings and elicit guesses from Ss about what they think
the text might be about.
* Give Ss time to listen and read the text to find the answer to
the question,
* Check Ss' answers around the class.
Suggested Answer Key
I think the text is about ways of standing out from the crowd
when applying for jobs, Job seekers can stand out from the
crowd when job hunting by grabbing the employer's attention,
proving themselves, being marketing savvy and having a good
attitude.

2 Aim To read for specific information Ex 2, p. 74

* Ask Ss to read sentences 1-5 and then read the text and decide SB
if they are true or false.
* Remind Ss to use information from the text to justify their
answers.
* Check Ss' answers.
Answer Key
1 F ‘Tailor the CV to the role you're applying for’
2 F Avoid using business jargon and cliched wording’
3 T ‘... with concrete examples of how you meet the criteria’ 4
T :..try landing some work experience ...
5 T ‘... it makes sense to focus on marketing yourself ...’
* Play the video for Ss and elicit their comments at the end.

3 Aim To consolidate information from to write an email Ex 3, p.74

* Explain the task and give Ss time to the text and take notes. * SB
Ask Ss to use their notes to write an email to a friend who is
looking for a job about how to stand out from the crowd,
* Check Ss’ answers,

Ending the  Ss present their idears

lesson
Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
 challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 5

Short-term plan School

Module 5 Lesson 11: “Work and Inventions”

Date: Teacher name:

Grade: 11 Number present: absent:
Theme of the lesson: Tim Berners-Lee p.74
Summative Assessment for the Unit 5 “Work
Learning 11.1.8 - develop intercultural awareness through reading and discussion
objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.1.3 - respect differing points of view
11.1.6 - organize and present information clearly to others
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics

Lesson All learners will be able to

objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment Ss can present information about a famous person related to technology Kazakhstan
criteria

Previous CLIL
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To listen and read for specific information Ex 1, p. 74
Beginning the * Read out the rubric and elicit from Ss what they know, if SB
Lesson anything, about Tim Berners-Lee and how he's related to the
World Wide Web.
*Play the recording. Ss listen and read to answer the question.
*Check Ss’ answers.
 * Play the video for Ss and elicit their comments at the end.
Main Activities 2 Aim To personalise and expand on the topic; to write a short Ex 2, p. 74
text SB
* Read the rubric and ask Ss to collect information and write a
short text about an important person in their country related to
technology.
*Check Ss’ answers,

Ending the 
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
 challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 5

Short-term plan School

Module 5 Lesson 12: “Work and Inventions”

Date: Teacher name:

Grade: 11 Number present: absent:
Theme of the lesson: Progress Check pp 75-76

Learning 11.4.2 - understand specific information and detail in extended texts on a wide range
objectives of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended
talk on a wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly
Most learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment Ss can read for specific information, revise situational language, listen for specific
criteria information, practice vocabulary and grammar structures from the module, write a
letter to the Director of Studies.
Previous Culture spot, Summative Assessment for the Unit
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
To introduce the topic of the lesson
Beginning the Setting objectives by the students and comparison with the
Lesson lesson objectives
Main Activities 1 Aim To read for specific information (multiple choice) Ex 1, p. 75
* Ask Ss to read questions 1-5 and the possible answers. SB
* Then give Ss time to read the text and choose the correct
answers,
* Check Ss’ answers. Ask Ss to justify their answers.
Answer Key
1 A (“One woman who knows this better than most is famed
animal psychologist, Dr Irene Pepperberg.’)
2 D (“Pepperberg happened to see a documentary about
animal intelligence:’)
3 B (“Pepperberg |...) purchased a one-year-old African Grey
parrot with the idea of studying him.)
4 C (‘Alex didn't just imitate human speech as pet parrots often
do. He comprehended what he said.)
5 C (“Pepperberg believed [...) giving birds unrelated rewards
(e.g. a food treat) when they learnt to do something correctly
simply caused confusion.")
* Play the video for Ss and elicit their comments at the end.

2 Aim To revise everyday English expressions Ex 2, p. 75

* Explain the task and give Ss time to complete it. SB
* Check Ss’ answers.
Answer Key 1a 2b 3a

3 Aim To listen for specific information (multiple choice)

* Play the recording. Ss listen and complete the task, Ex 3, p. 75
* Check Ss' answers. SB
Answer Key 1D 2B 3D 4D

4 Aim To revise grammar structures from the module Ex 4, p. 75

* Give Ss time to complete the task. SB
* Check Ss' answers.
Answer Key 1 eating 2 absolutely 3 do 4 to leave 5 complete

5 Aim To revise vocabulary from the module Ex 5, p 75

* Give Ss time to complete the task. SB
* Check Ss’ answers.
Answer Key
1 brush up 2 surgeon 3 dole 4 unpredictable 5 approach

6 Aim To write a formal letter Ex 6, p. 75

* Explain the task and refer Ss to the Writing section of the unit SB
(5e) for a model, plan and language.
 * Give Ss time to plan and complete their then check Ss’
answers.

Ending the To personalise the topic

lesson  Ask Ss to discuss the questions in pairs
 Monitor the activity around the class
 Ask various Ss to share their answers with the rest of
the class
Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
 challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
 Module 6

Short-term plan School

Module 6 Lesson 1: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Our Changing World p.77

Learning 11.2.1 - understand the main points in unsupported extended talk on a wide range of
objectives general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
Lesson All learners will be able to
objectives 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
Assessment Pupils can give an opinion of the module, introduce key vocabulary, talk about
criteria changes in society.

Previous Progress Check

learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
What’s in this module?
Beginning the  Read the title of the module “Social Change and
Lesson Further Study” and ask Ss to suggest what they think it
means.
 Go through the objectives list and stimulate a P 77 SB
discussion to prompt Ss’ interest in the module to
introduce the topic
Main Activities 1 Aim To introduce the topic and new vocabulary Ex 1, p.77
* Direct Ss’ attention to the diagram presenting 6 issues present SB
in our changing world. Read out the headings and give Ss time
to complete the task.
* Check Ss’ answers. Explain/elicit the meanings of any
unknown words or phrases in the diagram,
Answer Key
1 Social change 2 Education 3 Communication
4 Consumerism 5 Politics 6 Energy

2 a) Aim To match speakers to issues Ex 2, p.77

SB
* Explain the task and play the recording.
* Ss listen and match the speakers to the issues they are
referring to.
* Check Ss’ answers.
Answer Key
Speaker 1; global online communities
Speaker 2: digital activism
Speaker 3: voice responsive virtual assistants

b) Aim To listen for specific information

* Read out the list of effects and explain/elicit any unknown
words.
* Explain the task and give Ss time to complete it.
* Check Ss’ answers.
Answer Key:
Speaker 1: a sense of community
Speaker 2: increased citizen participation
Speaker 3: digital overload, ease and efficiency in daily life

3 Aim To talk about how change impact our lives Ex 3, p.77

* Read out the rubric and give Ss time to do the task with their SB
partners.
*Monitor the activity and then ask various Ss to tell their ideas
to the class.
Suggested Answer Key
I would really like to think that the changes in energy, both
production and consumption, would lead to more sustainable
living and a decrease in overconsumption. I also think that all
the improvements in communication are convenient, however,
they may lead to a digital overload.
*Play the video for Ss and elicit their comments at the end.

Words of wisdom p. 77 SB
* Direct Ss’ attention to the quotation and ask Ss to discuss
what it means with and give their opinion on it,
 * Ask various Ss to tell the class.
Suggested Answer Key
In this quote, Einstein is saying that we have caused the world
to be as it is because y we think, and by this I think he means
our values, desires and goals. So, if we want to change the
world, we have to change these things about ourselves, which
would certainly not be easy. I suppose an example of this would
be the fact that almost everyone would prefer clean air and
water and would agree that we should eliminate pollution, yet
people also want new clothes and gadgets and all sorts of
things that create this pollution. I think the point of the quote is
that we might need to examine our personal choices more
closely; we should educate ourselves so that we are fully aware
of consequences of the choices that we make, and then take
responsibility for them.

Ending the • Reflection: a minute paper (IW)

lesson
Fill in the following reflective car
3words from the lesson_______________________
__________________________________________
2 adjectives describing the lesson_______________
__________________________________________
1 activity from the lesson you like best___________

Additional information
Differentiation Assessment Cross-curricular links:
world literature
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
 challenge more able learners necessary
to come up with a strategy for
Assessment criteria:
effectively recording different
types of vocabulary presented Pupils can present their ideas
in this lesson about places in Kazakhstan which
could inspire them to write their
novels in 7-10 sentences

Reflection (self-assessment)

Reflection
Summary evaluation
Module 6

Short-term plan School

Module Lesson2: “Social Change and
Further Study”
Date: Teacher name:
Grade:11 Number present: absent:
Theme of the lesson: Game, Set and Match…
pp.78-79
Learning 11.1.1 - use speaking and listening skills to solve problems creatively and
objectives cooperatively in groups
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
higher-order thinking questions on a range of general and curricular topics,
including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some
unfamiliar topics
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics
11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.4.2 - understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment Pupils can discuss the drawbacks of gamified learning, how to gamify the
criteria classroom
Previous Module pages
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To rank characteristics of mobile games Ex 1, p.78
Beginning the * Draw Ss attention to the images above the article. Elicit ideas SB
Lesson about what the article will be about (e.g. the concept of
gamification and its benefits).
* Explain the task, Read through the list of characteristics and
elicit/explain any unknown words.
* Give Ss time to rank the characteristics and compare with a
partner.
* Elicit answers from Ss around the class. (Ss' own answers)
b) Aim To express an opinion
Read out the rubric and elicit opinions from Ss around the class.
Suggested Answer Key
I believe that some computer games have educational value.
For example, certain games encourage players to use reason
and logic to solve problems, In the classroom, gaming can help
develop specific knowledge and skills for particular courses.
Main Activities 2 Aim To prepare to read an article Ex 2, p.78
* Draw Ss' attention to the title of the article and ask them to SB
read the first paragraph. Ss discuss in pairs what they think the
title might mean.
* Monitor the activity and then elicit answers from Ss around
the class.
Suggested Answer Key
The phrase ‘game set and match’ comes from tennis and means
someone has won the tennis match . Here, I think it means that
gamification has ‘won the match’; it is a successful learning
method that is here to stay.
3 Aim To identify synonyms in a text Ex 3, p.78
* Read out the Study Skills box with Ss and give them time to SB
complete the task. Explain to Ss that there might be more than
one right answer.
* Check Ss’ answers around the
Suggested Answer Key
transform: reform (also: revolutionise, change, improve)
application: use (also: utilisation, adoption)
interact: communicate (also: connect, interface)
praised: admired (also: honoured, welcomed)
persist: continue (also: persevere, go on)
radical: drastic (also: extreme, profound, fundamental)
participate: take part (also: engage, join in)
reduction: decrease (also: decline, cut, cutback)
motivate: encourage (also: urge, drive, prompt)
consequence: result (also: outcome, effect)

Ex 4, p, 78
4 a) Aim) To summarise a paragraph
SB
*Read out the Study Skills box and then give Ss time to read
the first paragraph and discuss a in pairs,
*Monitor the activity around the class, then elicit from Ss
which statement best summarises the paragraph.
Answer Key
A: I would say that the main idea of the paragraph is that
there is a new buzzword, which is a phrase people use to
express a new concept that is going to have a significant effect
on our lives.
B: You're right; it says that gamification will change our
culture, how we do business and how we learn. It doesn't tell us
what gamification is, though.
Answer Key Statement a summarises paragraph 1.
b) Aim To identify and paraphrase the main ideas of paragraphs
* Explain the task and give Ss time to complete it in pairs.
Then, elicit Ss answers.
Suggested Answer Key
Para 2: Gamification transfers the entertaining qualities of
games to other contexts, allowing users to engage with them in
a different way.
Para 3: Gamification uses rewards to encourage people to
carry on with things they find difficult.
Para 4: The biggest benefit of gamification is that it urges
people to solve problems and do things that usually they would
rather not do.
Para 5: Gamification has health and lifestyle benefits. Para 6:
The amazing properties of gamification will help us to improve
ourselves and the world.
c) Aim To summarise a passage
Explain the task and give Ss time to write their summaries.
Check Ss’ answers.
Suggested Answer Key
Gamification is the application of elements from games, for
example competitiveness and point-scoring, to other activities
in order to motivate people to succeed at them. It is ideal for
the younger generation that seeks instant satisfaction and
seems to work because of its simplicity. By offering rewards,
gamification helps people reach challenging goals. This has
affected various areas of society including education, law
enforcement and health. For instance, points and rewards
encourage people to do activities they would otherwise avoid.
Clearly, gamitication allows uninteresting or di to become fun
and entertaining. It is a social and personal change and a
become more widespread in the future.
* Refer Ss to the Check these words box and ask Ss to find
them in the text and guess meanings from the context.
* Give Ss time to check the meaning of the words in a
dictionary or the Word List.
Suggested Answer Key (See Word List)

5 Aim To understand expressions in context .

* Explain the task to read the text again and fill in the missing Ex 5, p. 79
words. SB
* Check Ss’ answers ani it the meaning of the expressions,
* Give Ss time to write sentences using each phrase and then
ask various Ss to read their sentences to the class,
Answer Key
1 Come and go = fo appear and then disappear again
2 Take the world by storm = become popular or successful
very quickly
3 The real beauty of something = the most appealing or useful
feature of something
4 Open new doors = to create new opportunities
6 Aim To answer comprehension questions on a text
* Ss listen and read and then write answers to the questions in Ex 6, P 79
their own words. Remind Ss not to copy information directly SB
from the text.
* Check Ss’ answers.
Suggested AnswerKey
1 Gamification is fective because it provides an incentive for
doing certain tasks by offering rewards for performing them. 2
It encourages people to study, helps reduce speeding, promotes
recycling and encourages people to exercise regularly.
 3 athe author refers to gamification as a social tool because it
can be used to change people's social behaviour and help them
to improve themselves.
4 The author's overall attitude towards gamification is positive
and enthusiastic.

7 Aim To expand on the topic

* Explain the task and give Ss time to research online on the
drawbacks of gamified learning and discuss with their partner.
Ex 7, p.79
* Ask various Ss to share their ideas with the class. SB
* Alternatively, assign the task as HW and check Ss’ answers in
the next lesson.
Suggested Answer Key
A: I think one drawback of gamified learning could be the
effect it has on students’ attention spans. It is very fast paced
and offers immediate rewards, but this doesn't often happen in
real life. As a result, students might get bored of conventional
learning methods.
B: I think another drawback of gamified learning is that it
probably takes the teacher a lot of time and effort to organise.
etc.
* Play the video for Ss and elicit their comments at the end.

Speaking
Aim To expand on the topic and develop research skills
* Explain the task and give Ss time do some research and
discuss with a partner.
P, 79 SB
* Monitor the activity, then ask various Ss to tell the class how
they would gamify their classroom.
Suggested Answer Key
A: Using gamification as an addition to conventional learning
would work really well. Students would be more motivated to
listen in class if they knew they had a gamified quiz or test at
the end of each lesson.
B: That's true. I also think gamification could be an effective
way of mapping out a whole course so that students can see
their own progression as they complete modules and progress
checks. etc.
Ending the • Fill in the table what SS have learned at the lesson
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
 challenge more able learners necessary
to come up with a strategy for
effectively recording different
assessment criteria:
types of vocabulary presented
in this lesson Pupils can present the information
about Oscar Wilde according to
the read text

Reflection
Summary evaluation
Module 6

Short-term plan School

Module 6 Lesson 3: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Technological Change
pp.80-81
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives which is spelt accurately
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
higher-order thinking questions on a range of general and curricular topics,
including some unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics
11.1.3 - respect differing points of view
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including
those relating to concession and respect; use a variety of multi-word verbs of
different syntactic types on a wide range of general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a
wide range of general and curricular topics
Lesson All learners will be able to
objectives 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
Assessment Pupils can use vocabulary related to changing world and technological change,
criteria collocations, idioms related to change, phrasal verbs, prepositions, word formation.
Previous Controversial Issues
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To consolidate vocabulary from a text
Beginning the * Explain the task and give Ss time to complete it. Ex 1, P 80
Lesson * Check Ss’ answers around the class. SB
Answer Key
1 praised 2 persist 3 transformed 4 taken 5 interact
Main Activities 2 Aim To consolidate vocabulary from a text Ex 2, p. 80
* Explain the task and give Ss time to fill the gaps. SB
* Check Ss' answers.
Answer Key
7 approach 2 element 3 solution 4 generation 5 systems
6 principles

3 a) Aim To present topic-related vocabulary Ex 3, p. 80

SB
* Explain the task. Refer Ss to the Word List or their
dictionaries to check any unknown vocabulary.
* Give Ss time to complete the task.
* Check Ss’ answers.
Answer Key Types of Change
Extreme significant, dramatic, substantial, extensive, major,
massive, radical, revolutionary, complete
Moderate minor, slight, minimal
b) Aim To practise topic-related vocal context
* Give Ss time to use the adjectives from to fill the gaps.
Remind Ss that there may be more than one correct answer
* Check Ss’ answers.
Suggested Answer Key
1 significant, dramatic, substantial, extensive, major, radical,
revolutionary, complete;
2 minor, slight, minimal
3 minor, slight, minimal
4 significant, dramatic, substantial, major, massive, radical,
revolutionary
5 major, radical, extensive

4 a) Aim To present and practise collocations related to change

Ex 4, p.80
* Explain the task and give Ss time to complete it SB
* Check Ss’ answers.
Answer Key
1 contributing 2 concrete 3 growing 4 permanent 5 notable 6
rewarding
b) Aim To activate personalisation
* Give Ss time to work in pairs and talk about changes they
have made or witnessed. Remind Ss to use vocabulary from
Exs 3 & 4 and think about the categories provided in the rubric.
* Elicit answers from Ss around the class.
5 a) Aim To present new vocabulary related to technological
change
* Give Ss time to complete the task.
Ex 5, p. 81
* Check Ss’ answers. SB
Answer Key
1 primary 2 inevitable 3 predicted 4 overtake 5 conclusion
6 utilised 7 contribute 8 retention
b) Aim To express an opinion
* Give Ss time to discuss with their partner.
*Monitor activity, then elicit opinions from Ss around the class.
Suggested Answer Key
I don't think the written word is in any danger of becoming
obsolete. Many people love reading and it is an integral part of
their life. While it's true that they may be reading on their
mobile phones or with an e- reader instead of reading a book,
they are still reading.

6 a) Aim To present idioms related to change

* Explain the task and give Ss time to complete it,
* Ask Ss to check their answers in the Word List.
* Explain/Elicit the meanings of idioms if necessary. Ex 6, p. 81
Answer Key 1 wheel 2 leaf 3 place 4 mould 5 stone 6 cards SB
7 heart
b) Aim To practise idioms related to change
* Explain the task and give Ss time to complete it.
* Check Ss' answers.
* Give Ss time to write sentences and then ask various Ss to
read their sentences to the class.
Answer Key
1 set in stone lace
2 breaks the mould
3 fall into place

7 a) Aim To present and practise phrasal verbs

* Give Ss time to complete the
* Ask Ss to check their answers in Appendix 1
Answer Key
Ex 7, p 81
1 figure out 2 settle 3 track down
SB
b) Aim To practise phrasal verbs
* Elicit other phrasal verbs from Ss and write them on the board
* Elicit sentences using these phrasal verbs from Ss around the
class .
 * Alternately, give to write sentences and various Ss to read
their sentences to the class
Answer Key
Other phrasal verbs
turn out = to switch off (e.g. a light); to make sb leave; ( of an
unexpected result) to happen; to be revealed
turn down = to reduce level of (sound, heat, etc); to decline an
offer/invitation/request,
turn around = to change a situation for the better; to change
direction
settle down = to start living a quiet life; to get comfortable; to
become calmer

8 Aim To practise prepositions

* Give Ss time to complete the task.
* Ask Ss to check their answers in Appendix Il.
Answer Key
1 in 2 after 3 of 4 of 5 up Ex 8, p. 81
SB
9 Aim To practise word formation
* Explain the task. Remind Ss that some words will require
more than one change and at least one will require a negative
change. Ask Ss to read through the whole text when they have
finished to see if it makes sense. Also, remind Ss that correct
spelling is required.
* Give Ss time to complete the task. Ex 9, p. 81
* Check Ss’ answers around the class. SB
Answer Key 1 antisocial 2 identifiable 3 selective
4 memorised 5 countless

Ending the Ss assess make up their own sentences using new vocabulary.
lesson
Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
 challenge more able learners Pupils can assess each group
to come up with a strategy for
presentation using causes of
effectively recording different
purpose
 types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 6

Short-term plan School

Module 6 Lesson 4: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Vibrant Vocabulary p.82

Learning 11.6.15 - use a growing variety of more complex conjunctions to express condition
objectives concession. and contrast on a wide range of general and curricular topics
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
range of general and curricular topics
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect]
on a wide range of general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
Most learners will be able to
identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story
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
Assessment Pupils can practice and use conditionals, wishes/preferences
criteria
Previous Vocabulary
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To present conditionals
Beginning the * Explain to Ss that we use conditional tenses to talk about Ex 1, p.82
Lesson things that might happen, might have happened, and that we SB
wish would happen. Conditional sentences usually include the
word if. Write on the board: Type 0, Type 1, Type 2, Type 3,
mixed conditional, and elicit examples of each and how you
form them (e.g. Type 0 = if/when + present simple - present
simple, If you heat water it boils; Type 1 = if + any present
form — future simple OR imperative OR can/must/may + bare
infinitive, If you want to come to the concert, I will book a
 ticket for you; Type 2 = if + past simple/past continuous >
would/could/might/should + present bare infinitive, If we were
walking to school, we would leave earlier in the morning; Type
3 = if + past perfect/past perfect continuous =
would/could/might/should + perfect bare infinitive, If I hadn't
lost my mobile phone, I could have called you; mixed
conditional = any combination of types, If he had bought the
car, we could drive there). *Write on the board: If he had
bought the car, we could drive there and Had he bought the
car, we could drive there. Explain that if there is should, were
or had in the if-clause, the subject and auxiliary verb can be
inverted and if can be omitted. Refer Ss to the Grammar
Reference section for more information.
Answer Key
1 spreads (Type 0 - a general truth)
2 take (Type 0 - a general truth)
3 could/might even end up (Type 1 – probable situation in the
future)
4 were not/weren't (type 2 — unreal situation, contrary to facts
in the present)
5 will probably find (mixed – Type 2/Type 1)
6 had I told (Type 3 - unreal situation, contrary to the facts in
the past)
Question 5 is a mixed conditional.
Question 6 is an inverted conditional.
* Play the video for Ss and elicit their comments at the end.
Main Activities 2 a) Aim To practise conditionals Ex 2, p.82
* Explain the task and give Ss time to complete it. SB
* Check Ss’answers.
Answer Key
1 a 2b 3 a
b) Aim To practise inversion in if-clauses
* Explain the task and give Ss time to complete it. Refer Ss to
the Grammar Reference section for more information.
* Check Ss’ answers.
Answer Key
1 Were I you, I wouldn't get a tablet with facial recognition
software.
2 Should you go to the electronics fair, could you get me a
programme about the exhibits?
3 Had buildings in the neighborhood stayed the same, the local
community wouldn't have lost so much of its character. 4
Were I more outgoing, I’d work overseas for a multinational
company.
5 Should I see Dilnaz, shall I tell her to call you?

3 a) Aim To present the use of will in an if-clause Ex 3, p. 82

*Draw Ss’attention to will in the last sentence in Ex. 1. Read SB
out the rubric and ask Ss to check in the Grammar Reference
section.
*Check Ss’ answers and elicit other things that will/would and
should can express in if-clauses (i.e. polite request, insistence,
 to talk about something possible but not very likely).
Answer Key
In this case will expresses uncertainty. (... might wonder if
people in the future will ... = might wonder whether people in
the future will ...)
b) Aim To practise will/would and should in if-clauses
* Explain the task and give Ss time to complete it.
* Check Ss’ answers around the class.
Answer Key
1 a polite request
2 possibility
3 insistence
4 uncertainty
Ending the Ss give their own sentences with structures under the
lesson discussion.

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
 challenge more able learners necessary
to come up with a strategy for
effectively recording different
assessment criteria:
types of vocabulary presented
in this lesson Pupils can make Vein’s diagram to
compare types of fiction in
creativity of Oscar Wilde and
Jules Verne
Reflection
Summary evaluation
Module 6

Short-term plan School

Module 6 Lesson 5: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Analysing Academic
Language p.83
Learning 11.6.15 - use a growing variety of more complex conjunctions to express condition
objectives concession. and contrast on a wide range of general and curricular topics
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
range of general and curricular topics
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect]
on a wide range of general and curricular topics
Lesson All learners will be able to
objectives 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
Assessment Pupils can practice and use appropriately Wishes/Preference, learn/revise and
criteria practice the unreal past
Previous Use of English
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
4 a) Aim To present other phrases with hypothetical meaning * Ex 4, p.83
Beginning the Draw Ss' attention to the highlighted phrase in the text in Ex. 1. SB
Lesson Read out the rubric and ask Ss what it has replaced. Elicit any
other phrases Ss know that can be used in this way and write
them on the board. Ask Ss to check in the Grammar Reference
section.
* Elicit any other phrases that Ss have found in the Grammar
Reference section and write them on the board (e.g. so long as,
 even if, only if, given that, assuming that, suppose that, when,
since, even though, in case, but for, etc).
Answer Key The highlighted phrase has replaced the word if.
Main Activities b) Aim To join sentences using other phrases with hypothetical Ex 2, p.56
meaning SB
* Explain the task and give Ss time to complete it.
* Check Ss’ answers around the class.
Answer Key
1 People can adapt to change on condition that they remain
flexible and open minded.
2 You've settled into your new position very well given that
you've faced lots of problems.
3 But for receiving a scholarship, I wouldn't have studied
computer science.
4 Suppose (that) contactless debit cards become the norm,
would cash stop being produced?
5 a) Aim To present wishes/preference
Ex 5, p. 83
* Read out the sentence taken from the text in the rubric. Elicit SB
from Ss what the word wasn’t expresses.
* Ask Ss to work in pairs and think of their constructions with
wish.
*Monitor the activity. Elicit answers from Ss around the class
and write them on the board.
Answer key:
The word wasn’t expresses the wish that smth was not the case
(but in reality it is). Other constructions with wish:
*I wish/if only + past simple/past continuous = we would like
sth to be different about a present situation
* I wish/if only + could + bare infinitive = to express regret in
the present about a lack of ability
* I wish/if only + past perfect = to express regret, about sth
which happened/didn't happen in the past
*I wish/if only + subject + would + bare infinitive = to
express a polite imperative OR a desire for a situation or
behaviour to change
*I wish + to-infinitive = formal expression to express what smb
wants
b) Aim To practise wishes
*Explain the task and give Ss time to write sentences.
*Check Ss’ answers.
Answer Key
1 I wish (that) I had told my friend about the documentary on
robotics yesterday.
2 I wish I could design websites using HTML.
3 I wish I had done well at IT at school so I could study
computing at college.
4 I wish my MP3 player had more battery life and didn't keep
dying after a few hours . /I wish my MP3 player wouldn't keep
dying after a few hours.
c) Aim To consolidate grammar forms through personalisation
* Read out the rubric.
* Elicit answers from Ss around the class.
6 Aim To present and practise expressing preference
*Draw Ss’ attention to the underlined phrase in the text and Ex 6, p.83
elicit what it expresses. Ask Ss to think of another example of a SB
word or phrase that can be used to express preference. *Check
Ss’ answers and refer them to the Grammar reference section
for more information, Then give Ss time to complete the task.
Check Ss’ answers.
Answer Key
The words had better express strong/urgent advice in the
present. Other ways of expressing preference: would rather,
would sooner, would prefer, would just as soon, etc.
1 cycling 2 recharge 3to live 4 didn’t upgrate
7 Aim To present and practise the unreal past
Ex 7, p. 83
* Write on the board: It would be easier to set up your modem
SB
if you read the instructions first. If only I could afford the latest
smartphone! and If only my phone hadn't been stolen, I
wouldn't have lost all my phone numbers. Imagine you had
bought that laptop, What would you have used it for? Ask Ss
when each of the sentences are taking place (i.e. the first two
are in the present and the second two are in the past) and what
tenses the verbs are (the first two are past simple and the second
two are past perfect). Explain to Ss that we can use the past
simple to talk about imaginary/unreal/impossible things in the
present and we can use the past perfect to talk about
imaginary/unreal/impossible things in the past. Refer Ss to the
Grammar Reference section for more information,
* Explain the task and give Ss time to complete it.
* Check Ss’ answers.
Answer Key
1 intervened — present
2 had taken - past
3 were - present
4 lost – present

8 Aim To practise using verbs in the correct form

* Explain the task and give Ss time to complete it. Ex 8, p. 83
*Check Ss’ answers around the class. SB
Answer Key
1 will have used up, will rely
 2 have been working, haven't had
3 has decided, informed
4 is getting, are applying

Ending the 9 Aim To consolidate grammar structures from Ex 9, p.83

lesson the module SB
* Explain the task. Give Ss time to write their wishes.
* Monitor the activity and then ask various Ss to tell the class.
Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
Pupils can assess each group
 challenge more able learners
presentation using clauses of
to come up with a strategy for
effectively recording different concession
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 6

Short-term plan School

Module 6 Lesson 6: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Have You Got the Gift of
the Gab? p.84
Learning 11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment Pupils can identify the author’s purpose, listen and read for specific information
criteria
Previous Use of English
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To introduce the topic Ex 1, p.84
Beginning the * Read the rubric aloud and elicit answers from Ss around the SB
Lesson class
* Give Ss time to read the first paragraph of the text to check
their answers
Suggested Answer Key
Speeches can be classified into three categories: informative,
persuasive and ceremonial.
Main Activities 2 Aim To read for gist Ex 2, p. 84
* Explain the task and give Ss time to read the text quickly and SB
 answer the question.
* Check Ss’ answers around the class.
Suggested Answer Key
The author's purpose is to c) to outline the ingredients of a
successful speech.
3 Aim To read and listen for specific information Ex 3, p.84
SB
* Ask Ss to read sentences 1-5 and then read and them up.
listen to the text to decide if they are true or false. Remind Ss to
use information from the text to justify their answers.
* Check Ss’ answers.
Answer Key
1 T (‘in-depth descriptions")
2 F ("a persuasive speech intends to convince the listeners of
something ... a politician uses emotive rhetorical statements to
persuade people to believe in his or her abilities”)
3 T (‘ceremonial speeches ...often use humour and anecdotes
in order to entertain the audience”)
4 F (“they have a particular audience in mind”)
5 T ("...one must convey a message in a way that .. .
encourages them to adopt a receptive mentality")
6 T (“logical progression from one point to the next”)
7 F ("deliberate movements...is likely to instil belief in the
listeners”)
8 T (“In order for an audience to accept an idea, they must first
see that the speaker stands firmly behind it.)

4 Aim To expand on the topic Ex 4, p.84

SB
* Read the rubric and give Ss time to discuss it in pairs,
* Elicit answers from Ss’ around the class. Remind Ss to
justify their answers with evidence from the text.
Suggested Answer Key
According to the author, the opening and closing parts of a
speech are the most challenging because these are the parts
that need to make a strong impact. The opening needs to grab
the audience’s attention while the closing part needs to leave
the audience with something to reflect on.
*Play the video for Ss and elicit their comments at the end.

Ending the Ss comments n thevideo.

lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can present the moral of a story
 challenge more able learners in a poster
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 6

Short-term plan School

Module 6 Lesson 7: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Have You Got the Gift of
the Gab? p.85
Learning 11.4.8 - select and evaluate paper and digital reference resources to check meaning
objectives and extend understanding
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups
11.1.4 - evaluate and respond constructively to feedback from others
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
higher-order thinking questions on a range of general and curricular topics,
including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some
unfamiliar topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a
wide range of general and curricular topics
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
range of general and curricular topics
11.6.9 - use a wide variety of present and past forms, including a growing number of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect]
on a wide range of general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment Ss can give/respond to advice, take notes and write a short paragraph summarizing
criteria a person’s advice
Previous Skills
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
5 a) Aim To prepare for a listening task Ex 5, p.85
Beginning the * Explain the task and give Ss time to check the meaning of the SB
Lesson words/phrases in the Word List or their dictionaries,
* Elicit the meanings of the words/phrases from Ss around the
class.
Suggested Answer Key
pointers (n): pieces of advice
rule of thumb (phr): an approximate way of measuring or
doing sth
colloquial language (phr): informal, everyday speech
cue cards (n): pieces of card or paper with notes or prompts on
them to help a speaker during a speech misconception (n): the
misunderstanding of a concept or idea
Main Activities b) Aim To listen for specific information (multiple choice)
* Explain the task and give Ss time to read the questions and
possible answers.
* Play the recording. Ss listen and complete the task.
* Check Ss’ answers.
Answer Key
1 B (“I should offer some pointers for next time”)
2 D (“Il could tell you'd read up on the subject, that's true")
3 B (“I think your conclusion was rather weak’, “I felt that was
the strongest part of my speech”)

6 a) Aim To practise using verbs in the correct form Ex 6, p. 85

* Explain the task and give Ss time to complete it. SB
* Check Ss’ answers.
Answer Key
1 a write b have been writing
2 a to improve b have improved
3 a will continue b continue
 4 a taught b teaches

b) Aim To differentiate between transitive and intransitive

verbs
* Give Ss time to decide in pairs whether the verbs are
transitive or intransitive
* Check Ss’ answers.
Answer Key
All of these verbs can be transitive or intransitive depending on
context.
1 a write - intransitive
b have been writing — transitive
2 a to improve — transitive
b have improved — intransitive
3 a will continue — intransitive
b continue — transitive
4 a taught — intransitive
b teaches – transitive

7 Aim To practise giving/responding to advice Ex 7, p. 85

*Explain the task and give Ss time to act out exchanges in SB
pairs. Remind to use the prompts and phrases from the
language box to help them.
* Monitor the activity around the class
* Ask various Ss to act out their exchanges for the class.

8 Aim To write a summary Ex 8, p. 85

* Play the recording from Ex. 5b again. Ss listen and take notes. SB
* Ask Ss to use their notes to write a summary of the advice. *
Check Ss’ answers.
Suggested Answer Key
When you are preparing to give an academic speech, you need
to think about the type of audience you will be addressing and
adapt the register of your language accordingly. in academic
contexts, use formal language. This means avoiding excessive
use of idiomatic expressions, phrasal verbs and colloquial
language or slang. Don't read from your notes and try to
maintain eye contact with your audience. To do this, memorise
your Speech and prepare cue cards with your key points. In
your conclusion, briefly summarise the main points that
support your overall argument. Lastly, the teacher also gave
her student great advice for improving his conclusion. It's
important to remember to think about what conclusions you
want your audience to draw and what you want them to
remember afterwards.

Ending the
lesson Ss present their writings to the class.

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
SS can write a summary of the
 challenge more able learners
story in 60-80 words
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 6

Short-term plan School

Module 6 Lesson 8: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: A Speech p.86

Learning 11.5.6 - write coherently at text level using a variety of connectors on a wide range
objectives of familiar general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story

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
Assessment SS can analyze a rubric, a model, use opening and closing techniques for a speech.
criteria
Previous Skills
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To analyse a rubric Ex 1, p.86
Beginning the * Read through the theory box on speeches with the Ss and SB
Lesson check their understanding.
* Give Ss time to read the rubric, underline the key words and
answer the questions.
* Check Ss' answers around the class.
Suggested Answer Key
Your school is organising a Technology Conference and you
have been asked to give a speech to teachers, parents and
students entitled “Social Media and its effects on
Communication” Collect information about the topic and
write your speech.
1 My target audience is the teachers, parents and students
 attending the Technology Conference at my school.
2 I am going to give an informative speech.
3 The speech should be in a formal style.
Main Activities 2 Aim To analyse a model Ex 2, p. 86
* Explain the task and give Ss time to read the model and SB
decide what each paragraph is about.
* Check Ss' answers around the class.
Suggested Answer Key
Paragraph A: the speaker introduce explains both sides of the
argument, and Ss her belief.
Paragraph B: the speaker puts rd her first argument and
supports it with details/examples.
Paragraph C: the speaker raises a second issue and supports it
with details/examples.
Paragraph D; the speaker summarises her main argument and
ends the speech with a rhetorical question to make the
audience think further about the issue.
Ex 3, p. 86
3 Aim To identify opening/closing techniques SB
* Explain the task and give Ss time to decide which opening
and closing techniques the speaker has used.
* Check Ss’ answers,
Answer Key
Open technique: a personal narrative
Closing technique: a rhetorical question

Ending the o Ss give their sentences with opening/closing

lesson techniques

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can read the summary and
 challenge more able learners
complete the gaps with the correct
to come up with a strategy for
effectively recording different preposition or particle
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 6

Short-term plan School:

Module 6 Lesson 9: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: A Speech p.87

Learning 11.5.6 - write coherently at text level using a variety of connectors on a wide range
objectives of familiar general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment SS can use cohesion techniques, the features of academic language, write a spec
criteria
Previous Writing
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
4 Aim To identify cohesion techniques Ex 4, p.87
Beginning the * Go through the theory box on the cohesion techniques and SB
Lesson check Ss’ understanding.
* Explain the task and give Ss time to read the model speech
again and identify four cohesion techniques. Check their
answers,
Suggested Answer Key
Para B: them = substitution (NOT: children and teenagers)
Para C: Another issue that we need to consider is ... = linking
phrase
Para C: introverted — reserved = synonymy
Para D: benefits — dark side = antonymy
Main Activities 5 Aim To practise cohesion techniques Ex 5, p.87
* Explain the task and give Ss time to read the extracts and fill SB
in the gaps,
* Check Ss’ answers,
Answer Key
1 Can you imagine 2 likely 3 they 4 For example
5 automobile

6 Aim To present features of academic languages Ex 6, p. 87

Read the rubric aloud and elicit answers from Ss around the SB
class.
Answer Key
Features of academic language: sophisticated vocabulary,
presentation of facts and figures, complex grammar structures,
formal language

7 a) Aim To analyse a rubric and prepare to write a speech Ex 7, p. 87

* Give Ss time to read the rubric, underline the key words and SB
answer the questions
* Check Ss’ answers around the class
Answer Key
Our school is organising a one-day conference on innovative
technologies. You have been asked to give a speech entitled
“ Automation in the Workplace”. Research and write your
speech.
1 I am going to write an informative speech. I will write in a
formal style.
2 I will use rhetorical questions as opening/closing techniques.
b) Aim To prepare for the writing task; to research the topic *
Go through the theory box with Ss.
* Give Ss time to use the Internet and other sources to collect
information and write supporting details. Check their answers.
Suggested Answer Key
1Machines need operators: Machines that build cars in the
automation industry require the oversight of human workers.
Most products cannot be created without some form of human
intervention.
 2 Certain jobs rely on unique human skills: Many jobs rely on
uniquely human skills such as thinking creatively and being
able to understand people’s emotions. In the medical field,
there are robots and machines that can assist medical
personnel in the process of an examination and diagnosis, but
these are unable to show compassion and cannot connect on a
human level with patience.

8 Aim To write a speech

*Explain the task and give Ss time to write their speech.
Remind Ss to use the ideas in Ex. 7 and the Useful Language Ex 8, p. 87
box. SB
*Ask Ss to work in pairs to practice giving their speeches and
giving/receiving feedback.
* Ask various Ss to give their speech to the class.

Ending the  Ss present their ideas for writing

lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can summarize a story and
 challenge more able learners practise error correction
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 6

Short-term plan School

Module 6 Lesson 10: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Success in a Rapidly
Changing World p.88
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objectives 11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.4.2 - understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment Ss can predict the content of the text, read foe specific information, research and
criteria present information on how to succeed in today’s world.

Previous Writing
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To introduce the topic; to listen and read for specific Ex 1, p.88
Beginning the information SB
Lesson * Ask Ss to read the title and the first paragraph of the text.
 * Elicit from Ss around the class some ways that successful
entrepreneurs have achieved success.
* Play the recording. Ss listen and read to find out.
* Check Ss' answers around the class.
Suggested Answer Key
I think successful entrepreneurs have achieved success by
learning from others, trying to be unique, being passionate and
not being afraid to make mistakes.
Main Activities 2 Aim To read for specific information Ex 2, p. 88
* Give Ss time to read the article again and decide which of the SB
statements are true. Remind Ss’ to justify their answers. Check
their’ answers.
Answer Key
1 T (“read as much as you can about successful businesses and
entrepreneurs.”)
2 T (“Find people with the skills and attitudes that support the
culture of your company ... Work with professionals who share
your passion")
3 F (“Delegate tasks and allow your employees the space and
autonomy to work ...")
4 F (“Small successes and steady progress will eventually lead
to big results.”)
5 F (“don't be afraid of change ... you must be able to
continually adapt”)
* Refer Ss to the Check these words box and ask Ss to find
them in the text and guess their meanings from the context.
* Give Ss time to check the meanings of the in a dictionary or
the Word List.
Suggested Answer Key
solo (adj): alone; unaccompanied
over-saturated (adj): full of people, products or ideas
niche (n): a specific part of a market
burn out (phr): to become exhausted because of too much work
delegate (v): to assign jobs, duties and responsibilities tom
other people
complacent (adj): feeling satisfied and like you do not need to
make any effort
go with the flow (phr): to be relaxed and accept things as they
are
calculated risk (n): a chance taken after carefully considering
all possible outcomes
* Play the video for Ss and elicit their comments at the end.

3 Aim To expand on the topic; to develop research skills

* Explain the task and give Ss time to use the Internet or other Ex 3, p. 88
sources to collect information about other ways a person can SB
achieve success in today’s world
* Ask Ss to present their findings to the class.
* Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Suggested Answer Key
To achieve success in today’s world, you need to be wiling to
 work hard. It’s also important to be an honest, trustworthy
person and to stand behind your beliefs. You should build
strong relationships with people. Don't hide away behind a
computer screen. Instead, get out there and make yourself
known. There's nothing more rewarding than face-to-face
communication. Networking and sharing ideas is an integral
part of being successful, both in the business world and on a
personal level. And finally, take care of yourself. No matter
how busy you are, don’t forget about the importance of
exercise, sleep and a balanced diet.
Ending the  Ss present their ideas
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
 challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 6

Short-term plan School

Module 6 Lesson 11: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Give Me Tap p.88
Summative Assessment for the Unit 6 “Social
Learning 11.1.8 - develop intercultural awareness through reading and discussion
objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.1.6 - organize and present information clearly to others
11.1.8 - develop intercultural awareness through reading and discussion
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment Ss can write a paragraph about a company in Kazakhstan that aims to help make
criteria the worl a better place

Previous CLIL
learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
1 Aim To introduce the topic Ex 1, p. 88
Beginning the * Read the rubric aloud and elicit answers from Ssaround the SB (Culture
Lesson class. Spot)
* Play the recording. Ss listen and read to find out.
* Check Ss' answers around the class.
Suggested Answer Key
GiveMe Tap is a non-profit scheme that encourages people to
drink tap water instead of buying plastic bottles.
*Play the video for Ss and elicit their comments at the end,.
Main Activities 2 Aim ICT To personalise the topic; to develop research skills Ex 2, p. 88
* Explain the task and give Ss time to collect information SB (Culture
online and write a paragraph about a company in their country Spot)
that aims to make the world a better place.
* Check Ss’ answers.
* Alternatively, assign the task as HW and check Ss’ answers in
the next lesson.
Suggested Answer Key
Eco Poof is a Kazakh start-up company that makes ottomans
from recycled materials, such as plastic bottles and cardboard.
Timur Korobeinikov, the head of the company, says that one of
Eco Poof's main aims is to change society's attitude towards
rubbish in Kazakhstan. They are trying to achieve this by
combining recycling with the creation of useful items.
Ending the 
lesson

Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
 challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 6

Short-term plan School

Module 6 Lesson 12: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Progress Check pp.89-90

Learning 11.4.2 - understand specific information and detail in extended texts on a wide range
objectives of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
 Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment Ss can read for specific information, revise situational language, listen for specific
criteria information, practice vocabulary and grammar structures from the module, write a
speech.

Previous Culture spot, Summative Assessment for the Unit

learning
Plan
Planned timings Planned activities (replace the notes below with your Aspect
planned activities) Resources
To introduce the topic of the lesson
Beginning the Setting objectives by the students and comparison with the
Lesson lesson objectives

Main Activities 1 Aim To read for specific information (multiple choice) Ex 1, p. 89

*« Ask Ss to read questions 1-5 and the possible answers. SB
* Then give Ss time to read the text and choose the correct
answers,
* Check Ss’ answers. Ask Ss to justify their answers.
Answer Key
1 C (‘The goldfish comparisons certainly seem to suggest that,
but it's not really the case.")
2 D ("74% of millennials use their mobile phone while
watching TV’)
3B
4 D (‘The days of forcing people to sit and learn for long
periods are gone, learning must be flexible, easily accessible,
and at a pace best suited for the learner’)
5 A (“The age of the goldfish is not an age of stupidity, but one
of change. With change comes new opportunities...")

2 Aim To listen for meaning and inference Ex 2, p. 90

* Play the recording (twice if necessary), Ss listen and complete SB
the task,
* Check Ss' answers.
Answer Key
1c 2B 3B 4C 5D

3 Aim To consolidate vocabulary from the module Ex 3, p. 90

* Explain the task and give Ss time to complete it. SB
* Check Ss' answers.
Answer Key
1 rewarding
2 radical
3 facilitates
4 retention
5 instil
 4 Aim To consolidate grammar from the module Ex 4, p. 90
* Explain the task and give Ss time to complete it. SB
* Check Ss’ answers.
Answer Key
1 had discussed
2 Had we known
3 will come
4 did
5 Even if

5 Aim To revise language for giving and responding to advice Ex 5, p 90

*Explain the task and give Ss time to complete it. SB
* Check Ss' answers.
Answer Key
1a 2b 3b

6 Aim To write a speech

* Explain the task and refer Ss to the Writing section of the unit Ex 6, p. 90
(6e) for a model, plan and useful language. SB
* Give Ss time to plan and complete their work and then check
Ss’ answers.

Ending the To personalise the topic

lesson  Ask Ss to discuss the questions in pairs
 Monitor the activity around the class
 Ask various Ss to share their answers with the rest of
the class
Additional information
Differentiation Assessment Cross-curricular links
 prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
 challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson

Reflection
Summary evaluation
Module 7

Module 7 Lesson 1 School:

Reading for Pleasure
Genres of Fiction
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.1.8 - develop intercultural awareness through reading and discussion;
objectives(s) that 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
this lesson is perspectives on the worl dopics, including talk on a growing range of unfamiliar
topics;
contributing to
11.4. 8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding;

Lesson objectives All learners will be able to:

To give an overview of the module, to revise the genres of fiction

Most learners will be able to:

To give an overview of the module, to revise the genres of fiction
Some learners will be able to:
To give an overview of the module, to revise the genres of fiction
Previous learning Previous Course

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. Read 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
genres of fiction, figurative
language, parts of a story, title
analysis and character analysis. )
Go through the objectives list to
stimulate Ss interest in the module.

Middle of the lesson 2. To introduce the topic ;to read for gist Ex. 1, p.91 Ex. 1 Answer
Key
 Read the different genres aloud
1 E. 2 B. 3 F. 4
and elicit from Ss what kind of
fiction they think each one C.
represents ( e.g. What kind of 5 А. 6 D.
characters would you expect to fantasy: an
find in a fantasy novel ? What imaginative
kind of plot do adventure novels kind of fiction
usually follow ? ) . that involves
 Explain the meaning of any supernatural
unknown genres or ask Ss to look events or
 them up in their dictionaries . characters
horror: a kind
 Give Ss time to read the extracts
of fiction that
and match them to the genres
might involve
 Ask Ss to justify and compare violence and is
their answers in groups . intended to
 Check Ss' answers around the frighten
class . readers
drama: a
3. To expand on the topic Ask Ss to work
Ex. 2, p. 91 serious kind of
in groups to match the extracts with
fiction that
the books.
focuses
 Remind Ss to justify their answers.
heavily on
Ask Ss to use the Internet to check
character
their own answers.
development
 Ask Ss if they have read or heard
and often
of any of the books and elicit
involves a
discussion around the class.
conflict or
contrast of
some kind
romance: a
kind of fiction
in which the
characters fall
in love or have
a romantic
relationship
science
fiction: an
imaginative
kind of fiction
that often
involves
scientific and
futuristic
themes
adventure: a
kind of fiction
that typically
involves a lot
of action,
exploration
and travel
Ex 2 Answer
Key

1 D. 2 C. 3 B. 4
 E. 5 A. 6 F.

Ending the lesson Words of wisdom Home-task:

 Give Ss time to read the quotation WB &GB
and discuss in pairs what they think Page 40 ex.1-
it means. 2
 Ask various Ss to tell the 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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used

challenge more able learners to give assess pronunciation in oral

multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

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

Module 7 Lesson 2 School:

Reading for Pleasure
Jack London
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.4.2 - understand specific information and detail in extended texts on a wide
objectives(s) that range of familiar and unfamiliar general and curricular topics;
this lesson is 11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics;
contributing to
11.6.9 - use a wide variety of present and past forms, including a growing
number of more nuanced contrasts [past and perfective aspect/simple and
progressive aspect] on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Most learners will be able to:
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Some learners will be able to:
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Previous learning Introduction lesson

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To read for specific Ex.1 p.92 Answer Key
information 1. Jack London was born in
 Explain the task and 1876 in San Francisco,
give Ss time to read the California.
biography and answer 2. He could afford to go to
the questions.
university because a local
 Check Ss' answers business owner gave him
around the class. the money. 3. He went to
the Klondike region to look
for gold. 4. His first
successful piece of writing
was a story that a magazine
published and paid him a
small amount of money for.
5. He is best known for the
novels The Call of the
 Wild, The Sea Wolf and
White Fang.
2. To read for specific Ex.2 p.92 Answer Key
information 1. F (‘... a wealthy
 Explain the task and intellectual man named
give Ss time to read Humphrey Van Weyden..’)
the summary and
decide if the 2. T ('Wolf enjoys talking
statements are true or to Van Weyden, however,
false. because they're both
 Remind Ss to justny intellectuals.) 3. F (Wolf is
their answers with incapacitated with a terible
evidence from the text.
headache.) 4. T ('He dies
 Check Ss' answers. shortly thereafter, and they
bury him at sea. Later, they
are rescued.) 5. T ('The Sea
Wolf received some
criticism for its overall
Middle of the lesson
narrative structure')
Play the video for Ss and elicit
their comments at the end.

THINK. To expand on the topic

Explain the task and give Ss
time to complete it in groups.

Ending the lesson Check Ss' answers. Home-task:

Ask various Ss to tell the class. WB&GB
Page 40 ex.3-4
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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

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

Module 7 Lesson 3 School:

Reading for Pleasure
The Sea Wolf
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
objectives(s) that perspectives on the worl dopics, including talk on a growing range of unfamiliar
this lesson is topics;
11.4.9 - recognise inconsistencies in argument in extended texts on a range of
contributing to
more complex and abstract general and curricular topics;
11.1.8 - develop intercultural awareness through reading and discussion;
11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics;
11.4.6 - recognise the attitude, opinion or tone of the writer in extended texts on
a range of more complex and abstract general and curricular topics;
11.4. 8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.3.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
Lesson objectives All learners will be able to:
use speaking and listening skills to solve problems creatively and cooperatively
in groups;
Most learners will be able to:
use speaking and listening skills to solve problems creatively and cooperatively
in groups;
Some learners will be able to:
use speaking and listening skills to solve problems creatively and cooperatively
in groups;
Previous learning Reading

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To analyse an extract from a story; Ex.3, p.93
to present topic-related vocabulary;
to expand on the topic.
 Elicit the meaning of the
words in the word map from
Ss around the class.
 Ask Ss to look up any
unknown words in their
 dictionaries.
Middle of the lesson  Ask Ss to discuss in groups Ex. 3, p.93 Suggested Answer
what they think the
characters are discussing in Key
the extract. A: Based on the
 Remind Ss that the words in words in the word
the wow map are clues.
 Ask Ss to read the extract map, I think that the
and check their answers, characters are
then ask various Ss to tell
the class. discussing the value
of life.
B: I agree. I believe
they're arguing
about what is
important in life.
The words "sacred"
and "nature" suggest
that the characters is
saying that nature is
very important,
while the words
'cheap 'mock' and
'piggishness' have
negative
associations such as
greed, arrogance
and a lack of
respect.
C: Perhaps they're
discussing how
Ex.4 , p.93 humans behave and
how best to live life.
2. To read for specific information Let's read and find
(multiple choice); to explain key
vocabulary out.
Answer Key
 Give Ss time to read the extract Humphrey Van
again and answer the questions. Weyden and Wolf
 Remind Ss to justify their Larsen are
answers with evidence from the discussing the value
text. of life.
 Check Ss' answers.
Answer Key
1. A (the greater
part was due to
his totally
different
outlook:)
 2. A (I had nothing
in common with
him:)
3. D ('life is the
cheapest thing in
the world; It has
no value. Of
cheap things it is
the cheapest)
4. C (the life that is
 Ask Ss to explain the meaning demanding to be
of the words in bold. Tell Ss to born is limitless.
refer to the Word List or their Nature is a
dictionaries for the meanings of
any unknown words. spendthrft. Look
at the fish and
 Elicit the meanings of the words their millions of
from Ss around the class.
eggs.)
5. D ('Somehow, I,
who have
always had
expression,
lacked
expression when
Ex.5 , p.93 with Wolf
Larsen, ' seemed
to find myself
struggling in
 Refer Ss to the Check these deep water,
words box and ask Ss to find 'baffled me')
them in the text and guess their
meanings from the context.
Suggested Answer
Key
cynical (adj):
distrustful and
doubtful
determined (v):
decided; concluded
baffled (v):
confused;
bewildered
on the spur of the
moment (phr):
impulsively; without
thought
limitless (adj):
 without limit
lavish (adj):
generous;
extravagant;
wasteful
piggish (adj):
greedy; stubborn

Answer Key
motionless (adj):
not moving; still
tangible (adj): real;
able to be touched
or understood in a
definite way
elemental (adj):
basic; primitive
divest (v): to strip;
to take away
superfluous (adj):
more than is
necessary; excessive
axiomatic (adj):
self-evident; not
requiring proof
truism (n): an
obvious truth
ferment (n): any of
a group of living
organisms, like
yeast or mould, that
causes fermentation
(a chemical change
such as when yeast
converts sugar into
alcohol). go
begging (phr): to be
available for use
because of being
unwanted or in
excess
Ending the lesson Give Ss time to check the meanings of the Home-task:
words in a dictionary or the Word List. WB&GB
Page 41 ex.5-6
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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

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

Module 7 Lesson 4 School:

Reading for Pleasure
Wolf Larsen
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.4.2 - understand specific information and detail in extended texts on a wide
objectives(s) that range of familiar and unfamiliar general and curricular topics;
this lesson is 11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
contributing to
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing
number of more nuanced contrasts [past and perfective aspect/simple and
progressive aspect] on a wide range of general and curricular topics
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range
of perspectives on the worl dopics, including talk on a growing range of
unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
11.2.4 - understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in
familiar general and curricular topics;
Lesson objectives All learners will be able to:
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Most learners will be able to:
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Some learners will be able to:

Previous learning Reading

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To fill in the graphic organiser Ex. 6, p. Answe Key
based (e 9 on the extracts 94 a)
 Explain the task and give Characters column :
Ss time to read the extract Van Wayden (narrator)
again and fill in the graphic Wolf Larsen
organiser.
Main Event(s)
 Check Ss' answers around column: The
the class. characters discuss the
Middle of the lesson value of life.
Conflict column: Van
Wayden believes that
life is sacred while
Wolf Larsen believes
that life is cheap.

2. To summarise an extract Ex. 6, p. 94 Suggested Answer

b) Key
 Explain the task and give In this extract, the
Ss time to write a
summary of the extract. novel's main characters
Humphrey Van
 Remind Ss to mention Weyden and Wolf
how the narrator has
found himself in this Larsen are discussing
position and to use the value of life while
present and past tenses. aboard Larsen's ship.
Van Weyden has
 Check Ss' answers.
found himself in this
position because he
was taken aboard the
Ghost by Larsen after
another boat that he
was on capsized. At
first, Van Weyden
thinks that he is being
3. To introduce figurative Ex. 7, p. 94 rescued, but it tums out
language
that Larsen actually
 Read through the theory intends to force Van
box with Ss and explain Weyden to work for
the meaning of any him etc.
unfamiliar words.

 Elicit further examples of Answer Key

alliteration, assonance, 1. This quotation
metaphor, simile,
personification and contains an example of
hyperbole Ss and write alliteration because the
consonant sound m' is
 them on the board. repeated at the
beginning of the words
 Give Ss time to answers
the questions. Check Ss' ‘make’ and ‘mock’
answers. 2. Larsen is using a
metaphor to compare
life to a ferment. He is
saying that life is like
ferment such as yeast
because life needs to
consume other life in
order to survive and
grow. For example,
humans eat other
forms of life, such as
animals and plants, or
use them for survival
in other ways, such as
cutting down trees in
order to build shelter
or burn for warmth.
Ex. 8, p. 94 The comparison is not
a) a simile because he
4. To match the parts of a story doesn't use the words
to their definitions Explain
the task and give Ss time to ‘like’ or ‘as’. 3.
complete it. This personification.
Larsen personifies
 Check Ss' answers.
Ex. 8, p. 94 Nature with the
5. To match events from novel b) pronoun 'she: He says
to the part of the story they 'she sows a thousand
appear in
lives, creating an
 Explain the task and give image of a woman
Ss time to put the events planting seeds for
from the novel in order crops.
and match them to the
parts of the story. Answer Key 8. a)
Ex. 9, p. 95 1.e 2.c 3.a 4.b 5.d
 Check Ss' answers. a)
6. To fill in the graphic
organiser Explain the task
and give Ss time to complete Answer Key 8. b)
it in groups. Then, check Ss'
answers. 1. d 2.c 3.e 4.g 5.f 6.b
7.h 8.a

Ex. 9, p. 95
b)
7. To discuss the questions in
groups Explain the task and
give Ss time to discuss the Suggested Answer
questions in groups. Ask Key
various Ss to tell the class.
Sea: large, powerful,
mysterious, dark,
frightening, wild, deep,
unpredictable,
dangerous, the
unknown wolf Wolf:
fierce, strong, wild,
animal, elusive, hunter,
predator, hungry,
survival, lone

Suggested Answer
Key
1. I associate power,
danger,
unpredictability and
mystery with the word
'sea! As for the word
'wolf, I'd associate it
with the wild, hunting,
fierceness and
survival. 2. I think the
name 'sea wolf
accurately describes
Wolf Larsen's
character because he
can be fierce like the
wolf and brutal like the
sea. He's also
independent and
Ex. 10, p. courageous, quite
95 unpredictable,
mysterious and deeply
intelligent. 3. I think
Jack London decided
to name the book The
8. To listen and read for specific
information; to analyse the Sea Wolf because the
characters of a novel most interesting and
important character in
 Explain the task and give
Ss time to read the the book is Wolf
 extract in Ex. 3 again. Larsen. The nickname
'The Sea Wolf' carries
 Play the recording. Ss
listen and make notes. a lot more associations
than Larsen's real
 Ask Ss to use words from name and reveals a lot
the phrase bank to fill in
the diagram and check about the kind of man
their answers. Ex. 11, p. he is. 4. If I could
95 choose a different title
for the book it would
be The Nature of Man
because I think this is
9. To discuss the opinion of the the book's central
writer; to explain the words theme. Throughout the
in bold
novel, London urges
 Explain the task and give the reader to question
Ss time to read the essay whether man is
and discuss the opinion of
the writer in groups. fundamentally a
primitive being no
 Ask Ss to explain the different from an
words in bold. Check Ss' animal.
answers.
Answer Key
Van Weyden: thinks
that people have
immortal souls;
gradually becomes
stronger cares for
others; treats others
well main character
Larsen: violent;
informally schooled;
dedicated to pleasure
Ex. 12, p. and surviva;l believes
95 that human lives are
unimportant; an
individualist; hurts and
kills people for no
reason; never grows or
changes; cares for no
10. To write a character analysis one
essay Both: intellectual
 Explain the task and give Ss
time to write their essays. Refer Ss to Suggested Answer
Ex. 11 as a model. Key
A: While the writer
admits that Wolf
Larsen is a strong
character, he believes
that Humphrey Van
Weyden is the story's
true protagonist.
B: Yes, I think the
writer feels this way
because Larsen doesn't
change his philosophy
on life over the course
of the story.
C: That's true. Such a
cynical character could
never be the hero of
the story. But he's still
very important because
of the effect he has on
Van Weyden. A
protagonist is the
leading character or
hero of a literary work.
An antagonist is a
character who is
opposed to or struggles
against the hero or
protagonist in a literary
work.

Suggested Answer
Key
The narrator of Jack
London's The Sea
Wolf is Humphrey
Van Weyden, a
gentleman and a
writer. Some critics
have argued that
although Van Weyden
narrates the story, the
protagonist is actually
Wolf Larsen.
Personally, I believe
that the novel's true
protagonist is Van
Weyden because he is
 the one who undergoes
a transformation etc.
Ending the lesson  Check Ss' answers. Home-task:
Alternatively, assign the task Revise the materia
as HW and check Ss answers
in the next lesson. of Units 5, 6, 7
&GB
Page 41 ex.7-8
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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

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
Module 7 Lessons 5 School:
Summative Assessment for Module 7

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.1.1 - use speaking and listening skills to solve problems creatively and
objectives(s) that cooperatively in groups;
this lesson is 11.1.8 - develop intercultural awareness through reading and discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
contributing to
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the worl dopics, including talk on a growing range of unfamiliar
topics;
11.2.4 - understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.3. 3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics;
11.4.1 - understand complex and abstract main points in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics;
11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.4.6 - recognise the attitude, opinion or tone of the writer in extended texts on
a range of more complex and abstract general and curricular topics;
11.4.7 - recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics;
11.4. 8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.4.9 - recognise inconsistencies in argument in extended texts on a range of
more complex and abstract general and curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics;
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing
number of more nuanced contrasts [past and perfective aspect/simple and
 progressive aspect] on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
use speaking and listening skills to solve problems creatively and cooperatively
in groups;
Most learners will be able to:
use speaking and listening skills to solve problems creatively and cooperatively
in groups;
Some learners will be able to:
use speaking and listening skills to solve problems creatively and cooperatively
in groups;
Previous learning Listening

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson SA 1 according the tasks

Middle of the lesson

Ending the lesson Home-task:

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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

Module 7
Module 7 Lesson 6 School:
Reading for Pleasure
All at Sea
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.3.4 - evaluate and comment on the views of others in a growing variety of
objectives(s) that talk contexts on a wide range of general and curricular topics, including some
this lesson is unfamiliar topics;
11.4.2 - understand specific information and detail in extended texts on a wide
contributing to
range of familiar and unfamiliar general and curricular topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics;
11.4.6 - recognise the attitude, opinion or tone of the writer in extended texts
on a range of more complex and abstract general and curricular topics;
11.4. 8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range
of perspectives on the worl dopics, including talk on a growing range of
unfamiliar topics;
11.5.4 - use style and register to achieve an appropriate degree of formality in
a wide variety of written genres on general and curricular topics;
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in
familiar general and curricular topics;
Lesson objectives All learners will be able to:
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Most learners will be able to:
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Some learners will be able to:
use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Previous learning Summative Assessment

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To test Ss' knowledge of the novel Ex. 13 p.96 Answer Key
1.A 2. B 3. B 4.
 Explain the task and give Ss
time to complete the quiz. B 5. D 6. B 7.A
8.D
 Then, check Ss' answers.
 2. To analyse review
Ex.14 p.96 a)
 Explain the task and give Ss Suggested
time to read the review and Answer Key
discuss the questions as a 14. a):
group.
Middle of the lesson The reviewer
 Ss write a short paragraph believes that
outlining the reviewer's main The Sea Wolf
points and opinions. Check
Ss' answers around the class. is the kind of
book that is
generally
overpraised. He
claims that, it is
likely to be
popular despite
the quality of
the writing. He
intends to be
discerning and
honest in his
analysis. While
making a few
critical
comments, the
reviewer's
overall opinion
of the book is
positive. He
likes London's
style of writing
and says that
the book has
'freshness and
vivacity: He
feels that Wolf
Larsen's
character is 'a
Ex.14 p.96 b) strong
conception,
3. To extend the topic; to develop meaning that
research skills London depicts
 Explain the task and give Ss him effectively
time to use the Internet to find etc.
out who the people in bold Answer Key
are. Check Ss' answers
around the class. 14 b)
Ivan
Sergeyevich
Turgenev (also
spelled
Turgenieff)
(Oryol, Russia,
1818 -
Bougival,
France, 1883)
was a Russian
novelist, short
story writer,
poet,
playwright, and
translator. His
novel Fathers
and Sons is one
of the major
works of 19th-
century fiction.
Robert
Browning
(London, 1812-
Venice, Italy,
1889) was a
British poet
and playwright
of the Victorian
era. His poems
are known for
their irony,
dark humour
and social
commentary.
Thomas De
Quincey,
(Manchester,
1785
Edinburgh,
1859) a British
essayist and
critic, is best
known for his
autobiographic
 al narrative
Confessions of
an English
Opium-Eater.
William James
Aylward,
(Milwakee,
Ex.15 p.96 1875 Bath,
New York,
1956) artist,
worked for the
US Army
during World
War I. He was
4. To compare the novel to its film
adaptation famous for his
work which
 Explain the task. Ss watch the appeared in the
film and discuss in groups illustrated
how it compares to the novel.
editions of
 Monitor the activity around Jules Verne's
the class. Then ask 15 various Twenty
Ss to tell the class.
Thousand
 Alternatively, Ss can watch Leagues Under
the film at home and discuss it the Sea and
in the next lesson.
Jack London's
The Sea Wolf.

Suggested
Answer Key
A: I found the
film to be very
different to the
book. For one
thing, the
structure of the
plot has been
drastically
changed. B:
That's true, but
in general I
think that's the
case for most
adaptations.
Ex.16 p.96 Films are much
shorter than
 books, so a
certain amount
of the original
plot is always
cut or altered.
C: The thing
that surprised
me the most
was the actor
5. To write a film review
they chose to
 Explain the task and give Ss play Wolf
time to watch the film and Larsen. In the
write their film reviews
(individually or in groups). book he's a tall
Scandinavian
 Invite several students to read with brute
their reviews to the class.
strength,
whereas in the
film he is
played by a
relatively short
man. He's not
at all how I
imagined him
to be. etc.

Suggested
Answer Key :
The Sea Wolf
an adventure
film released
by Warner
Brother's in
1941, is an
adaptation of
Jack London's
novel of the
same name that
was published
in 1904. The
film was
written by
Robert Rossen
and directed by
Michael Curtiz.
There have
 been many film
adaptations of
this novel over
the years, but
in my opinion,
this is by far
the most
impressive.
While the film
bears little
resemblance to
the book on
which it is
based, it is an
excellent
production in
its own right
etc.
Ending the lesson Check Ss’ answers around the class. Do corrections
Students give their own examples.
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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Reflection Answer the most relevant
Were the lesson objectives/learning questions from the box on the
objectives realistic? left about your lesson.
Did I stick to timings?
What changes did I make from my plan
and why?

Module 8
Module 8 Lesson 1 School:
Making Statements and Providing
Information
Ways of Self- Expression
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.1.10 - use talk or writing as a means of reflecting on and exploring a range
objectives(s) that of perspectives on the worl dopics, including talk on a growing range of
this lesson is unfamiliar topics;
11.4. 8 - select and evaluate paper and digital reference resources to check
contributing to
meaning and extend understanding;
11.3.6 - navigate talk and modify language through paraphrase and correction
in talk on a wide range of familiar and some unfamiliar general and curricular
topics;
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
groups
11.1.3 – respect differing points of view
11.1.7 - develop and sustain a consistent argument when speaking or writing;
11.3.3 - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
Lesson objectives All learners will be able to:
give an overview of the module, to introduce key vocabulary, to discuss ways of self-
expression and their importance
Most learners will be able to:
give an overview of the module, to introduce key vocabulary, to discuss ways of self-
expression and their importance
Some learners will be able to:
give an overview of the module, to introduce key vocabulary, to discuss ways of self-
expression and their importance

Previous learning

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson
1. Read the title of the module
Making statements & providing
information and ask Ss to suggest
what they think the module will
be about. (The module is about
art and other ways of self-
expression,
radio/TV/film/theatre, literature
and music.) Go through the
objectives list to stimulate Ss’
Suggested
 interest in the module. Ex.1 p.97 Answer Key
Poster A is
2. To introduce the topic
about an
• Direct Ss’ attention to the exhibition in
Middle of the lesson posters and ask them to discuss a museum,
with a partner what the posters which is
are about. showing
ceramics
• Ask various Ss to tell the class. (probably
vases,bowls,
plates,mugs)
Poster B is
advertising a
comedy
show in a
club,
featuring
two
comedians.
Ex.2 a) p.97
Poster C is
about a
poetry
festival that
is being held
3. To introduce new vocabulary
in a
Ex.2 b) p.97 bookshop.Th
• Explain the task and give Ss time
to match the definitions to the art e festival
forms. probably
involves
• Check Ss’ answers readings of
poetry.
4. To practise new vocabulary in
context
Answer Key
• Explain the task and give Ss time 1b2c3a
to complete it.

• Elicit answers from Ss around the

class. Ss should say what words
helped them decide.
Answer Key
• Optional extension: Ask Ss to write
Poster A =
down as many kinds of visual art,
performing arts and literary arts as visual arts,
they can think of. Give them a few words that
minutes and then elicit ideas and Ex.3 p.97 helped me
write them on the board. decide:
decorative,
ceramic
Poster B =
 performing
arts, words
that helped
5. To expand on the topic through me decide:
discussion stand-up
comedy,
• Explain the task and give Ss time show Poster
to discuss the different ways of self-
expression in pairs. C = literary
arts,words
• Monitor the activity around the that helped
class, then ask various Ss to tell the me decide:
class. poetry,
bookshop,
language

Suggested
Answer Key
A: In my
opinion, all
of the
activities in
the list are a
form of self-
expression
B: I agree.
After all,
Ex.4 p.97 everyone’s
different and
we all find
different
ways of
expressing
ourselves. A:
6. To expand on the topic through discussion
Exactly.
• Read the rubric aloud and discuss as a
Some people
class. are more
visual and
• Elicit discussion from Ss using the prompts like painting
(e.g. How does self-expression help us to
achieve balance in our lives? Why can
or
various forms of self-expression allow people photography
to reflect their individuality? How does self- , while
expression help to make us more self-aware?
others prefer
etc.)
physical
 Optional extension: Ask Ss how they express things such
themselves and say what they enjoy about it. as dancing or
playing
 Play the video for Ss and elicit their sports. B:
comments at the end
That’s
true.There
are so many
different
ways to be
creative.Pers
onally,I love
cooking and
writing
stories. A: I
love cooking
too. I also
write a blog
and I enjoy
knitting.

Suggested
Answer Key
A: I think
self-
expression
helps us to
achieve
balance in
our lives
because it
helps us to
relax in our
free time.
People often
lead stressful
lives and
doing
something
creative is a
form of
release. B:
Also, it
allows
people to
express
themselves
freely
through
various
mediums
 which reflect
their own
individual
styles.
Everyone
expresses
themselves
differently.
C: I think
self-
expression
makes us
more self-
aware
because
being
creative
involves
looking
inside
yourself and
considering
how you feel
about things.
It also makes
us realise
that our own
perspective
is just one of
many etc

Ending the lesson  Give Ss time to read the quotation and Home-task:
discuss in pairs what they think it means. SB Page 97
 Ask various Ss to tell the class. Prepare a
presentation about
Self- Expression
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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
 multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

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

Module 8 Lessons 2 School:

Making Statements and Providing
Information
Who’s in a Smile
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.1.3 - respect differing points of view;
objectives(s) that 11.1.8 - develop intercultural awareness through reading and discussion;
this lesson is 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
contributing to
perspectives on the worl dopics, including talk on a growing range of unfamiliar
topics;
11.4.1 - understand complex and abstract main points in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4. 8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.1.6 - organise and present information clearly to others ;
11.1.5 - use feedback to set personal learning objectives;
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
Lesson objectives All learners will be able to:
read for specific information (T/F/DS statements, multiple choice), to research and
collect information about smiling, to listen and discuss what’s most beneficial about
smiling, to identify the main ideas of each paragraph and summarise a text
Most learners will be able to:
read for specific information (T/F/DS statements, multiple choice), to research and
collect information about smiling, to listen and discuss what’s most beneficial about
smiling, to identify the main ideas of each paragraph and summarise a text
Some learners will be able to:
read for specific information (T/F/DS statements, multiple choice), to research and
collect information about smiling, to listen and discuss what’s most beneficial about
smiling, to identify the main ideas of each paragraph and summarise a text
Previous learning Introduction

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To introduce the topic Ex.1 p.98 Answer Key
• Direct Ss’ attention to the picture. The painting is
• Read out the questions and elicit called the
answers to the questions from Ss ‘Mona Lisa’. It
around the class.
was painted
by Leonardo
da Vinci.

Ex.2 p.98
2. To talk about emotions expressed by Suggested
smiling
Answer Key
• Read the rubric aloud and ask Ss to
I would say
discuss it in pairs.
• Elicit answers from various Ss that the
Middle of the lesson around the class. woman has a
mischievous
smirk on her
face. It’s just a
small smile,
Ex.3 p.98 which makes
3. To introduce the topic and prepare Ss you wonder
to read the article what she’s
• Read out the questions and elicit thinking.
answers from Ss around the class.
• Then give Ss time to read the article
Suggested
for the first time.
Answer Key
We smile for
different
reasons. To
help with
social
interaction
and also to
display our
emotional
state and
wellbeing.
Smiling can
have a strong
impact on us
and has many
therapeutic
health
4. To read for specific information Ex.4 p.98 benefits. It can
(T/F/DS statements); to find be pleasure
synonyms/antonyms inducing and
• Read out the Study Skills box and
can lower
remind Ss how to approach T/F/DS
blood
statements.
• Ask Ss to read the statements and pressure.
underline the key words. Smiling also
• Give Ss time to read the text again has an impact
and tick the correct boxes and find the on others as it
synonyms/antonyms in the text. can trigger
• Check Ss’ answers. Ss should justify
similar feel-
their answers with information from
the text. good effects in
the people
around you.

Answer Key
1 F (‘because
of the lasting
 power of her
unique and
enigmatic
smile.’)
2 DS (no
mention of
specific
scientific
disciplines, so
we don’t know
how many are
involved) 3 DS
(no mention of
when exactly
blind babies
start smiling) 4
T (‘fear or
readiness to
attack ... a sign
of
nonaggression
’)
5 F (The polite
Ex.5 a) p.99
‘social smile’
5. To consolidate new vocabulary […] is not as
through synonymous words
sincere as the
• Explain the task and give Ss time to
find the synonyms in the text. smile that also
• Elicit answers from various Ss engages the
around the class. muscles
around the
eye area.”)
6 C (“the
Duchenne
smile [is]
named after
Ex.5 b) p.99 the scientist
6. To explain the meaning of phrases/ who first
idioms from the text recognised the
• Ss work in pairs to check their difference”)
dictionaries and explain the
7 C (“It
underlined phrases.
• Ask various Ss to give their answers increases the
to the class. level of
dopamine”)
8 A (“Darwin
[…] suggested
[…] is
pleasureinduci
 ng in and of
itself.”)
9 displays;
therapeutic
10
mischievous;
sincere
• Refer Ss to the Check these words
box and ask Ss to find them in the text Answer Key
and guess their meanings from the impact:
context.
influence
• Give Ss time to check the meanings
of the words in a dictionary or the unique = one-
Word List. of-a-kind
evolution =
development
Primates =
apes distinct =
different
sincerity =
genuineness
regardless =
irrespective
essential =
vital

Suggested
Answer Key
Something
that lifts our
spirits makes
us feel happier
or better than
we did before.
In and of itself
means alone,
without
anything else
being
required. Grin
and bear it
means to put
up with
something you
don’t
like,rather
than complain
about it
 Suggested
Answer Key
Play the video for Ss and elicit their enigmatic
comments at the end.
(adj):
Ex.6 a) p.99 mysterious
7. To consolidate what has been learned mischievous
• Explain the task and read out the smirk (phr): a
three questions little smile that
• Elicit answers from various Ss suggests a
around the class. person has
done
something
playful or
naughty
beaming grin
(phr): a broad
happy smile
womb (n): the
organ of a
female’s body
where a baby
grows until it
is born reflex
(n): a natural
response to a
physical effect
non-
aggression (n):
non forceful or
hostile
behaviour
engage (v): to
use (a muscle
to do sth)
therapeutic
(adj): healing;
Ex.6 b) p.99 curative
8. To expand on the topic; to develop dopamine (n):
research skills a body
• Ask Ss to use the Internet to collect chemical that
more information to answer their creates a
questions about smiling. sense of
• Give Ss time to research the topic
pleasure
and write about it and then ask
endorphin (n):
various Ss to tell the class what they
have learnt. a body
• Alternatively, assign the task as HW chemical that
 and ask Ss to tell the class in the next relieves pain
lesson. mere (adj):
only, simply
pleasure-
inducing (adj):
that brings a
feeling of
enjoyment
transformative
(adj): bringing
about changes
for the better
infectious
(adj):
spreading
quickly

Suggested
Answer Key
Before I read
the article, I
had heard that
there were
two different
Listening &
kinds of
9. To listen and read for specific Speaking p.99
smiles. I knew
information; to discuss information
from a text the ones that
• Play the recording of the text once. involved the
• Give Ss time to discuss the topic in eye muscles
pairs. were more
• Ask various Ss to tell their ideas to sincere, but I
the class. didn’t know it
was called a
Duchenne
smile. I also
knew that
smiling when
you don’t feel
happy can
actually make
you feel
happier.
Something
new that I
 learned from
the text is that
babies smile
as a reflex
before they
are born. I also
10. To write a summary of the text didn’t know
• Explain the task and give Ss time to that smiles
write a summary. originated in
• Ask various Ss to read their primates. I
paragraph to the rest of the class. would like to
• Alternatively, you can assign the task
know more
as H/W.
about how
many muscles
a smile can
use.

Suggested
Answer Key
In my
research I
found out that
a smile can
use from 3 to
53 different
facial muscles!
I also found
out that
women tend
to smile more
than men.A
scientific study
observed
almost 2000
people
between the
ages of 16 and
82 as they
watched video
advertisement
s.The viewers’
facial
expressions
were recorded
and then
analysed.The
women smiled
26% of the
time while the
men smiled
19.7% of the
time. While
it’s not certain
why women
smile more
than men,
some
scientists have
suggested that
it’s because
women are
able to
empathise
with other
people’s
emotions
better,

Suggested
Answer Key
A: The text
discusses
some very
interesting
points about
smiling. For
me, the most
beneficial
thing about
smiling is the
therapeutic
effects that it
has on the
body. B: I
totally agree! I
knew it felt
good but I
never realised
that it lowers
blood pressure
and increases
the level of
dopamine.The
se are all very
helpful, but I
think that the
biggest benefit
is actually how
smiling can
help others
feel

Suggested
Answer Key
Everyone
would agree
with the idea
that smiling
captures our
imaginations.
But why do we
smile? The
author of the
text explained
that we smile
when we feel
happiness or
want to
interact
socially.The
act of smiling
goes far back
into our
evolutionary
history.Althou
gh it’s a simple
action, smiling
can actually be
quite
complicated
because there
are two
different kinds
of smiles with
very different
meanings. One
kind is polite
and the other,
which involves
the muscles
around the
 eyes, is more
sincere and
shows
emotional
well-being.
Even so, either
kind of smile is
good for our
health.This
amazing
expression can
even make us,
and the other
people around
us, feel
happier.
Finally, the
author
encouraged us
to try smiling
the next time
we feel bad. It
just might help
us feel better.
Ending the lesson Check Ss’ answers around the class. Home-task:
Students give their own examples. WB&&GB
Pages 42-43
ex.1-6
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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8

Module 8 Lessons 3 School:

Making Statements and Providing
Information
Radio/ TV/ Film/ Theatre
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.6.13 - use a variety of dependent prepositions with less common nouns,
objectives(s) that adjectives and verbs on a wide range of general and curricular topics
this lesson is 11.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
contributing to
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.3.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics ;
11.6.14 -use a growing variety of more complex prepositional phrases including
those relating to concession and respect use a variety of multi-word verbs of
different syntactic types on a wide range of general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on
a wide range of general and curricular topics;

Lesson objectives All learners will be able to:

learn and practise vocabulary related to radio/TV/film/theatre, to learn and practise
vocabulary related to books & literature and music, to learn and practise phrasal
verbs, to learn and practise prepositions, to practise word formation
Most learners will be able to:
learn and practise vocabulary related to radio/TV/film/theatre, to learn and practise
vocabulary related to books & literature and music, to learn and practise phrasal
verbs, to learn and practise prepositions, to practise word formation
Some learners will be able to:
learn and practise vocabulary related to radio/TV/film/theatre, to learn and practise
vocabulary related to books & literature and music, to learn and practise phrasal
verbs, to learn and practise prepositions, to practise word formation
Previous learning Self-expression

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To consolidate vocabulary from the text Ex.1 p.100 Answer Key
• Explain the task and give Ss time to 1 infectious
complete it.
2 mysterious
• Check Ss’ answers.
3 mischievous
4
transformativ
e 5
2. To consolidate vocabulary from the text Ex.2 p.100 therapeutic
• Give Ss time to fill the gaps with the correct
Middle of the lesson form of the verbs. Answer Key
• Check Ss’ answers. 1 has
captured
2 are
 Ex.3 p.100 displayed
3. To practise prepositions 3 lifts
• Explain the task and give Ss time to
4 revealing
complete it.
• Check Ss’ answers.
Answer Key
Ex.4 p.100 1 on 2 for 3
4. To present and consolidate vocabulary
to 4 at 5 on
related to the topic
• Give Ss time to read the extracts then elicit/
explain the meanings of the words in bold.
• Ask Ss to copy the table in their notebooks Answer Key
and put the words under the appropriate
audition (n): a
headings. Remind Ss that some words fit
under more than one heading. performance
• Check Ss’ answers. by an actor,
singer,etc to
be judged in
order to take
part in a play,
film, etc
rehearsal (n):
a practice of a
play,piece of
music,etc
before the
performance
act (n): each
of the main
parts of a play
or musical
commentary
(n): the
description of
an event
remake (n): a
modern
version of an
existing film
subtitles (pl
n): the text
that shows a
translation of
what actors
are saying in a
foreign film
opening scene
(n): the first
part of a film
pilot episode
 (n): the first of
a series of
programmes
in order to
determine if a
5. To present adjectives related to the topic Ex.5 a) p.100 TV show will
• Give Ss time to choose the odd word out and be popular
decide which aspect of a film it would better
describe.
cliffhanger (n):
• Check Ss’ answers. a part of a
• Ask Ss to work in pairs and decide which story, film, etc
adjectives are positive and negative. that keeps
• Check Ss’ answers around the class.
you in
suspense end
credits (pl
n):the list of
all the cast
and the crew
appearing at
the end of a
film or TV
programme

Suggested
Answer Key
Story: odd
one out =
charismatic
(charismatic
would better
describe a
performance)
plot: odd one
out = high-
tech (high-
tech would
better
describe
special
effects)
performance:
odd one out =
unexpected
(unexpected
would better
describe an
ending)
special
 effects: odd
one out =
complex
(complex
would better
describe a
plot with
many twists
and turns)
ending: odd
one out =
absorbing
(absorbing
would better
describe a
story, the plot
or a
performance;
Ex.5 b) p.100
sth that would
6. To practise adjectives related to the topic hold the
• Give Ss time to choose the correct word. viewer’s
• Check Ss’ answers.
attention, not
the ending
which is a
single event)
Ex.7 a) p.101 Positive:
7. To introduce vocabulary related to literature
• Explain the task and give Ss time to
thrilling,
complete it. charismatic,
• Check Ss’ answers around the class. gripping,
Explain/ Elicit the meanings of any unknown intriguing,
Words
high-tech,
compelling,
captivating,
Ex.7 b) p.101 spectacular,
8. To personalise the topic dramatic,
• Explain the task and give Ss a few minutes
to prepare their answers.
breathtaking,
• Ask various Ss to tell the class. absorbing,
unexpected
(in some
situations),
complex (in
some
situations)
Negative:
overrated,
dull,
confusing,
 unconvincing,
uninspiring,
forced,
predictable,
unexpected
(in some
situations),
complex (in
some
situations)

Ex.9 a) p.101 Answer Key

9. To present and practise phrasal
verbs related to the topic 1 gripping
• Explain the task and give Ss time to 2 intriguing
complete it. 3 captivating
• Ask Ss to check their answers in 4 breathtaking
Appendix I.
5 predictable

Ex.10 a) p.101
10. To practise prepositions Answer Key
• Explain the task and give Ss time 1 illustrated,
to fill in the correct prepositions. edited 2
• Ask Ss to check their answers in depict,
Appendix I
account
Ex.11 a) p.101
3 storytelling,
11. To practise word formation publication
• Explain the task and give Ss time to 4 bestselling,
read the text and fill in the gaps with copies
the correct form of the words in
brackets.

Suggested
Answer Key
My latest
book is called
Lost and
Found. It is
about three
best friends
who take a
year out after
graduating
from
university in
order to travel
around
Europe.The
main
characters are
 called
Tolkyn,Zhenis
and Aidar.
They have
been friends
since they
were children.
Before their
trip, none of
them had
experienced
much outside
of their small
town etc.

Answer Key
1 in 2 with 3
into
4 with

Answer Key
1 by 2 with 3
by
4 for 5 into

Answer Key
1 solution
2 originated
3 beginners
4 ambitious
5
contributions
6
performances
7 musicals
Ending the lesson Check Ss’ answers around the class. Home-task:
Students give their own examples. W&GB
Page 44
ex.1-5
(at
Teacher’s
discretion)
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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

Module 8

Module 8 Lessons 4 School:

Aladdin the Musical

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.6.15- use a growing variety of more complex conjunctions to express
objectives(s) that condition concession. and contrast on a wide range of general and curricular
this lesson is topics
11.6.7 - use a wide variety of simple perfect active and passive forms and a
contributing to
variety of perfect continuous forms on a wide range of general and curricular
 topics
Lesson objectives All learners will be able to:
To learn/revise and practise relative clauses, to learn/revise and practise time clauses,
clauses of purpose, clauses of result, clauses of concession, clauses of reason, clauses
of place, participle clauses and exclamations, to revise and practise cleft sentences, to
practise key word transformations
Most learners will be able to:
To learn/revise and practise relative clauses, to learn/revise and practise time clauses,
clauses of purpose, clauses of result, clauses of concession, clauses of reason, clauses
of place, participle clauses and exclamations, to revise and practise cleft sentences, to
practise key word transformations
Some learners will be able to:
To learn/revise and practise relative clauses, to learn/revise and practise time clauses,
clauses of purpose, clauses of result, clauses of concession, clauses of reason, clauses
of place, participle clauses and exclamations, to revise and practise cleft sentences, to
practise key word transformations
Previous learning Vocabulary

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To present relative clauses
• Write on the board the relative Ex. 1 a) Answer Key
pronouns who, whom, whose, p.102 which has brought
which, that, and elicit which can be audiences so many
used to refer to people (who,
animated films =
whom, whose, that) and which can
be used to refer to things (which, talking about a thing
whose, that). (Disney), non-defining
• Write on the board the relative where it played at the
adverbs when/that, where, why, New Amsterdam
and elicit what they refer to (i.e. Theatre = talking about
time, place and reason)
a place (Broadway),
non-defining that want
to be part of the magic
= talking about a group
Middle of the lesson
of people (audiences),
• Write on the board: I enjoyed the defining who directed
comedy that is on at the cinema this = talking about a
week. I saw a French film, which
person (the
was set in Paris, at the cinema last
night. Elicit the differences between choreographer),
the two sentences. Explain that defining which is sure
defining relative clauses give to leave you amazed =
necessary information that cannot talking about a thing
be removed from the sentence, and (the musical), non-
do not contain commas; and that defining in which
non-defining relative clauses are
Aladdin is the young
separated by commas, give extra
 information that can be removed street kid = talking
without changing the meaning of about a thing (the
the sentence, and do not use the story), non-defining
word that.
who falls in love with
• Refer Ss to the Grammar
Reference for more information. Princess Jasmine =
• Give Ss time to read the review talking about a person
and answer the questions. (Aladdin), defining
• Check Ss’ answers whose lamp falls into
Aladdin’s hands =
talking about a person
(the genie), non-
defining which
includes lots of
talented performers =
2. To identify when relative pronouns talking about a thing
Ex. 1 b)
can be omitted (the cast of Aladdin),
• Write on the board: This is the p.102
non-defining the best
book (that) I bought today.This is
musical that I have
the man that recommended the
book. Explain that that can be ever experienced =
omitted in the first sentence but not talking about a thing
in the second. Point out to Ss that (the musical), defining
the book is the object of the relative
clause in the first sentence, while Answer Key
the man is the subject of both
Casey Nicholaw is the
clauses in the second sentence.
• Refer Ss to the Grammar talented
Reference section for more choreographer who
information. also directed the
• Explain the task and give Ss time musical version of
to complete it. Aladdin. – The relative
• Check Ss’ answers. pronoun cannot be
•Play the video for Ss and elicit their
omitted because it is
comments at the end.
the subject of the
3. To practise relative clauses relative clause. All in
• Explain the task and go through Ex. 2 p.102 all, this new stage
the example with Ss, then give Ss version of a timeless
time to complete the task. classic is the best
• Check Ss’ answers. musical (that) I have
ever experienced! –
The relative pronoun
can be omitted
because it is the object
of the relative clause.

4. To practise forming sentences using Answer Key

relative pronouns/adverbs Ex. 3 p.102 2 Seeing his first opera
• Explain the task and remind Ss was the moment
 that there may be more than one (when) Ian knew he
possible answer. wanted to be a singer
• Check Ss’ answers. Elicit a variety 3 The reason
of sentences from Ss around the
(why/that) Aidana
class.
moved to Berlin was
for a dance job.
4 Samal, whose
mother was my music
teacher, now plays
saxophone in an
orchestra.

Answer Key
1. Diversity are a street
dancing group who
made it big after
winning a TV talent
competition. OR
Diversity, who are a
street dancing group,
made it big after
winning a TV talent
competition. OR
Diversity, who made it
big after winning a TV
5. To practise clauses talent competition, are
Ex.4 a) a street dancing group.
• Explain to Ss that there are
different kinds of clauses that p.102 etc.
express a number of different things 2. Every year, my
(i.e. time, purpose, concession, friends and I go to
reason, place), and each type of
Glastonbury Festival,
clause is introduced by a set of
words and phrases. Refer Ss to the which is one of the
Grammar Reference and elicit from most famous music
Ss what words can be used to festivals in the world.
introduce each type of clause. Write 3. They usually visit
them on the board. (i.e. time = after, Edinburgh in August,
no sooner, before, when, etc.) • when the Edinburgh
Explain the task and give Ss time to
Festival is on. 4. Last
match the sentences to the types of
clauses. year, I met Kairat
• Check Ss’ answers. Nurtas, who I have
always admired.
6. To identify different types of clauses
• Draw Ss’ attention to the text in Ex.4 b)
Ex. 1. Give them time to read it
p.102
again, find the clauses and decide
what they are referring to.
• Check Ss’ answers. Answer Key
A1
 E2
G3
C4
D5
7. To practise forming sentences using F6
different types of clauses H7
• Explain the task and refer Ss to Ex.5 p.103 B8
the Grammar Reference section for
more information.
• Give Ss time to write sentences
using the words in the brackets.
• Check Ss’ answers.

Answer Key
since first opening on
Broadway = time
clause, referring to the
period of time that the
musical has been a
success for a
wonderful evening =
clause of
purpose,referring to
the purpose of seeing
the musical

Answer Key
1 Whatever young
actors try, they find it
difficult to get a role in
Hollywood. No matter
what young actors try,
they find it difficult to
get a role in
Hollywood. Hard as
young actors try, they
find it difficult to get a
role in Hollywood.
2 Although his band is
talented and
successful, he isn't
happy. Though his
band is talented and
successful, he isn't
happy. Despite his
band being talented
and successful, he isn't
 happy. OR Despite the
fact that his band is
talented and
successful, he isn't
happy.
3 The reason why they
called off the concert
was that it was raining.
OR The rain was the
reason why they called
off the concert. They
8. To practise participle clauses
• Explain to Ss that participle called off the concert
clauses are a way to give due to the rain.
information in a more economical Because of the fact
Ex.6 a)
way, and they can be used to that it was raining,
p.103
replace adverbial clauses (i.e. they called off the
relative clauses, time clauses, concert./ They called
clauses of concession, clauses of
off the concert
reason, etc) when the subjects of
both clauses in the sentence are the because of the fact
same. Write on the board: While I that it was raining.
was waiting for the performance to 4 The famous dancer is
start, I read the programme. = sick today and as a
Waiting for the performance to result, the show has
start, I read the programme.
been cancelled. The
• Then write on the board: Waiting
famous dancer is sick
for the performance to start, the
lights went out. Elicit from Ss why today. As a result, the
this is incorrect (i.e. This implies that show has been
the lights were waiting for the cancelled. The famous
performance to start.) dancer is sick today;
• Direct Ss’ attention to the consequently, the
underlined sentences in the text in
show has been
Ex.1.
• Refer Ss to the Grammar cancelled. The famous
Reference for more information and dancer is sick today;
give them time to answer the therefore, the show
questions. has been cancelled.
• Check Ss’ answers. 5 I booked us tickets in
advance so as not to
miss out on the best
9. To practise forming sentences with
participle clauses seats. I booked us
• Explain to Ss that present tickets in advance to
participles are used when the action Ex.6 b) avoid missing out on
of the participle happens at the p.103 the best seats. I
same time as that of the main verb, booked us tickets in
and that past participles are used advance for fear of
instead when the clause has a
missing out on the best
passive meaning. Point out that
perfect participles are used when seats.
the action of the participle happens
 before that of the main verb, and Answer Key
can be used in active and passive 1 Dressed in elaborate
clauses. costumes, the actors
• Refer Ss to the Grammar
dazzle the audience.
Reference for more information,
and give them time to rephrase the 2 Studios, hoping to
sentences. cash in on films, often
transfer them to the
stage.

Answer Key
1 Having been
awarded a prize for his
book, the author sold
more copies.
2 Opening the
envelope,I found two
concert tickets.
3 Having heard that
her favourite band was
in town, Guyla booked
tickets for the show.
4 Seen on TV, the
singer looks much
taller than he does in
person. OR When seen
on TV, the singer looks
much taller than he
does in person.
Ending the lesson Check Ss’ answers around the class. W&GB
Students give their own examples. Page 45 ex.1-3
(at Teacher’s discretion)
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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used

challenge more able learners to give assess pronunciation in oral

multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8

Module 8 Lessons 5 School:

Aladdin the Musical

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.6.15- use a growing variety of more complex conjunctions to express condition
objectives(s) that concession. and contrast on a wide range of general and curricular topics
this lesson is 11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of
perfect continuous forms on a wide range of general and curricular topics
contributing to

Lesson objectives All learners will be able to:

learn/revise and practise relative clauses, to learn/revise and practise time clauses, clauses
of purpose, clauses of result, clauses of concession, clauses of reason, clauses of place,
 participle clauses and exclamations, to revise and practise cleft sentences, to practise key
word transformations
Most learners will be able to:
learn/revise and practise relative clauses, to learn/revise and practise time clauses, clauses
of purpose, clauses of result, clauses of concession, clauses of reason, clauses of place,
participle clauses and exclamations, to revise and practise cleft sentences, to practise key
word transformations
Some learners will be able to:
learn/revise and practise relative clauses, to learn/revise and practise time clauses, clauses
of purpose, clauses of result, clauses of concession, clauses of reason, clauses of place,
participle clauses and exclamations, to revise and practise cleft sentences, to practise key
word transformations
Previous learning Use of English

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson Answer Key
1. To practise cleft sentences Ex.7 a) p.103 1. a emphasises what Nurgul
• Remind Ss that cleft does all day b emphasises what
sentences help us focus on a
Nurgul doesn’t do (i.e. she
specific piece of information
in a sentence to add emphasis doesn’t do anything else but
to what we want to say. Also practise)
remind them that their 2. a emphasises that most rock
structure allows the emphasis stars (but not all) seek a
of the sentences to be shifted glamorous and exciting lifestyle
in various ways. If necessary, b emphasises the thing that
refer Ss to the Grammar
most rock stars seek is a
Reference section (Module 2)
for more information. glamorous and exciting lifestyle
• Explain the task and give Ss (not something else)
time to write the differences 3. a emphasises what they saw
in meaning. b emphasises where they saw it
• Check Ss’ answers. 4. a emphasises what Elnara
wanted to see b emphasises
Middle of the lesson
when Elnara wanted to see it

2. To practise cleft sentences for Answer Key

emphasis
Ex.7 b) p.103
2 The reason (why) I've popped
• Explain the task and go over is to give you back the
through the example with the
book I borrowed.
Ss.
• Give Ss time to rewrite the 3 All Zhenis wants for his
sentences. birthday is a guitar. / A guitar is
• Check Ss’ answers. what/all Zhenis wants for his
birthday.
4 29th June 1613 was (the day)
 when Shakespeare’s original
Globe Theatre was destroyed
by fire. / It was on the 29th
June, 1613, that Shakespeare’s
original Globe Theatre was
destroyed by fire.
5 Somerset,England is (the
place) where Glastonbury
Festival takes place. / It is in
Somerset, England, that the
Glastonbury Festival takes
place.
6 What we should buy Kamshat
for her birthday is a book token
A book token is what we should
buy Kamshat for her birthday.

Answer Key
3. To practise key word 1 having seen the poster for
Ex.9 p.103
transformations 2 was such a fantastic film that
• Explain the task and give Ss 3 so as not to miss
time to complete it. Remind 4 despite the fact that he /
Ss to use the correct number despite having
of words and not to change
the word in bold.
• Check Ss’ answers.
Ending the lesson Check Ss’ answers around the Home-task: Page 45 ex.4-7
class. (at Teacher’s discretion))

Students give their own examples.

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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8

Module 8 Lessons 6 School:

Passion or Profit

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.4.4 - read a wide range of extended fiction and non-fiction texts on a
objectives(s) that variety of more complex and abstract general and curricular topics
this lesson is 11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
contributing to
11.4.3 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and
curricular topics
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of
 familiar and unfamiliar general and curricular topics 11.4.8,
11.6.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics 11.1.1 - use speaking
and listening skills to solve problems creatively and cooperatively in groups
11.1.3 - respect differing points of view
11.1.8 - develop intercultural awareness through reading and discussion
11.1.10 - use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
11.3.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics
Lesson objectives All learners will be able to:
skim a text to predict its content, to read for cohesion and coherence (missing
sentences), to practise transitive/intransitive verb complementation patterns, to
discuss advantages and disadvantages of turning means of self-expression into a
career, to listen for specific information (multiple matching), to practise reported
speech, to predict the content of a dialogue, to learn/practise how to make/respond
to suggestions, to act out a dialogue, to write an email suggesting that a friend
pursues a career related to their favourite means of self-expression
Most learners will be able to:
skim a text to predict its content, to read for cohesion and coherence (missing
sentences), to practise transitive/intransitive verb complementation patterns, to
discuss advantages and disadvantages of turning means of self-expression into a
career, to listen for specific information (multiple matching), to practise reported
speech, to predict the content of a dialogue, to learn/practise how to make/respond
to suggestions, to act out a dialogue, to write an email suggesting that a friend
pursues a career related to their favourite means of self-expression
Some learners will be able to:
skim a text to predict its content, to read for cohesion and coherence (missing
sentences), to practise transitive/intransitive verb complementation patterns, to
discuss advantages and disadvantages of turning means of self-expression into a
career, to listen for specific information (multiple matching), to practise reported
speech, to predict the content of a dialogue, to learn/practise how to make/respond
to suggestions, to act out a dialogue, to write an email suggesting that a friend
pursues a career related to their favourite means of self-expression
Previous learning Use of English

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To introduce the topic; to read Ex. 1 p.104 Answer Key
for gist • Draw Ss’ attention to The text is about turning
the title of the article and elicit your creative passion
what they think the text will be into a money-making
about.
business
• Ask Ss to read the text quickly
 to find out.

Middle of the lesson 2. To read for cohesion and Ex. 2 a)

coherence (missing sentences) Answer Key
p.104
• Ask Ss to read the sentences
1. C 2. E 3. B 4. A
A-E.
• Give Ss time to read the text
again and then choose the
correct sentence for each gap 1-
4.

3. To listen for confirmation

• Play the recording for Ss to Ex. 2 b)
listen and follow the text in p.104
their books.
• Ask Ss to check whether their
answers in Ex. 2a were correct.

4. To consolidate vocabulary
through synonyms Ex. 3 p.104
Answer Key
• Explain the task and give Ss
time to complete it. Para 1: verbalising =
• Check Ss’ answers. putting into words;
understand =
comprehend
Para 2: channel = outlet;
satisfying = pleasing
Para 3: continually =
constantly; profitable =
moneymaking
Ending the lesson Check Ss’ answers around the class. Home-task:
Students give their own examples. W&GB
Page 46 ex.1
(at Teacher’s discretion)

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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8

Module 8 Lesson 7 School:

Passion or Profit

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.2.1 - understand the main points in unsupported extended talk on a wide
objectives(s) that range of general and curricular topics, including talk on a growing range of
this lesson is unfamiliar topics
contributing to 11.2.2 - understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range
of unfamiliar topics 11.2.6,
11.4.1 - understand complex and abstract main points in extended texts on a
wide range of familiar and unfamiliar general and curricular topics 11.3.7 - use
appropriate subject-specific vocabulary and syntax to talk about a range of
 familiar and some unfamiliar general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics 11.5.2,
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in
familiar general and curricular topics 11.5.7 - use independently appropriate
layout at text level on a wide range of general and curricular topics 11.6.5,
11.6.10 - use a wide variety of reported statement, command and question
forms on a wide range of general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range
of general and curricular topics
Lesson objectives All learners will be able to:
skim a text to predict its content, to read for cohesion and coherence (missing
sentences), to practise transitive/intransitive verb complementation patterns, to
discuss advantages and disadvantages of turning means of self-expression into a
career, to listen for specific information (multiple matching), to practise reported
speech, to predict the content of a dialogue, to learn/practise how to make/respond
to suggestions, to act out a dialogue, to write an email suggesting that a friend
pursues a career related to their favourite means of self-expression
Most learners will be able to:
skim a text to predict its content, to read for cohesion and coherence (missing
sentences), to practise transitive/intransitive verb complementation patterns, to
discuss advantages and disadvantages of turning means of self-expression into a
career, to listen for specific information (multiple matching), to practise reported
speech, to predict the content of a dialogue, to learn/practise how to make/respond
to suggestions, to act out a dialogue, to write an email suggesting that a friend
pursues a career related to their favourite means of self-expression
Some learners will be able to:
skim a text to predict its content, to read for cohesion and coherence (missing
sentences), to practise transitive/intransitive verb complementation patterns, to
discuss advantages and disadvantages of turning means of self-expression into a
career, to listen for specific information (multiple matching), to practise reported
speech, to predict the content of a dialogue, to learn/practise how to make/respond
to suggestions, to act out a dialogue, to write an email suggesting that a friend
pursues a career related to their favourite means of self-expression
Previous learning Skills

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To prepare for a listening activity Ex.6 a) Suggested Answer Key
• Give Ss time to check the p.105 avid walker (phr):
 words/phrases in the Word List or someone who is very
their dictionaries. enthusiastic about walking
• Elicit meanings from Ss around meditation (n): the act of
the class
focusing the mind in order
to relax
restrictive (adj): limiting
de-stress (v): to do sth to
relieve stress; to relax
Ex.6 b)
2. To listen for key information Answer Key
• Ask Ss to read the statements A- p.105
Speaker 1: B
F and underline the key words.
• Play the recording. Ss listen and Speaker 2: A
match the speakers to the Speaker 3: F
statements. Speaker 4: E
• Check Ss’ answers around the Speaker 5: C
class.

3. To introduce the topic of a Ex.8 a)

Suggested Answer Key
dialogue Read out the question in p.105
the rubric and elicit answers from I think the dialogue is
Ss around the class. about pursuing acting as a
career
Ex.8 b)
4. To complete a situational dialogue
• Explain the task and ask Ss to p.105
Answer Key
read out the phrases in the list. 1 have you thought about
• Give Ss time to read the dialogue
2 I'm not sure
and match the phrases to the gaps
1-4. 3 Why don't you
• Play the audio. Ss listen and 4 I hadn't thought of that
check their answers.

5. To personalise the topic; to talk Ex.9 p.105

about self-expression Suggested Answer Key
• Read the rubric and give Ss time
My favourite means of
to think about it and make notes if
they wish. self-expression is
• Ask various Ss to tell the class. photography. I love taking
pictures of the places I visit
and the people I meet. I
find that photography
really focuses my mind
and makes me truly see
the world around me
Ideally, I would love to be
a professional
photographer. If I could
Ex. 10 choose, I’d work for
6. To role play a situational dialogue p.105 National Geographic,
making suggestions and where I’d combine all of
agreeing/disagreeing
my passions in life:
 • Direct Ss to the Useful Language photography, animals and
box and explain the situation. nature.
• Ss then work in pairs, take roles
and act out a dialogue similar to
Suggested Answer Key
the one in Ex. 8b.
• Monitor the activity around the A: Hi Yerzhan. The
class and then ask some pairs to photographs you took for
act out their dialogue in front of your school art project are
the class. amazing!
B: Thanks, Zhusip. I’m glad
you liked them.
A: I loved them. Have you
considered pursuing
photography as a career?
B: Well, I’m not sure that’s
such a good idea. Perhaps
it would be better if I
studied something like law
or engineering; that way,
I’d definitely get a job and
earn a good salary.
A: Photographers can earn
a decent salary too, and
wouldn’t it be better to do
7. To write an email; to practise Ex. 11
something that you enjoy?
making suggestions p.105
• Explain the task and give Ss time It might be a good idea to
to complete it. Remind them to research what it’s really
use phrases from the Useful like to work as a
Language box. photographer before you
decide against it.
B: That sounds like a good
idea.Thanks, Zhusip

Suggested Answer Key

Dear Dariga, Thank you for
sending me some of your
short stories. I really
enjoyed reading them and
I think you have a rare
talent for writing. Have
you considered pursuing a
career as a writer?
Perhaps you could submit
your stories to a couple of
magazines to get them out
there. In the meantime, it
might be a good idea to
join a writer’s group so
 that you can get more
feedback and
encouragement from
other people who share
your passion. Why don’t
you look online for a
writers’ forum? I really
think you will be successful
if you go after your dream.
Speak soon, Lashyn
Middle of the lesson

Ending the lesson Check Ss’ answers around the Home-task:

class. W&GB
Page 46 ex.2-3
(at Teacher’s discretion)
Students give their own
examples using the correct
forms of the verbs.

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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8

Module 8 Lesson 8 School:

An Informal Leaflet

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.3.3 - explain and justify own and others’ point of view on a range of
objectives(s) that general and curricular topics, including some unfamiliar topics
this lesson is 11.4.2 - understand specific information and detail in extended texts on a wide
contributing to range of familiar and unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a
variety of more complex and abstract general and curricular topics
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range
of general and curricular topics
Lesson objectives All learners will be able to:
analyse a rubric, to analyse a model, to practise formal and informal styles, to match
headings to paragraphs, to practise formal and informal style, to practise using the
 appropriate tenses in an information leaflet, to write an information leaflet, to
evaluate a partner’s essay
Most learners will be able to:
analyse a rubric, to analyse a model, to practise formal and informal styles, to match
headings to paragraphs, to practise formal and informal style, to practise using the
appropriate tenses in an information leaflet, to write an information leaflet, to
evaluate a partner’s essay
Some learners will be able to:
analyse a rubric, to analyse a model, to practise formal and informal styles, to match
headings to paragraphs, to practise formal and informal style, to practise using the
appropriate tenses in an information leaflet, to write an information leaflet, to
evaluate a partner’s essay
Previous learning Skills

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To analyse a rubric Ex.1 p.106 Answer Key
You are a member of a
• Go through the theory box
committee that has been
with the Ss and check their
understanding. working on setting up a range
of extracurricular activities for
• Explain the task and give Ss school children. Prepare an
time to read the rubric, information leaflet that will
underline the key words and
be handed out to the
answer the questions.
students with information
• Check Ss’ answers around about what’s on offer.
the class. 1 to provide information on
extracurricular activities
2 school children
3 informal, friendly; to attract
the students
4 sports, hobbies, pastime
activities 5 use friendly, light
hearted tone to make the
activities sound fun and
entertaining
Middle of the lesson 2. To analyse a model Ex.2 p. Answer Key
106 1 Who can join
• Explain the task and give Ss
2 Times
time to read the model and fill
in the headings. 3 Something for everyone
4 Why?
• Check Ss’ answers around
the class

Ex.3a) Answer Key

 3. To practise using formal style p. 106 1 a variety of
5 to attend
• Explain the task and point
2 be permitted
out that a more formal register
would be necessary for a leaflet 6 in question
to be handed out to parents. 3 on condition that 7 no later
than 4 draw your attention to
• Give Ss time to complete the
task and check their answers.

Ex.3b) Suggested Answer Key

4. To practise using formal style p. 107 Activities on offer
in writing As far as the activities on
• Explain the task and give Ss offer are concerned, they
time to work in pairs to have been specifically chosen
complete it. Remind Ss to use to suit students’ interests.
the prompts as well as their Those who are keen on sports
own ideas. Elicit from Ss what
other kind of changes would be will be encouraged to
necessary (e.g. use of passive participate in various
voice, no contracted forms, activities,ranging from
more sophisticated vocabulary, archery to diving. Other
etc.)
planned activities include
• Elicit answers from various cookery and photography,
Ss.
and it is hoped that students
will take advantage of the
opportunity to engage in a
variety of activities. Benefits
It is the intention of the
school to encourage our
students to improve and
develop their skills in a wide
range of activities. We hope
that your son/daughter will
enjoy this opportunity to
broaden their horizons and
pick up new skills
Ending the lesson Check Ss’ answers Home-task:
around the class. W&GB
Page 47 ex.1
(at Teacher’s discretion)
Students give their own
examples using the
correct forms of the
verbs.

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
challenge the more able learners? learning? check
ICT links
Values links
 monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

Module 8

Module 8 Lesson 9 School:

An Informal Leaflet

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.5.1 - plan, write, edit and proofread work at text level independently on a
objectives(s) that wide range of general and curricular topics
this lesson is 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately 11.5.3,
contributing to
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics 11.5.7,
11.1.4 - evaluate and respond constructively to feedback from others
11.1.5 - use feedback to set personal learning objectives
11.1.8 - develop intercultural awareness through reading and discussion
11.6.5 - use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
analyse a rubric, to analyse a model, to practise formal and informal styles, to match
headings to paragraphs, to practise formal and informal style, to practise using the
appropriate tenses in an information leaflet, to write an information leaflet, to
evaluate a partner’s essay
Most learners will be able to:
analyse a rubric, to analyse a model, to practise formal and informal styles, to match
headings to paragraphs, to practise formal and informal style, to practise using the
appropriate tenses in an information leaflet, to write an information leaflet, to
 evaluate a partner’s essay
Some learners will be able to:
analyse a rubric, to analyse a model, to practise formal and informal styles, to match
headings to paragraphs, to practise formal and informal style, to practise using the
appropriate tenses in an information leaflet, to write an information leaflet, to
evaluate a partner’s essay
Previous learning Writing

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To practise using formal style in Ex.4 p.107 Answer Key
writing
1 to follow
• Explain the task and give Ss’ time to
2 are expected
read the text and complete it. Check 3 plan
Ss’ answers. 4 be informed
5 be kept

Middle of the lesson Ex.5 p.107 Answer Key

2. To analyse a rubric; to prepare
Some foreign teachers are
for a writing task
going to visit your university
• Ask Ss to read the rubric, for a series of seminars but
underline they key words and know very little about the
answer the questions.
area.As a member of the
• Check Ss’ answers. Students’ Union, you have
been asked to prepare an
information leaflet to be
sent to the visitors before
their arrival.You should
include details about your
university, the area, and the
activities that are available
to the during their stay.
Write your information text
and include one or two
photos to make the leaflet
more attractive
Answer Key
1. foreign teachers 2. formal
style (but also warm and
welcoming) 3. The
University; The City and
Surrounding Area; Events
and Activities; Enjoy your
stay! 4. The University (a
 few background facts) The
City and Surrounding Area
Ex.7 p.107 (details about the area)
3. To evaluate an information text Events and Activities (what
to do in the area) Enjoy your
• Ask Ss to swap their information Stay! (in closing)
text with a partner and evaluate each
other’s writing. Refer Ss to the
Checklist to evaluate their partner’s
writing and provide feedback. Suggested Answer Key
I think your information
• Monitor the activity around the class
leaflet is great. It includes an
appropriate introduction to
the topic and the writing is
well organised with suitable
headings for each
paragraph.The appropriate
style has been used and
there are no grammar,
spelling or punctuation
mistakes.There is an
appropriate conclusion and
the reader is fully informed
of all the relevant
information.I also like the
fact that you have included
a photo to make your
information leaflet
appealing.
Ending the lesson Check Ss’ answers around the Home-task:
class. W&GB
Page 47 ex.2-4
(at Teacher’s discretion)
Students give their own
examples using the correct
forms.

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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

Module 8 Lesson 10 School:

After the Impressionists

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feeling
objectives(s) that 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
this lesson is perspectives on the world
11.1.6 - organize and present information clearly to others
contributing to
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and curricular
topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics
Lesson objectives All learners will be able to:
read for gist, to read for specific information (T/F statements), to talk about
Pointillism, to research and present information on Impressionism, to listen and read
for specific information, to research and write a paragraph about a theatre in
Kazakhstan
Most learners will be able to:
 read for gist, to read for specific information (T/F statements), to talk about
Pointillism, to research and present information on Impressionism, to listen and read
for specific information, to research and write a paragraph about a theatre in
Kazakhstan
Some learners will be able to:
read for gist, to read for specific information (T/F statements), to talk about
Pointillism, to research and present information on Impressionism, to listen and read
for specific information, to research and write a paragraph about a theatre in
Kazakhstan
Previous learning Writing

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To describe a painting; to read Ex.1 p.108 Suggested Answer Key
and listen for specific The painting by Georges
information Seurat shows a sunny day
• Direct Ss’ attention to the and a small sailing boat on a
painting and elicit descriptions
lake, possibly in a park. The
of it from Ss around the class.
• Ask Ss to read and listen to technique used is called
the text and then elicit which ‘Pointillism’
technique has been used in the
painting.

Middle of the lesson 2. To read for specific information Ex.2 p.108

(T/F statements) Answer Key
• Ask Ss to read the statements 1 T (… the use of vivid
1-6. colours)
• Give Ss time to read the text
2 F (… were in their prime in
again and then mark the
statements accordingly. the late nineteenth and
• Check Ss’ answers early twentieth centuries.)
• Refer Ss to the Check these 3 T (...distorted the forms of
words box and explain/elicit the their subject matter…)
meanings of the words or ask Ss 4 T (…used a system of tiny
to use their dictionaries and look dots of paint to construct
them up
forms.)
5 F (Pointillism was a term
initially used to mock the
artists who used the
technique.)
6 F (…Picasso actually
Ex.4 p.108 moved from one art
3. To give a presentation on movement to another as
 Impressionism; to develop well as helping to create
research skills [their] own.)
• Ask Ss to use the Internet to
collect information on
Suggested Answer Key
Impressionism and to find out
about the points in the rubric. Impressionism was a 19th-
• Give Ss time to prepare their century art movement that
presentations and then ask was started by a group of
various Ss to give their Paris-based artists. The
presentations to the class. name of the movement
• Alternatively, assign the task comes from the title of a
as HW and ask Ss to give their
painting by Claude Monet,
presentations in the next lesson.
Impression, Sunrise.
Impressionist paintings use
small, thin brushstrokes and
show changing light
conditions, movement and
ordinary
subjects.Impressionism
came about partly in
reaction to photography
which artists felt devalued
the skill of an artist in
reproducing reality.There
were many famous painters
who were part of this
movement including
Édouard Manet,Auguste
Renoir, Camille Pissarro and
Edgar Degas.

Ending the lesson Check Ss’ answers around the Home-task:

class. Revise the material of Unit 8
W&GB
Students give their own Page 98-105
(at Teacher’s discretion
examples using the correct
forms.

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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

Module 8 Lessons 11 School:

The Cutty Sark Studio Theatre
Summative Assessment
“Making Statements and Providing
Information”

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objectives(s) that 11.2.1 - understand the main points in unsupported extended talk on a wide range of
this lesson is general and curricular topics, including talk on a growing range of unfamiliar topics
11.4.1 - understand complex and abstract main points in extended texts on a wide
contributing to
range of familiar and unfamiliar general and curricular topics
11.1.6 - organize and present information clearly to others
11.1.8 - develop intercultural awareness through reading and discussion
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics
Lesson objectives All learners will be able to:
read for gist, to read for specific information (T/F statements), to talk about Pointillism, to
research and present information on Impressionism, to listen and read for specific
information, to research and write a paragraph about a theatre in Kazakhstan
Most learners will be able to:
read for gist, to read for specific information (T/F statements), to talk about Pointillism, to
research and present information on Impressionism, to listen and read for specific
information, to research and write a paragraph about a theatre in Kazakhstan
Some learners will be able to:
read for gist, to read for specific information (T/F statements), to talk about Pointillism, to
research and present information on Impressionism, to listen and read for specific
information, to research and write a paragraph about a theatre in Kazakhstan
Previous learning CLIL

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To listen and read for Ex. 1 p. 108 Suggested Answer Key
specific information The Cutty Sark is a ship that has a
• Read the rubric aloud and museum inside in London. The
elicit from Ss what they unusual thing about it is that parts of
know (if anything) about the
Cutty Sark. it can be turned into a theatre.
 • Play the recording. Ss
listen and read to find out.
• Check Ss’ answers around
the class.
• Play the video for Ss and
elicit their comments at the
end.

Suggested Answer Key

2. To personalise the topic; to
develop research skills Ex.2 p. 108 A well-known theatre in my
• Read the rubric and give Ss country is the State Puppet
Middle of the lesson time to find information Theatre located in Almaty.
about a theatre in their Founded in 1935, it is one of the
country and then write a
paragraph, including oldest puppet theatres in
information about its Kazakhstan. Following its
history, performances and
restoration in 2015, the theatre
schedule.
now has two performance halls: a
• Ask various Ss to read
their paragraphs to the class. large one, capable of seating 215
• Check Ss’ answers. spectators,and a small one that
• Alternatively, assign the seats just 50. Performances
task as HW and check Ss’ typically include dramatisations of
answers in the next lesson.
foreign and local folk and fairy
tales, all performed by different
kinds of puppets,from simple rod
puppets to sophisticated
marionettes and string puppets.
Today, the State Puppet Theatre
hosts roughly 300 performances
per year in Kazakh, Russian and
English.The current schedule
includes adaptations of popular
classics such as Romeo and Juliet
and Little Red Riding Hood.

3. Summative Assessment

Ending the lesson Check Ss’ answers around the Home-task:

class. Prepare for corrections
Students give their own examples.
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
 monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

Module 8

Module 8 Lesson 12 School:

Progress Check

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.4.1 - understand complex and abstract main points in extended texts on a wide
objectives(s) that range of familiar and unfamiliar general and curricular topics
this lesson is 11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
contributing to
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
range of more complex and abstract general and curricular topics
11.4.9 - recognize inconsistencies in argument in extended texts on a range of
more complex and abstract general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar
topics 11.2.3 - understand the detail of an argument in unsupported extended talk
on a wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
topics
11.5.1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
 and which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy
Lesson objectives All learners will be able to:
read for specific information (multiple choice), to listen for specific information
(multiple matching), to revise situational language, to practise vocabulary and grammar
structures from the module, to write an information leaflet
Most learners will be able to:
read for specific information (multiple choice), to listen for specific information
(multiple matching), to revise situational language, to practise vocabulary and grammar
structures from the module, to write an information leaflet
Some learners will be able to:
read for specific information (multiple choice), to listen for specific information
(multiple matching), to revise situational language, to practise vocabulary and grammar
structures from the module, to write an information leaflet
Previous learning Summative Assessment

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To read for specific information Ex.1 p.109 Answer Key
(multiple choice) 1 C (lines 4-5)
• Explain the task and give Ss time to 2 C (lines 21-24
read the text and answer the
3 D (lines 31-
questions. Remind Ss to justify their
33)
answers with evidence from the text.
• Check Ss’ answers. 4A
• Play the video for Ss and elicit their
comments at the end.
Ex.2 p.109
2. To listen for specific information Answer Key
Middle of the lesson • Explain the task and give Ss time to
Speaker 1: C
read the forms of self-expression.
• Play the recording. Ss match the Speaker 2: F
speakers to the forms. Speaker 3: G
• Check Ss answers Speaker 4: A
Speaker 5: B
Speaker 6: E

3. To revise everyday English expressions Ex.3 p.110

• Explain the task and give Ss time to Answer Key
 complete it. 1a
• Check Ss’ answers. 2a
3b

4. To revise vocabulary from the module

Ex.4 p.110
• Explain the task and give Ss time to Answer Key
choose the correct item. 1 commentary
• Check Ss’ answers. 2 overrated
3 tunes
4 manifest
Ex.5 p.110 5 mischievous
5. To revise grammar from the module
• Explain the task and give Ss time to
choose the correct word. Answer Key
• Check Ss’ answers. 1 who
2 as soon as
3 even though
4 so many
6. To write an information leaflet 5 in view of
• Explain the task and give Ss time to
6 wherever
read the rubric and complete the task.
• Check Ss’ answers. 7 in order to
• Alternatively, assign the task as HW 8 whose
and check Ss’ answers in the next 9 However
lesson. 10 Because

Ending the lesson Check Ss’ answers around the class. Do corrections
Students give their own examples.
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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
 form ‘was’]

Module 9

Module 9 Lessons 1 School:

Traditional Clothes

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
objectives(s) that of more complex and abstract general and curricular topi
this lesson is 11.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups
contributing to
11.1.6 - organize and present information clearly to others
11.1.8 - develop intercultural awareness through reading and discussion
11.1.10 - use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
11.3.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics
11.3.6 - navigate talk and modify language through paraphrase and correction
in talk on a wide range of familiar and some unfamiliar general and curricular
topics
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics
Lesson objectives All learners will be able to:
give an overview of the module, to introduce key vocabulary, to talk about
traditional clothing from around the world
Most learners will be able to:
give an overview of the module, to introduce key vocabulary, to talk about
 traditional clothing from around the world
Some learners will be able to:
give an overview of the module, to introduce key vocabulary, to talk about
traditional clothing from around the world

Previous learning

Plan
Plannd timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To introduce the topic Ex. 1 p.111 Answer Key
• Explain the task and give 1 robe 2 silk 3 print 4 palm-
Ss time to read the texts and leaf
fill in the gaps with the
5 headpiece 6 shade 7
correct word.
• Check Ss’ answers. woollen
• Ask Ss what the clothing 8 tartan 9 clan 10
items have in common and heirlooms
elicit answers around the 11 designs 12 folds 13
class. traditional
14 plain 15 embroidered
All of these clothes are
traditional clothes.

Ex. 2 p.111
2. To expand on the topic Read
the rubric aloud and elicit
answers from Ss around the
Middle of the lesson class
• Play the video for Ss and
elicit their comments at the Suggested Answer Key
end. A The kimono reflects
Japan’s tradition because it
symbolises humility and
politeness which are two
integral parts of Japanese
culture.
B The nón lá reflects
Vietnam’s tradition because
it has been part of the
Vietnamese culture for
3,000 years.
C The kilt reflects
Scotland’s tradition
because it has been worn
since the 16th century and
each tartan represents a
Ex. 3 p.111 clan.
3. To expand on the topic; to D The sari reflects Indian
 develop research skills tradition because it is
• Explain the task and give passed down through the
Ss time work in pairs and generations.
research online or in other
E The borik reflects the
sources to collect
information and write a short traditionally nomadic
paragraph. lifestyle of the Kazakh
• Check Ss’ answers. people.

Suggested Answer Key

Another traditional piece
of clothing from Kazakhstan
• Direct Ss’ attention to the is called a shapan. It is a
quotation and ask Ss to long, loose robe that can be
discuss what it means with a worn by both men and
partner and give their women. These robes are
opinion on it. available in different types
of materials and colours,
but usually they are dark.
They are often lined with
wool for extra warmth.
Some are decorated with
embroidery, but these are
only worn on special
occasions.

Suggested Answer Key

I think this quotation means
that while fashion trends
and fads come and go,true
style is a permanent state,a
kind of personal trait or skill
that some people have.
Someone might be
considered stylish even if
they are not wearing the
latest fashion.In fact, stylish
people don’t need to follow
trends because they know
innately what looks good
and are able to put
together classic looking
outfits that will always look
great, no matter what the
current fashion is.
Ending the lesson Check Ss’ answers around the Home-task:
class. SB Page 111
Prepare a presentation about
Students give their own examples.
 Traditional Clothes (at Teacher’s
discretion)
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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

Module 9

Module 9 Lessons 2 School:

The Journeys of Clothes

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.4.8 - select and evaluate paper and digital reference resources to check
objectives(s) that meaning and extend understanding
this lesson is 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately
contributing to
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-
ended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics
11.3.3 - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics
11.3.6 - navigate talk and modify language through paraphrase and correction
in talk on a wide range of familiar and some unfamiliar general and curricular
topics
11.6.3,
11.4.1 - understand complex and abstract main points in extended texts on a
wide range of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and
 curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics
11.4.9 - recognize inconsistencies in argument in extended texts on a range of
more complex and abstract general and curricular topics
Lesson objectives All learners will be able to:
read for specific information (multiple choice, put steps of a process in order,
comprehension questions), to identify the main ideas of each paragraph and
summarise a text, to research, write and present information about one of the stages
of the clothing production
Most learners will be able to:
read for specific information (multiple choice, put steps of a process in order,
comprehension questions), to identify the main ideas of each paragraph and
summarise a text, to research, write and present information about one of the stages
of the clothing production
Some learners will be able to:
read for specific information (multiple choice, put steps of a process in order,
comprehension questions), to identify the main ideas of each paragraph and
summarise a text, to research, write and present information about one of the stages
of the clothing production
Previous learning Introduction

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To introduce key vocabulary Ex. 1 a) Suggested Answer Key
from a text and prepare for p.112 pre-wash (v): to wash a
the reading task Refer Ss to fabric or piece of clothing
the Word List and give them before it goes into
time to look up the meaning
production
of the words given.
Alternatively, Ss can refer to dye (v): to change the colour
the dictionaries. of fabric and other materials
with chemicals or natural
substances marking (v): the
process of taking all of the
pattern pieces for all the
sizes of an item of clothing
and fitting them over the
width of the fabric as
efficiently as possible
grading (v): the process of
creating a variety of sizes for
Middle of the lesson
an item of clothing
sew (v): to join materials
together with stitches, using
 a needle and thread or a
sewing machine
Ex. 1 b) stitches (n): small pieces of
2. To practise new vocabulary thread in various patterns
p.112
in context
that hold materials together
• Give Ss time to complete
the sentences using the
words from Ex. 1a. Answer Key
• Check Ss’ answers around 1 sew 2 dye 3 stitches 4
the c grading
5 pre-wash 6 marking

3. To read for specific Ex. 2 p.112

information (multiple
choice)
• Ask the Ss to read the
questions 1-4 and the Answer Key
possible answers. 1 B (“Every garment has
• Then allow Ss time to read been carefully designed, and
the text and choose the
the journey from the design
correct answer for each
question. Remind students table to the wardrobe isn’t
to justify their answers with as straightforward as you
evidence from the text. might imagine.”)
• Check Ss’ answers around 2 A (“The weight of the
the class. fabric, the price and the
quantity needed are all
equally important. A fabric’s
4. To read for coherence and quality and properties affect
Ex. 3 p.113
cohesion; to put the stages every stage of
of clothes making in the manufacturing”)
correct order 3C
• Ask Ss to read the text 4 B (“every item is the result
again and put the stages of of painstaking effort”)
the clothes making process
in the correct chronological
order. Answer Key
• Check Ss’ answers. 2 Prototype creation 3
Sourcing of raw 4 Pre-
washing 5 Dyeing
• Refer Ss to the Check 6 Marking and pattern 7
these words box and elicit/ Cutting
explain their meaning from
8 Assembly materials
the words/phrases.
• Ss can check the meaning 9 Finishing process 10
of the words/phrases in a Quality control 11 Packing
dictionary or the Word List. 12 Shipping grading

Suggested Answer Key

rummage (v): to search
 through sth source (v): to
find a supplier raw material
(n): the material before it is
manufactured or processed
prototype (n): the model on
which sth is based arduous
(adj): difficult mass
production (phr): production
in large quantities in bulk
(phr): in large quantities
segment (n): a part of sth
bundle up (phr v): to gather
5. To answer comprehension Ex. 4 p.113 together assembly line (n): a
questions row of workers and
• Explain the task and give machines that a product
Ss time to answer the moves along as it is being
questions in their own produced thread (n): a long,
words.
fine line of cotton or other
• Check Ss’ answers.
material used for sewing
discard (v): to throw away
fulfilment centre (n): a place
where goods are stored,
packed and sent to
customers painstaking (adj):
involving a lot of effort

Suggested Answer Key

1 It is important to select the
appropriate fabrics because
there are many factors to
consider (weight, price, etc.)
and the choice of fabric
affects all aspects of
manufacturing.
To expand on the topic; to develop
research skills 2 Clothing producers don’t
• Explain the task and give Ss time sell defective items because
to use the Internet or other sources they can negatively affect
to collect more information and how customers view the
write a short text. clothing company.
• Ask Ss to tell the class what they 3 I am almost certain that
found out.
stitching the pieces of a
garment together is the
most difficult because it
takes a lot of time and
requires intense
concentration.
 Suggested Answer Key
The sourcing of raw
materials is the first and
perhaps most important
stage of the clothing
production process. In order
to source raw materials, it is
crucial that designers have a
good idea of what they are
looking for: type of textile,
colours, prints or designs, for
example. Also, they need to
estimate how much fabric
they will need as well as the
amount of money they can
afford to pay. Fabric trade
shows are a great way of
seeing what potential
suppliers have to offer.
Ending the lesson Check Ss’ answers around the Home-task: Pages 48-49
class. ex.1-6
(at Teacher’s discretion)
Students give their own
examples.
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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9

Module 9 Lessons 3 School:

Parts of Clothes

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and
objectives(s) that genre, and which is spelt accurately
this lesson is 11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics
contributing to
11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.1.6 - organize and present information clearly to others
11.5.1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling
on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
learn and practise vocabulary related to clothes, fashion and the clothing industry, to
learn and practise idioms related to clothing, to learn and practise phrasal verbs, to
practise prepositions, to practise word formation
Most learners will be able to:
learn and practise vocabulary related to clothes, fashion and the clothing industry, to
learn and practise idioms related to clothing, to learn and practise phrasal verbs, to
practise prepositions, to practise word formation
Some learners will be able to:
learn and practise vocabulary related to clothes, fashion and the clothing industry, to
 learn and practise idioms related to clothing, to learn and practise phrasal verbs, to
practise prepositions, to practise word formation
Previous learning Clothes’ journeys

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To consolidate vocabulary from Ex.1 p.114 Answer Key
the text 1 prototype 2 fulfilment 3
• Explain the task and give Ss quality 4 assembly 5 mass
time to fill the gaps.
• Check Ss’ answers.
Middle of the lesson
2. To consolidate vocabulary from Ex.2 p.114 Answer Key
the text 1 perception 2 painstaking
• Explain the task and give Ss 3 bundled up 4 shrink 5
time to choose the correct discard
item.
• Check Ss’ answers.

3. To practise prepositions
• Explain the task and give Ss Ex.3 p.114
time to fill the gaps with the Answer Key
appropriate preposition. 1 through 2 into 3 from 4 of
• Check Ss’ answers. 5 in

4. To present vocabulary related Ex.4 p.114

to parts of clothes
• Explain the task and give Ss Answer Key
time to complete it. 1 collar 2 cuff 3 button 4
• Check Ss’ answers around pocket
the class. 5 waistband 6 pleat 7 hem
8 zipper 9 leg 10 bottom 11
5. To present vocabulary related Ex.6 p.114 epaulette 12 lapel 13 lining
to textile care 14 buckle
• Ask the Ss to look at the
pictures and give them time to
fill in the gaps with the correct Answer Key
word. Point out that these are 1 dry-clean 2 hand wash 3
instructions found on clothes tumble dry 4 bleach 5 iron
labels.
• Check Ss’ answers.
Ex.8 a) p.115
6. To present phrases related to
the clothing industry and the
environment Explain the task
and give Ss time to match the
words to form phrases. Check
Answer Key
Ss’ answers.
2a3b4f5c6e
Ex.8 b) p.115
7. To practise using vocabulary
related to the clothing industry
 and the environment in context
• Ask Ss to read through the
short text and fill in the gaps Answer Key
with phrases from Ex. 8a. 1 environmental impact 2
• Check Ss’ answers. chemical processes 3
consumer demand 4
8. To expand on the topic; to Ex.8 c) p.115 fashion conscious 5 eco-
develop research skills friendly fibres 6 upcycled
• Explain the task and give Ss clothes
time to use the Internet or
other sources to collect more
information and prepare a
short presentation. Suggested Answer Key
• Ask Ss to give their To become more eco-
presentations to the class. friendly, the fashion
• Alternatively, assign the task industry needs to consider
as HW and ask Ss to give their every stage in the life cycle
presentations in the next of clothes. The use of
lesson.
natural resources such as
water and energy should be
limited. Renewable energy
sources like wind and solar
power should be used to
power factories, while the
clothes themselves should
be made of recycled
materials. Rather than
buying raw materials from
the other side of the world,
companies should source
their fabrics locally. Also,
the fashion industry, as a
Ex.9 p.115 whole, should encourage
9. To present and practise topic
related idioms consumers to adopt a
• Explain the task and give Ss better attitude towards
time to choose the correct sustainability. Constant
words to form idioms. fashion trends should be
• Check Ss’ answers around the done away with,and clothes
class then elicit from Ss the
should be made to last, so
meaning of the idioms. Ask Ss
to check any unknown idioms that people don’t feel the
in their dictionaries. need to constantly re-fresh
their wardrobes.
Ex.10 p.115
10. To present and practise phrasal Answer Key
verbs 1 bursting at the seams (=
• Give Ss time to complete the full of people)
task. 2 has a card up his sleeve (=
• Ask Ss to check their answers has a hidden plan or
in Appendix I advantage)
 Ex.11 p.115 3 fits like a glove (= fits
11. To practise prepositions perfectly)
• Give Ss time to complete the 4 take my hat off to (=
task. admire)
• Ask Ss to check their answers 5 wears his heart on his
in Appendix II. sleeve (= shows his
Ex.12 p.115 emotions openly)
12. To practise word formation 6 put yourself in their shoes
• Explain the task and give Ss ( = put yourself in sb else’s
time to complete it. situation)
• Check Ss’ answers.
Answer Key
1 take 2 wrap 3 try 4 keep
5 throw

Answer Key
1 Off 2 to 3 in 4 out of 5 for

Answer Key
1 dressy 2 wearable 3
reversible
4 Seamless 5 unfashionable
Ending the lesson Check Ss’ answers around the Home-task:
class. W&GB
Students give their own Page 50 ex.1-6
(at Teacher’s discretion)
examples.
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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9

Module 9 Lesson4 School:

Quality Control in the Fashion
Industry
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.6.6 - use a growing variety of impersonal and cleft structures on a wide range
objectives(s) that of general and curricular topics
this lesson is 11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
contributing to adverbs/adverbial phrases on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
revise and practise adjectives/ adverbs, to revise/practise position of adverbs, to learn/
revise and practise comparisons/like/as, to practise determiners, to learn/revise and
practise nominalisation, to practise cleft sentences/impersonal structures
Most learners will be able to:
revise and practise adjectives/ adverbs, to revise/practise position of adverbs, to learn/
revise and practise comparisons/like/as, to practise determiners, to learn/revise and
practise nominalisation, to practise cleft sentences/impersonal structures
Some learners will be able to:
revise and practise adjectives/ adverbs, to revise/practise position of adverbs, to learn/
revise and practise comparisons/like/as, to practise determiners, to learn/revise and
practise nominalisation, to practise cleft sentences/impersonal structures
Previous learning Vocabulary

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the 1. To present and practise gradable Ex.1 p.116 Answer Key
lesson and nongradable adjectives gradable: simple, detailed,
• Write on the board: It’s hot clear, good,willing non-
today. This door is black. Elicit gradable:
from Ss whether the sentences whole,paramount,
can be used with very. e.g. It’s subsequent,perfect,
very hot today (because there are regular, necessary, total,
degrees to measure how hot last, predetermined
something is, so hot is a gradable
adjective), but NOT This door is
 very black (because sth is either
black or it is not – it does not have
degrees to measure, so black is a
non-gradable adjective). In the
same way, explain to Ss that we
can say This is the hottest day, but
NOT This is the blackest door.
Elicit from Ss what kinds of
adjectives are non-gradable and
write them on the board (e.g.
adjectives that describe materials,
substances, purpose, use, origin,
and quality). Ask Ss to give some
examples from each category.
Refer Ss to the Grammar
Reference section for more
information.
• Direct Ss’ attention to the
underlined adjectives in the text
and give them time to decide if
they are gradable or non-
gradable.
• Check Ss’ answers.

2. To present adverbs Ex.2 p.116

• Give Ss time to go through the Answer Key
text in Ex. 1 again and identify two Adverbs of: – frequency:
adverbs from each category in the always, sometimes –
text. sequence: firstly, secondly
• Check Ss’ answers. – time: early, beforehand
• Elicit from Ss how we form
– manner: smoothly,
adverbs and where we place them
in a sentence. Refer Ss to the thoroughly (also:
Grammar Reference section for inevitably, perfectly,
more information. certainly, unexpectedly) –
degree: hardly, strongly
Most adverbs are formed
by adding -ly to the end of
a word (quick – quickly)
Adjectives ending in -le
drop the -e and take -y
(reliable – reliably)
Adjectives ending in a
consonant + -y drop the -y
and take -ily. (sleepy –
sleepily) Adjectives ending
in -l take -ly. Adjectives
ending in -ic usually take -
ally (tragic – tragically)
Adjectives ending in -ly
form their adverbs with a
 phrase in a …
way/manner/fashion (in a
lively way) Some
adjectives do not change
at all but have the same
form as adverbs (big,
clear, cold, daily, dead,
late, hard,weekly,wide,
Ex.3 a) etc)
3. To present adverbs that have
different forms with different p.116
Adverbs can be placed at
meanings Write on the board:
hard/hardly and elicit/explain the the beginning, in the
difference in meaning (e.g. hard middle,or at the end of a
(adj) = difficult, hard (adv) = with sentence,depending on
much effort or force, hardly (adv) the context and the type
= scarcely). Elicit from Ss any other of adverb. E.g. ‘always’ is
similar words they know and write an adverb of frequency
them and their meanings on the
and takes the middle
board (e.g. direct/directly,
full/fully, late/lately, near/nearly, position (after the verb
short/shortly etc). Refer Ss to the ‘be’), while ‘firstly’ and
Grammar Reference section for ‘secondly’ are adverbs
more information. used as linkers that are
Ex.3 b)
placed at the beginning of
4. To practise adverbs that have p.116
a sentence
different forms with different
meanings
• Explain the task and give Ss time
to complete it.
• Check Ss’ answers.
Ex.4
5. To practise the order of adverbs in p.116
a sentence
• Explain the task Remind Ss that
there are a number of places
where each of the adverbs may be
placed, and their position can
change the emphasis of the
sentence. Refer Ss to the
Grammar Reference section for
more information.
• Check Ss’ answers. Answer Key
1 a. hard b. hardly 2 a. late
b. lately
3 a. near b. nearly 4 a.
high b. highly 5 a. mostly
b. Most

Ex.5
6. To present comparisons p.117 Answer Key
• Write on the board: 1 Sadly, the two designers
comparative, superlative and elicit hardly ever talk to each
from Ss the rules about how they other. 2 The fashion
are formed (e.g. -(e)r, -(e)st, more,
model walked gracefully
most). Elicit from Ss any other
ways of making comparisons that along the catwalk. 3
they recall (e.g. as + adj/adv + as, Recently, lotus fibres have
almost as + adj/adv + as, not quite become increasingly
as + adj + as, less + adj + than, by popular. / Lotus fibres
far + the + superlative etc). Write have recently become
examples on the board. Refer Ss
increasingly popular. /
to the Grammar Reference section
(pp. GR14-GR15) for more Lotus fibres have become
information. increasingly popular
• Draw Ss’ attention back to the recently. 4 Last month,
text in Ex. 1 and give them time to they changed the
find and underline the production line entirely./
comparisons. They changed the
• Check Ss’ answers.
production line entirely
last month. 5 Yesterday,
Ex.6
the young designer briefly
p.117
7. To practise comparisons mentioned his difficulty
• Explain the task and give Ss time coming up with new
to complete it. designs.
• Check Ss’ answers. Ex.7a)
p.117 Answer Key
8. To present comparisons with like
and as the smallest – superlative
• Draw Ss’ attention to the – formed by adding –est
extracts from the text and refer as smoothly as – formed
them to the Grammar Reference with as + adverb + as
section for more information. as clear as – formed with
• Give Ss time to complete the as + adjective + as
task and elicit answers. Ex.7b) the earliest – superlative –
p.117 formed by adding -est
9. To present comparisons with like
and as (the) least – irregular
• Give Ss time to fill in the gaps. superlative form of (a)
• Check Ss’ answers. Ss should little more counter-
justify their answers. productive than –
comparative – formed by
adding more/than
Ex.8a)
p.117
10. To consolidate grammar from the
module
• Give Ss time to read the text
and complete the task.
• Check Ss’ answers.
Ex.8b)
 p.117 Answer Key
11. To identify types of determiners 1 just as2 by far 3 so much
and their use 4 nowhere near
• Explain the task and give Ss time
to complete it. Go through the Answer Key
types of determiners and their 1 as’ is used as a
uses with the Ss if necessary. conjunction, it is followed
• Check Ss’ answers
by a clause, and it means
‘in the same way’. 2 ‘like’
is a preposition, it is
followed by a noun or
pronoun, and it means
‘similar to’

Ex.9a) Answer Key

12. To present nominalisation p.117 1 as (what he is – he is a
• Explain to Ss that in shoes designer)
nominalisation, a verb turns into a 2 like (comparison)
noun. Direct Ss’ attention to the 3 like (similar to a movie
sentence in bold in the text in Ex.
star, but she isn’t one)
1. Read out the rewritten
4 as (regard sb as =
sentence.
• Ask Ss what other changes they expression)
notice in the sentence structure 5 like (nothing like =
and elicit answers around the expression)
class. Ex.9b)
p.117 Answer Key
13. To practise nominalisation 1 more 2 by far 3 like 4
• Explain to Ss that nominalisation
least 5 more
is a technique to create a more
formal tone in writing. Since it
involves changing the verb of the
sentence into a noun, it
necessitates changes in the word
order of the sentence. Answer Key
• Write on the board: Knowledge
some = quantifier, generic
about the world is spreading
rapidly because of the Internet. use the (technical
Ask Ss to identify the main verb (is specifications) = definite
spreading) and elicit how it can be article, generic use each =
turned into a noun (the spread). quantifier, generic use
• Ask Ss where we place a noun in This = demonstrative,
the role of subject in a sentence (it textual reference every =
usually comes first). Write: The
quantifier, generic use
spread on the board and elicit
from Ss what is spreading that = demonstrative,
(knowledge about the world) and textual reference their =
add it to the sentence: The spread possessive adjective,
of knowledge about the world ... . textual reference the
• Next, elicit from Ss what else is (factory owner) = definite
 missing to make the new sentence article, generic use the
have the same meaning as the (person responsible) =
original (rapidly and because of definite article,
the Internet are missing). Ask Ss
appositional use this =
how we need to change the
adverb (we must change it to an demonstrative, textual
adjective) and where to place it reference
(before the noun it is describing).
Write on the board: The rapid Answer Key
spread of knowledge about the 'Avoidance of mistakes' is
world ... and ... because of the now the subject of the
Internet. and ask what is missing
verb ‘is’ and has been
in the sentence (the verb). Elicit
ways to add a verb and complete moved to the beginning of
the sentence (i.e. is, has taken the sentence.
place, has occurred, etc). So the
complete sentence using
nominalisation would be: The
rapid spread of knowledge about
the world has taken place because
of the Internet.
• Give Ss time to rewrite the
sentences using the words Answer Key
provided to guide them. Point out 1 The dramatic increase in
that there might be other correct the price of the clothes
ways of rewriting the sentences. was due to the fact that
• Check Ss’ answers around the
they were imported. 2 The
class.
fashion industry's boom is
Ex.10) a result of the work of
p.117 talented new designers. 3
14. To practise cleft There has been a change
sentences/impersonal structures in Kazakhstan's attitude to
• Explain the task and give Ss time clothes as a result of
to rewrite the sentences. Remind
globalisation. 4 The
Ss how to form cleft sentences
development of the
and impersonal constructions, if
necessary. sewing machine made
clothing production faster.
5 The alteration of her
dress (was what) made it
fit better

Answer Key
1 What made him
successful was a
combination of talent and
hard work. 2 All my
mother wants to wear is
French designers. 3 It is
said that Christian Dior's
legacy still influences the
 fashion industry. 4 It was
Thomas Burberry who
invented a trench coat for
military officials in WWI.
Middle of the
lesson
Ending the lesson Check Ss’ answers around the Home-task: W&GB
class. Page 51 ex.1-6
(at Teacher’s discretion

Students give their own examples

using the correct forms of the
verbs.

Additional information
Differentiation – how do you plan to give Assessment – how are you Cross-curricular
more support? How do you plan to planning to check learners’ links
challenge the more able learners? learning? Health and safety
check
monitor less able learners in group work use concept checking questions to cross-curricular
and give further modelling and drilling check learner understanding of links: languages
support why passive is used [contrasts with L1]

challenge more able learners to give assess pronunciation in oral and

multiple [and/or] answers in practice checking stages of the lesson
exercises [particularly weak form ‘was’]
Module 9

Module 9 Lesson 5 School:

Fashion Power

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.3.5 - interact with peers to make hypotheses and evaluate alternative
objectives(s) that proposals on a range of familiar and some unfamiliar general and curricular
this lesson is topics
11.3.6 - navigate talk and modify language through paraphrase and correction
contributing to
in talk on a wide range of familiar and some unfamiliar general and curricular
topics
11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts
on a range of more complex and abstract general and curricular topics
11.4.9 - recognize inconsistencies in argument in extended texts on a range of
more complex and abstract general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding
Lesson objectives All learners will be able to:
read for gist, to read for specific information (multiple choice), to discuss about the
future of the Kazakh fashion industry, to predict the content of a listening task, to
listen for specific information (multiple choice, complete sentences), to present an
innovative clothing design, to learn/practise how to make/respond to a complaint,
request a course of action and offer a solution, to act out a dialogue, to research,
write and present information about a Kazakh fashion designer and his/her work
Most learners will be able to:
read for gist, to read for specific information (multiple choice), to discuss about the
future of the Kazakh fashion industry, to predict the content of a listening task, to
listen for specific information (multiple choice, complete sentences), to present an
innovative clothing design, to learn/practise how to make/respond to a complaint,
request a course of action and offer a solution, to act out a dialogue, to research,
write and present information about a Kazakh fashion designer and his/her work
Some learners will be able to:
read for gist, to read for specific information (multiple choice), to discuss about the
future of the Kazakh fashion industry, to predict the content of a listening task, to
 listen for specific information (multiple choice, complete sentences), to present an
innovative clothing design, to learn/practise how to make/respond to a complaint,
request a course of action and offer a solution, to act out a dialogue, to research,
write and present information about a Kazakh fashion designer and his/her work
Previous learning Use of English

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To introduce the topic; to Ex.1 p.118 Answer Key
read and listen for gist The text is about
• Ask S to look at the title of Kazakhstan’s growing
the text and then, skim fashion industry
through the text and read
the first sentence of each
paragraph.

• Elicit from Ss around the

class what they think the text
is about.

• Play the recording. Ss listen

and check their answers.

Middle of the lesson 2. To read for specific Ex.2 p.118 Answer Key
information (multiple choice) 1 C (whole text) 2 B
• Ask Ss to read through (…have seen
questions 1-3 and the possible increasing consumer
answers A-C.
demand with each
• Give Ss time to read the text passing year… the
carefully and answer the
questions. industry has gone
from strength to
• Check Ss’ answers. Ss should strength) 3 A (…is
justify their answers.
putting the country at
• Refer Ss to the Check these risk of losing its
words box and ask Ss to find
them in the text and guess their cultural identity.As of
meanings from the context. yet, it’s hard to tell if
that argument holds
• Give Ss time to check the
meanings of the words in a any weight.)
dictionary or the Word List.
• Play the video for Ss and
elicit their comments at the Suggested Answer
end. Key undergo (v): to
experience sth that
involves change
prosperity (n): wealth
and success booming
 (adj): becoming
successful turn heads
(phr): to attract
attention landlocked
(adj): without a port;
surrounded by other
countries renowned
(adj): well-known
motif (n): a design
niche (n): a specific
area of the market
misgiving (n): a
feeling of doubt
implication (n):
effect, conclusion or
consequence
newfound (adj):
recently discovered
3. To practise vocabulary from Ex.3 p.118 infatuation (n): an all-
the text
absorbing passion or
• Explain the task and give Ss love obsession (n): an
time to match the words to
make phrases. extreme fascination
with sth that
• Check Ss answers around the overtakes all of your
class, then ask Ss to use the
phrases to make their own thoughts and feelings
sentences. fashionista (n): a
• Check Ss’ answers. fashionable person

Answer Key
1c2e3f4a5b6d

Suggested Answer
Key Kazakh fashion
blends cultural
influences from
around the world.
Kazakhstan’s
booming economy
has brought prosperity
to the country.
Kazakh designers
have found a market
niche with their
 innovative styles. It
used to be difficult to
import raw materials
to Kazakhstan
because the country
doesn’t have a port.
Kazakh fashion
combines
contemporary trends
with national motifs.
People in Kazakhstan
love to wear designer
labels
Ending the lesson Check Ss’ answers around Home-task:
the class. W&GB
Page 52 ex.1
(at Teacher’s discretion)
Students give their own
examples using the
correct forms of the
verbs.

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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9

Module 9 Lesson 6 School:

Fashion Power

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.2.2 - understand specific information in unsupported extended talk on a
objectives(s) that wide range of general and curricular topics, including talk on a growing range
of unfamiliar topics
this lesson is
11.2.3 - understand the detail of an argument in unsupported extended talk on a
contributing to wide range of general and curricular topics, including talk on a growing range
of unfamiliar topics
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics, including some
unfamiliar topics 11.1.1 - use speaking and listening skills to solve problems
creatively and cooperatively in groups
11.1.6 - organize and present information clearly to others
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.1.10 - use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide
range of general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics
11.5.8 - communicate and respond to news and feelings in correspondence
through a variety of functions on a wide range of general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy
Lesson objectives All learners will be able to:
read for gist, to read for specific information (multiple choice), to discuss about the
future of the Kazakh fashion industry, to predict the content of a listening task, to
listen for specific information (multiple choice, complete sentences), to present an
innovative clothing design, to learn/practise how to make/respond to a complaint,
request a course of action and offer a solution, to act out a dialogue, to research,
write and present information about a Kazakh fashion designer and his/her work
Most learners will be able to:
read for gist, to read for specific information (multiple choice), to discuss about the
future of the Kazakh fashion industry, to predict the content of a listening task, to
listen for specific information (multiple choice, complete sentences), to present an
innovative clothing design, to learn/practise how to make/respond to a complaint,
 request a course of action and offer a solution, to act out a dialogue, to research,
write and present information about a Kazakh fashion designer and his/her work
Some learners will be able to:
read for gist, to read for specific information (multiple choice), to discuss about the
future of the Kazakh fashion industry, to predict the content of a listening task, to
listen for specific information (multiple choice, complete sentences), to present an
innovative clothing design, to learn/practise how to make/respond to a complaint,
request a course of action and offer a solution, to act out a dialogue, to research,
write and present information about a Kazakh fashion designer and his/her work
Previous learning Skills

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To expand on the topic Ex.4 p.118 Suggested Answer Key
through discussion A: I think the future is
• Read the question
aloud and give Ss bright for the fashion
time to discuss it in industry in Kazakhstan.
pairs. It seems like we have a
• Monitor the activity lot of talented designers
around the class, then with new and interesting
ask various Ss to tell ideas. B: That’s true.
the class.
Most new and upcoming
designers are becoming
well-known among the
international fashion
scene. So I think we’ll
see some Kazakh
Middle of the lesson Ex.6a) p.119 designs on the high
street soon.

Answer Key
1C2A3B

Ex.6b) p.119

2. To listen for specific Answer Key

information (multiple 1 … they first look at
choice) nomadic haute-couture
• Explain the task and pieces.
give Ss time to read the
questions and possible 2 … experiment with
answers. different styles and
making them fit together
• Play the recording. Ss
 listen and answer the 3 … explore the aspects
questions. Ex.8a) p.119 of nomadic haute-
• Check Ss’ answers couture.
4 … fashion will take
her.
5 … her next collection
will be a hit.
3. To listen for key
information (note
taking)
• Explain the task and Ex.8b) p.119 Answer Key
play the recording 1 I'd like to make a
again. Ss listen and
complete the sentences. complaint 2 Please
Point out to Ss that they accept my apologies
need to complete the 3 I was rather hoping
sentences with an that
adjective complement
(i.e. a wh- clause, a that- 4 What we can do
clause or a clause 5 I assure you
starting with to-
infinitive).

• Check Ss’ answers. Suggested Answer Key

A: Hello Mr Kedryuk,
I’ve just inspected a
sample of the white silk
blouses and I’m not
really happy with what I
found. B: Ms Bell,what
seems to be the
problem? A: Well, it
4. To complete a dialogue seems that the buttons
• Explain the task and don’t line up perfectly,
give Ss time to read and on a number of
through the dialogue
and complete the gaps. blouses the buttons are
Ex.9 p.119 missing altogether. B:
• Check Ss’ answers. I’m sorry to hear that.
Some of my staff are
new and still learning. I
will have them add the
missing buttons to each
garment immediately. A:
I’d rather you started
5. To practise making and from scratch. Each
responding to a garment has to be
complaint, requesting a perfect. B: That would
course of action and be time consuming and
offering a solution
• Explain the task. Give wasteful. What I can do
Ss time to act out a
 dialogue in pairs. is have the buttons re-
Remind Ss to use the stitched at no extra cost.
dialogue in Ex. 8a and
phrases from the I assure you the result
language box to help will be perfect. Is that
them. okay with you? A: That
• Monitor the activity will be fine, thank you.
around the class, then
ask various Ss to act out Suggested Answer Key
their dialogue for the
class. Kamila Kurbani is a
young fashion designer
from Kazakhstan who
established her brand in
2010. She creates
convenient, stylish
clothes for men and
women, and is well
known for her
extravagant and unusual
designs. Kamila was
born in Almaty in 1984.
As a child, she was
talented in art and ballet.
She pursued her passion
for art and design as she
grew up, graduating with
a degree in Fashion
Design from Kazakh
National Art Academy
6. To expand the topic; to in 2007. etc
develop research skills
• Explain the task and
give Ss time to use the
Internet or other
sources to collect
information and write a
short text.

• Ask Ss to tell the class

what they found out.

Ending the lesson Check Ss’ answers around Home-task:

the W&GB
class. Page 52 ex.2-3
(at Teacher’s discretion)

Students give their own

examples using the
correct forms.
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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9 Lesson 7 School:
Reports

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.5.7 - use independently appropriate layout at text level on a wide range of
objectives(s) that general and curricular topics
this lesson is 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics
contributing to
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
analyse a rubric, to analyse a model, to learn/practise characteristics of reports, to
practise linking words/phrases, to write a report
Most learners will be able to:
analyse a rubric, to analyse a model, to learn/practise characteristics of reports, to
practise linking words/phrases, to write a report
Some learners will be able to:
analyse a rubric, to analyse a model, to learn/practise characteristics of reports, to
practise linking words/phrases, to write a report

Previous learning Skills

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson
1. To analyse a rubric Ex.1 p.120 Answer Key
• Read through the You work as a market
theory box on reports analyst for a big clothes
with the Ss and check
retailer. Your manager
Ss’ understanding.
• Give Ss time to read has asked you to write a
the rubric, underline report about the
the key words and problem of returns to the
answer the questions. online shop.Your report
• Check Ss’ answers should discuss the
around the class. causes and propose
solutions to address the
problem.Write your
report in 150-200
words.
 1 I have to write a report
about the problems and
solutions.
2 I am a market analyst
for a big clothes retailer.
My manager is going to
read my report.
3 I should write in a
formal style.
4 I should include
information about the
Middle of the lesson causes of the problem,
2. To analyse a model;To Ex.2 p.120 propose solutions to
match headings to address the problem and
paragraphs what I expect to happen
• Give Ss time to read after the solutions have
the model and choose been implemented.
the appropriate heading
for each paragraph.
• Check Ss’ answers Answer Key
around the class. 1 Problem of Returns
2 Proposed Solutions
3 Projected Results
3. To practise formal
language
• Read through the
theory box about the
elements of reports
with the Ss and check
their understanding.
Answer Key
• Explain the task and
1 strongly, forthcoming
give Ss time to choose
2 could 3 hope, future 4
the correct
have increased 5
word/phrase.
Undoubtedly

Ending the lesson Check Ss’ answers around Home task:

the class. Revise the material of Unit 9
W&GB
Page 53 ex.1-3
Students give their own (at Teacher’s discretion)
examples using the correct
forms.

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
challenge the more able learners? learning? check
ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9

Module 9 Lessons 8 School:

Reports
Summative Assessment for the Unit 9
“Clothes’ Journeys”
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.5.1 - plan, write, edit and proofread work at text level independently on a
objectives(s) that wide range of general and curricular topics
this lesson is 11.5.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
contributing to
Lesson objectives All learners will be able to:
analyse a rubric, to analyse a model, to learn/practise characteristics of reports, to
practise linking words/phrases, to write a report
Most learners will be able to:
analyse a rubric, to analyse a model, to learn/practise characteristics of reports, to
practise linking words/phrases, to write a report
Some learners will be able to:
analyse a rubric, to analyse a model, to learn/practise characteristics of reports, to
practise linking words/phrases, to write a report

Previous learning Writing

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To practise using linking words/ Ex.4a) p.121 Answer Key
phrases 1 However 2 It seems to me,
• Explain the task and give Ss for instance, Furthermore 3
time to complete it. Firstly
• Check Ss’ answers.
4 I would suggest 5
Consequently

Middle of the lesson 2. To identify the correct usage of Ex.4b) p.121

linking words/phrases
• Read the rubric aloud and Answer Key
give Ss time to look at the introduces a point:
sentences in Ex. 4a and identify furthermore lists points: firstly
the use of the linking gives an example: for instance
words/phrases it in pairs. introduces contrasting points:
• Monitor the activity around however, expresses cause and
the class then ask various Ss to effect: consequently makes a
tell the class. recommendation: I would
suggest expresses an opinion:
3. To analyse a rubric; to prepare Ex.5) p.121
 for a writing task It seems to me
• Give Ss time to read the
rubric, underline the key words
and answer the questions. Answer Key
• Check Ss’ answers around the
You work as a market analyst
class.
for a clothing company. Your
supervisor has asked you to
write a report about the
problem of poor sales.Your
report should discuss the
reasons, propose measures
and explain how these would
help improve sales. Write your
report (150-200 words).
1 I work as a market analyst
for a clothing company and I
am writing to my supervisor.
2 I should write in a formal
style.
3 I should use present tenses
to describe facts and current
situations, past tenses to
report on past actions and
events, and future tenses to
talk about future actions and
possible results.
4 In my introductory
paragraph, I will state the
purpose and content of the
report.
5 I will write three main body
paragraphs.
6 The headings I will use are:
Problem of Poor
4. To write a report Sales,Proposed
• Refer Ss to the theory boxes Solutions,Projected Results.
on p. 120 and then give Ss time
7 In the conclusion, I will
to write their reports using the
include a summary of the
Useful Language box, the plan
and their answers from Ex. 5. information in the report and
• Remind Ss to use the an opinion or
appropriate formal style and to recommendation.
give each paragraph a suitable
heading. Suggested Answer Key
• Ss can swap papers, evaluate
To: Jonathan Murray, Chief
each other’s piece of writing
and give feedback using the Customer Officer (CCO)
Checklist. From: Nursulu Zhaparova,
• Check Ss’ answers. Market Analyst Subject:
 • Alternatively, assign the task Falling sales
as HW and check Ss’ answers in Date: 15th April
the next lesson. Introduction This report
outlines the causes of the
company’s poor sales,
proposes a few solutions to
the issue and projects the
results of the suggested
measures. Problem of Poor
Sales Sales have fallen by
almost 40% in the past 5 years
and are expected to continue
to drop unless drastic
measures are taken. Surveys
have shown that public
perception of the company is
poor, with our carbon
footprint cited as a major
reason not to shop with us.
Our popularity is particularly
low among our primary
consumer base, i.e. 16- to 24-
year-olds, as they are often
the most environmentally
conscious consumers.
Proposed Solutions Firstly, we
must improve our public
image and show that we care
about our environmental
impact. I would strongly
suggest using eco-friendly
textiles and low impact dye
products from now on.
Furthermore, we need to
publicise our new image. For
instance, we should sponsor
green events and donate a
percentage of future profits to
environmental charities. This
would definitely require
5. Summative Assessment Tasks substantial investment on our
part. Projected Results It is
projected that if these
measures are successful, the
company will be able to regain
loyalty among 16- 24 age
group, over the next two
 years. Additionally, our new
image is expected to bring in
new consumers from other
age groups, increasing our
overall market share.
Conclusion To conclude, the
company must resolve the
issue of public perception if
we are to win back our
consumer base. To this end,
what we need to do is to
rebrand the company in order
to emphasise commitment to
sustainability
Ending the lesson Check Ss’ answers around the Home-task:
class. W&GB
Students give their own Page 53 ex.4-5
(at Teacher’s discretion
examples.
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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9

Module 9 Lesson 9 School:

The Silk Road

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objectives(s) that 11.1.10 - use talk or writing as a means of reflecting on and exploring a range
this lesson is of perspectives on the world
11.2.1 - understand the main points in unsupported extended talk on a wide
contributing to
range of general and curricular topics, including talk on a growing range of
unfamiliar topics 11.4.1 - understand complex and abstract main points in
extended texts on a wide range of familiar and unfamiliar general and
curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts
on a range of more complex and abstract general and curricular topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-
ended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics
11.3.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics
Lesson objectives All learners will be able to:
listen and read for gist, to read for specific information (multiple choice), to discuss
the Silk Road, to listen and read for specific information, to research and write a
paragraph about Kazakhstan’s national costume
Most learners will be able to:
listen and read for gist, to read for specific information (multiple choice), to discuss
the Silk Road, to listen and read for specific information, to research and write a
paragraph about Kazakhstan’s national costume
Some learners will be able to:
listen and read for gist, to read for specific information (multiple choice), to discuss
the Silk Road, to listen and read for specific information, to research and write a
paragraph about Kazakhstan’s national costume
Previous learning Writing

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To introduce the topic; to listen and Ex.1 p.122 Answer Key
read for specific information The Silk Road is an
 • Read the rubric aloud and elicit ancient trading route.
answers from Ss around the class. It passed through Asia
• Explain the task and then play the and Europe. It is called
recording. Ss listen and read to find
the Silk Road because
out.
• Check Ss’ answers around the originally it was silk
class. that was transported
along this route.

2. To read for specific information Answer Key

(multiple choice) 1 A (whole text)
• Give Ss time to read sentences 1-3 Ex.2 p.122
Middle of the lesson 2 C (Very few
and the possible answers A-C.
• Ss read the text again carefully and merchants travelled the
answer the questions. entire length of the Silk
• Check Ss’ answers. Ss should Road.Instead,good
justify their answers were exchanged at
trading posts along the
• Refer Ss to the Check these words way…)
box and ask Ss to find them in the
3 B (…when they
text and guess their meanings from
the context. returned to their
• Give Ss time to check the homelands, they
meanings of the words in a brought with them new
dictionary or the Word List. ideas and attitudes)

• Play the video for Ss and elicit their

Suggested Answer Key
comments at the end.
encompass (v): to
include a variety of
things jade (n): a
precious stone (usually
green) caravanserai (n):
a small hotel or inn –
usually found in the
desert regions of Asia –
where travellers and
their animals could rest
settlement (n): a place
3. To expand on the topic through where people decide to
discussion Ex.3 p.122 go and make their
• Read the rubric aloud and ask Ss to
homes retrace (v): to
discuss it in pairs.
• Monitor the activity around the follow another person’s
class, then ask various Ss to tell the exact same route or
class. journey

Suggested Answer Key

I think historians claim
that the Silk Road was
the melting pot of
 different civilisations
because it connected
Europe and Asia not
only because of the
items traded but, more
importantly, because of
the cultures exchanged.
In other words, the Silk
Road allowed different
peoples, cultures and
ideas to be mixed
together.
Ending the lesson Check Ss’ answers around the class. Home-task:
Students give their own examples. W&GB
Page 106-114
(at Teacher’s discretion)
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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]

Module 9
Module 9 Lessons 10 School:
Welsh National Costume
Culture spot
Date: Teacher name:
CLASS: Number present: absent:
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objectives(s) that 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
this lesson is perspectives on the world
11.1.6 - organize and present information clearly to others
contributing to
11.1.8 - develop intercultural awareness through reading and discussion
11.5.1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics
Lesson objectives All learners will be able to:
listen and read for gist, to read for specific information (multiple choice), to discuss the
Silk Road, to listen and read for specific information, to research and write a paragraph
about Kazakhstan’s national costume
Most learners will be able to:
listen and read for gist, to read for specific information (multiple choice), to discuss the
Silk Road, to listen and read for specific information, to research and write a paragraph
about Kazakhstan’s national costume
Some learners will be able to:
listen and read for gist, to read for specific information (multiple choice), to discuss the
Silk Road, to listen and read for specific information, to research and write a paragraph
about Kazakhstan’s national costume
Previous learning CLIL

Plan
Plannd timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To introduce the topic; to read Ex. 1 p.122 Suggested Answer
and listen for specific Key
information The Welsh National
Costume is the
traditional clothing
• Direct Ss attention to the worn by rural Welsh
picture and the title. Elicit women since the
from Ss what they know (if early 19th century. It
anything) about the Welsh symbolises the Welsh
National Costume. national identity and
culture.
• Play the recording. Ss listen
and read to find out.

• Check Ss’ answers.

• Play the video for Ss and

 elicit their comments at the
end.

Middle of the lesson Ex.2 p.122

2. To expand on the topic; to
develop research skills Suggested Answer
Key Part of the
Kazakh national
• Explain the task and give Ss dress includes
time to use the Internet or carefully crafted
other sources (if necessary) to outerwear that
collect information and write a reflects the
paragraph. traditionally nomadic
lifestyle of the
Kazakh people.
•Check Ss’ answers. Animal skins and fur
were used to create
• Alternatively, assign the task garments, such as the
as HW and check Ss’ answers traditional Ton and
in the next lesson. Shash. Coats made of
animal skin and fur
were typically named
to reflect their
origins. For instance,
the Zhanat tone is a
coat of raccoon fur,
the Bota ton is a coat
from camel skin, and
the Kara tulki ton is a
coat of a black fox
fur. Today, these
traditional garments
are worn primarily
for special occasions
or holidays as a way
to remember
Kazakhstan's rich
history.

Ending the lesson Check Ss’ answers around the class. Home-task:
Students give their own examples. Revise the material of
Units 8-9
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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9

Module 9 Lessons 11 School:

Summative Assessment for term 4

Date: Teacher name:

CLASS: Number present: absent:
Learning
objectives(s) that
this lesson is
contributing to
 Lesson objectives All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Previous learning Culture spot

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson VC and GR of Modules 8, 9

Middle of the lesson

Ending the lesson Home-task:
Prepare for
corrections
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
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9

Module 9 Lessons 12 School:

Progress Check

Date: Teacher name:

CLASS: Number present: absent:
Learning 11.4.1 - understand complex and abstract main points in extended texts on a wide
objectives(s) that range of familiar and unfamiliar general and curricular topics
this lesson is 11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
contributing to
11.4.3 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and curricular
 topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on
a range of more complex and abstract general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy
Lesson objectives All learners will be able to:
read for specific information (multiple choice), to listen for specific information (note
taking), to revise situational language, to practise vocabulary and grammar structures
from the module, to write a report
Most learners will be able to:
read for specific information (multiple choice), to listen for specific information (note
taking), to revise situational language, to practise vocabulary and grammar structures
from the module, to write a report
Some learners will be able to:
read for specific information (multiple choice), to listen for specific information (note
taking), to revise situational language, to practise vocabulary and grammar structures
from the module, to write a report
Previous learning Summative assessment

Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To read for specific information Ex.1 p.123 Answer Key
(multiple choice) 1 D (whole text)
• Explain the task and give Ss 2 C (lines 5-7)
time to read the text and
3 A (lines 19-22)
answer the questions.
• Check Ss’ answers. 4 C (lines 29-31)
• Play the video for Ss and elicit 5 C (lines 41-42)
their comments at the end.
 2. To listen for specific Ex.2 p.124 Answer Key
Middle of the lesson information 1 in Central Asia 2 Fashion for
• Explain the task then play the
Future 3 university students 4 5
recording. Ss listen and
complete the gaps. evaluation criteria fifteen 6
• Check Ss answers originality 7 ready to wear 8
sustainable fashion 9 a
scholarship 10 fashion designers

3. To revise everyday English Answer Key

expressions Ex.3 p.124
1 What seems to be the
• Explain the task and give
Ss time to complete it. problem? 2 Please accept my
• Check Ss’ answers apologies. 3 To make amends,
I'd like to offer a considerable
4. To revise vocabulary from discount
Ex.4 p.124
the module
• Explain the task and give Answer Key
Ss time to complete it.
1 hem 2 cotton 3 Mass 4
• Check Ss’ answers.
assortment 5 prototype 6
custom-fitted
5. To revise grammar from the
module
Ex.5 p.124
• Explain the task and give Answer Key
Ss time to complete it.
1 a lot 2 as 3 more and more
• Check Ss’ answers.
4 hardly 5 another 6 every 7
frequently attends 8 as skilled
6. To write a report as
• Explain the task and give
Ss time to read the rubric, Suggested Answer Key
underline the key words and To: Paul Walters,Organiser of
write their report.
Top Fashion Event
• Check Ss’ answers.
• Alternatively, assign the From: Aizat Niyazov, fashion
task as HW and check Ss’ designer
answers in the next lesson Subject: Suggestions for
improvement Date: 2nd May
INTRODUCTION The aim of this
report is to give suggestions on
how the next Top Fashion Event
could attract more people.
LOCATION In the first place, I
strongly recommend changing
the venue and moving the
fashion event to a more central
location, easily accessible with
means of transport. This way,
more young people will be able
to attend the event. PUBLICITY
 Secondly, I feel that the event
needs to be better promoted
and publicised. One suggestion
would be to advertise it not
only on social media, but also
through traditional marketing
channels like posters, flyers and
ads in local newspapers,
magazines and TV stations.
Also, it is important to start the
event promotion as early as
possible. This way, it will earn
more media attention and
attendance will increase.
ACTIVITIES Another thing that
would attract a bigger crowd is
a variety of interactive hands-
on activities. Apart from the
usual fashion shows, the event
could include practical
workshops run by fashion
experts. These could be
available either for emerging
fashion designers who wish to
perfect a specific technique or
for anyone else who is
interested in learning
something new. CONCLUSION
On the whole, I believe that the
Top Fashion Event is one of the
most important events in our
area. Although it has been quite
successful so far, there is room
for improvement.To this end,I
would recommend a better
venue, greater publicity and a
range of interactive activities to
make the event even more
popular with young people.
Ending the lesson Competences Ask Ss to assess their Home-task:
own performance in the module by
using ticks according to how Do corrections
competent they feel for each of the
listed activities. Ss can use this
feedback to set personal learning
objectives.
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
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]