Module 2 Daily life & shopping

LESSON: Module 2 Lesson 1 School:

Daily Life & Shopping Vocabulary
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) C10 - 8.1.10.1- use talk or writing as a means of reflecting on and exploring a range
that this lesson is of perspectives on the world
contributing to S7 - 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
Lesson objectives All learners will be able to:
Listen and read for a gist, read for specific information
Most learners will be able to:
Listen and read for a gist, study daily routines & free-time activities
Some learners will be able to:
Listen and read for a gist, study and speak about daily routines & free- time
activities
Assessment criteria Learners have met the learning objective if they can: speak about daily routines and
free-teme activities
Value links Explore the themes of daily routines & free-time activities
Cross - curricular Daily life
links
ICT skills Using videos& pictures, working with URLs
Previous learning Natural disasters
Plan
Planned timings Planned activities (replace the notes below with your Excel Resources
planned activities)
BEGINNING THE What’s in this module? Answer Key
LESSON Read the title of the module Daily life & Shopping and park (p. 25) Do you
ask Ss to suggest what they think it means. Go through often go to the park?
the topic list and stimulate a discussion to prompt Ss’ What do you do there?
interest in the module. Which park is near
Find the page numbers for your house?
Explain/Elicit the meaning of any unknown words, then an interview (p.
Ss find the page numbers for the items listed. Ask 18) Have you ever
questions to check Ss’ understanding. given/conducted an
interview? When? Who
with? What for? Who
would you like to
interview?
a song (p. 28)
What is your favourite
song? Who sings it?
What type of music do
you like?
 Vocabulary Ex. 1, p.17 (SB)
PRESENTATION To present daily routines & free-time activities Answer Key
AND PRACTICE Read out the list of daily routines & free-time activities. 2 watch TV 3
Direct Ss to the pictures and then give them time to do chores 4 do
match them to the daily routines & free-time activities. homework/study
Check Ss’ answers. 5 go shopping
6 hang out with
friends 7 go to
school 8 surf the Net
9 play video games
10 work 11
exercise 12 be in a
sports club

Ex. 2, p.17 (SB)

To classify activities as daily routines or free-time Recording
activities Answer Key
Ask Ss to decide in pairs which of the activities in the Daily routines: do
pictures are daily routines and which are free- time homework/study, work,
activities. Elicit answers from Ss around the class. do chores, go to school
Free-time activities: be
in a sports club, hang
out with friends, go
shopping, surf the Net,
watch TV, eat out,
exercise, play video
games

To consolidate new vocabulary through personal Ex. 3, p.17 (SB)

examples Suggested Answer Key
Ask Ss to use the phrases from Ex. 1 to describe their I go to school, do my
daily routine and free time activities. Give Ss time to homework and do
consider their answers. Elicit answers from Ss around chores as part of my
the class. daily routine. In my
free time, I hang out
with friends, watch TV,
play video games and
surf the Net.
ENDING THE Ss speak about their daily routine and free-time activities
LESSON in pairs or in groups. Find what they have in common.
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
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 Daily life & shopping

LESSON: Module 2 Lesson 2 School:

Vocabulary 2a
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) 8.2.2.1 – L2 understand with little or no support most specific
that this lesson is information in extended talk on a wide range of general and
contributing to curricular topics
8.4.2.1 – R2 understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended texts
8.4.4.1 – R4 read a growing range of extended fiction and non-fiction texts
on familiar and some unfamiliar general and curricular topics
8.6.12.1 – UE12 use comparative degree adverb structures not as quickly as
/ far less quicklywith regular and irregular adverbs. Use an increased
variety of pre-verbal, post-verbal and end-position adverbs on a range of
familiar general and curricular topics
8.3.7.1 – S7 use appropriate subject-specific vocabulary and syntax to
talk about a growing range of general topics, and some curricular topics
8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and adjectives;
use gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing range of
familiar general and curricular topics
8.3.6.1 – .S6 link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
8.5.3.1 – W3 write with moderate grammatical accuracy on a limited range of
familiar general and curricular topics
Lesson objectives All learners will be able to:
Listen and read for a gist, read for specific information, learn leisure activities &
chores, learn prepositional phrases
Most learners will be able to:
Listen and read for a gist, read for specific information, learn leisure activities &
chores, learn prepositional phrases, express likes/dislikes
Some learners will be able to:
Listen and read for a gist, read for specific information, learn leisure activities &
chores, learn prepositional phrases, express likes/dislikes, interview smb, write an
interview
Assessment criteria Learners have met the learning objective if they can: express like/dislikes,
interview smb, write an interview
Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores
Cross - curricular Daily life
links
ICT skills Using videos& pictures, working with URLs
Previous learning Natural disasters
Plan
Planned timings Planned activities (replace the notes below with your Excel Resources
planned activities)
 To introduce the topic; to listen and read for gist Ex. 1, p.18 (SB)
BEGINNING THE Ask Ss to look at the pictures and the title of the text. Recording
LESSON Elicit where Aliya is from (Astana) and then ask Ss to Suggested Answer Key
8.2.2.1 – L2 think of three questions they would like to know the Where does she live?
answers to. Play the recording. Ss listen and read the (In a 3-bedroomed flat
text and see if their questions are answered. with her family in
Astana) Which
school does she go to?
(not answered)
What are her hobbies?
(volleyball, ice hockey,
listening to music)
PRESENTATION To read for specific information Ex. 2, p.18 (SB)
AND PRACTICE Give Ss time to read the text again and then match the Answer Key
8.4.2.1 – R2 sections 1-4 to the headings in the list. Check Ss’ 1 School life
answers. 2 Free time
Home & chores
Hopes & fears
8.4.4.1 – R4
To read for specific information Ex. 3, p.19 (SB)
Explain the task. Allow Ss time to read the statements Answer Key
and then read the text again and complete the task. 1 T 2 F 3 T
Check Ss’ answers. 4 F 5 F
8.6.12.1 – UE12
Refer Ss to the Word List to look up the words in the Ex. 4, p.19 (SB)
Check these words box. Play the video for Ss and elicit Suggested Answer Key
their comments. Aliya starts school
earlier than me and
To compare two lifestyles stays later. I start at 8
Explain the task and suggest adjectives/adverbs that Ss am and finish at 2 pm.
can use in their comparisons (e.g. exciting/ boring, She studies longer than
busy/relaxing, hard, etc). Give Ss time to compare I do. I finish my
their lifestyle with Aliya’s and then ask some Ss to tell homework at 8 pm but
the class. she doesn’t finish until
9 pm. Aliya likes
playing sports, but I
prefer to watch films.
We both enjoy listening
to music, though. Aliya
lives with her parents
To present/categorise vocabulary for leisure activities and grandmother, my
8.3.7.1 – S7 and chores grandmother does not
Ask Ss to look at the pictures and copy the headings live with me. We both
into their notebooks. Give Ss time to list the activities have to help with
under the correct headings. Check Ss’ answers on the chores, but I don’t
board. have to cook like Aliya
does. Aliya worries
about getting good
8.6.15.1 – UE15 grades and so do I.
To discuss leisure activities and chores and Ex. 5(a), p.19 (SB)
likes/dislikes Answer Key
Go through the language box with Ss. Ask two Ss to Leisure activities: go
read out the example exchange. Then ask Ss to discuss skateboarding, do
8.3.6.1 – .S6 the leisure activities and chores and express likes/dislikes archery, go to the
following the example in pairs. Monitor the theatre, go dancing
 activity around the class and then ask some pairs to tell Chores: dust the
the class. furniture, mop the
floor, set the table,
vacuum the carpets, do
To present and practise prepositional phrases the laundry, do the
Read through the list of prepositions and give Ss time to washing-up
complete the sentences using their dictionaries to check.
Check Ss’ answers. Ex. 5(b), p.19 (SB)
Suggested Answer
Key A: How often
To interview sb do you go
Ask Ss to work in pairs and use the questions in the skateboarding? B:
interview in the text to interview their partner. Monitor Every day. I just love
the activity around the class. Tell Ss to record themselves it.
and then ask various pairs to play the recording to the A: How often do you
class. vacuum the carpets?
8.5.3.1. - W3 B: I never vacuum the
carpets. I can’t stand
it. etc

Ex. 6, p.19 (SB)

Answer Key
1 about 2 at
3 in 4 on
5 with

Ex. 7, p.19 (SB)

Suggested Answer
Key A: When does
To write an interview school start and finish?
Ask Ss to work in small groups and then give Ss time B: School starts at
to write out their interview from Ex. 7. 8am and finishes at
3:30pm.
A: Do you get
homework?
B: Yes, I do. I usually
finish it by 8pm.
A: Do you get any
pocket money?
B: Yes, I do, but I
have to do chores for
it. A: What do you
do in your leisure
time? B: I play
basketball and I listen
to music. A: Where
do you live? B: I
live in a house in
Astana with my family.
A: Do you have to do
chores in the house?
B: Yes, I do. I help
clean the house and do
the laundry.
A: What do you
 like/hate about being
16?
B: I like spending my
free time with my
friends. I don’t like
having so much
schoolwork to do.
A: What do you worry
about?
B: I worry about
getting good grades at
school.

Ex. 8, p.19 (SB)

Suggested Answer Key
– See p. 20(T)
Ss present and act their interviews out. Student’s Book:
ENDING THE Language Review 2a
LESSON Workbook: 2a

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
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 Daily life & shopping

LESSON: Module 2 Lesson 3 School:

Use of English 2b
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) 8.6.10.1 – UE 10 - use present continuous forms for present and future meaning and
that this lesson is past continuous, including some passive forms, on a range of familiar general and
contributing to curricular topics;
Lesson objectives All learners will be able to:
understand the usage of the present simple, the present continues and then present
perfect
Most learners will be able to:
understand the usage of the present simple, the present continues and then present
perfect, learn/revise stative verbs
Some learners will be able to:
understand the usage of the present simple, the present continues and then present
perfect, learn/revise stative verbs, learn the present perfect continuous, learn word
formation
Assessment criteria Learners have met the learning objective if they can: use stative verbs, the present
perfect continuous, word formation
Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores
Cross - curricular Daily life
links
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned timings Planned activities (replace the notes below with Excel Resources
your planned activities)
BEGINNING THE To revise the present simple, present continuous Ex. 1, p.20 (SB)
LESSON and the present perfect tenses Answer Key
8.6.10.1 UE 10 Ask Ss to read the sentences 1-8 and have them 1 C 2 D 3 E
match them to the meanings A-H. Check Ss’ 4 B 5 F 6 A
answers. 7 H 8 G
PRESENTATION To present/revise stative verbs Ex. 2, p.20 (SB)
AND PRACTICE Read the theory box aloud and then ask Ss to explain Answer Key
8.6.10.1 UE 10 the meaning of each sentence in each pair. Check Ss’ 1 a appears
answers around the class. Then elicit further b searching
examples of sentences using stative verbs. 2 a relating to touch
b having a sensation in
the body
Suggested Answer Key
This soup tastes great.
To practise present tenses (has a certain taste)
Explain the task and give Ss time to complete it. The chef is tasting the
Check Ss’ answers. soup. (the action of
tasting)
Ex. 3, p.20 (SB)
Answer Key 1 takes
(habit or routine) 2
appears (stative verb)
3 are not coming (fixed
future arrangement) 4
To practise present tenses has not finished (action
Elicit the tense for the situations listed. Read out the that started in the past
example exchange. Then ask Ss to act out short and continues to the
exchanges in pairs following the example. present) 5 is thinking
(an action happening
around the time of
speaking – considering)
6 have never eaten
(action that started in the
past and continues to the
To practise already/just/yet/ever/never present)
Explain the task and give Ss time to complete it.
Check Ss’ answers.
ENDING THE Ss make up sentences with grammar tenses taken at the Workbook: 2b & Use of
LESSON lesson. English 2
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
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 Daily life & shopping

LESSON: Module 2 Lesson 4 School:

Use of English 2b
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) 8.6.10.1 – UE 10 - use present continuous forms for present and future meaning and
that this lesson is past continuous, including some passive forms, on a range of familiar general and
contributing to curricular topics;
Lesson objectives All learners will be able to:
understand the usage of the present simple, the present continues and then present
perfect
Most learners will be able to:
understand the usage of the present simple, the present continues and then present
perfect, learn/revise stative verbs
Some learners will be able to:
understand the usage of the present simple, the present continues and then present
perfect, learn/revise stative verbs, learn the present perfect continuous, learn word
formation
Assessment criteria Learners have met the learning objective if they can: use stative verbs, the present
perfect continuous, word formation
Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores
Cross - curricular Daily life
links
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned timings Planned activities (replace the notes below with Excel Resources
your planned activities)
BEGINNING THE To revise the present simple, present continuous Ex. 1, p.20 (SB)
LESSON and the present perfect tenses Answer Key
8.6.10.1 UE 10 Ask Ss to read the sentences 1-8 and have them 1 C 2 D 3 E
match them to the meanings A-H. Check Ss’ 4 B 5 F 6 A
answers. 7 H 8 G
PRESENTATION To present the present perfect continuous Ex. 4, p.20 (SB)
AND PRACTICE Say then write on the board: Tom has been talking Answer Key
8.6.10.1 UE 10 on the phone for half an hour. Underline has been timetables – present
talking and explain that the verb is in the present simple future
perfect continuous. Explain that we form the present arrangements – present
perfect continuous in the affirmative with the personal continuous
pronoun + have/has + been + main verb with -ing, we Suggested Answer Key
form the negative with personal pronoun + haven’t/ A: What time does the
hasn’t + been + main verb with -ing and we form the tour start? B: It starts
questions with have/has + personal pronoun + been + at 6:00, so we are leaving
main verb with -ing. Explain that we use this tense to the hotel at 5:15. A:
place emphasis on the duration of an action which What time does the flight
started in the past and continues up to the present and depart? B: It departs
to describe an action that lasted for some time and its at 8:45, so we are leaving
 result is visible to the present. Elicit how we form thefor the airport at 6:00.
present perfect continuous. Ex. 5, p.20 (SB)
Answer Key
To present for/since 1 already 2 yet
Say then write on the board: I have been/working as 3 just 4 ever 5
a teacher for 10 years. I have worked/been working at never
this school since 2007. Explain that we use for/since Ex. 6, p.21 (SB)
with the present perfect and present perfect continuous Answer Key
in affirmative and negative sentences. Explain that we We form the present
use for to express duration and since to state when an perfect continuous with
action started. Read out the two example sentences. the auxiliary verb
Give Ss time to consider their answers to the questions have/has, the past
and then elicit their answers. participle of the verb to
be (been) and the main
verb with -ing.
To practise the present perfect continuous Ex. 7, p.21 (SB)
Explain the task and give Ss time to complete it. Answer Key 1 We
Check Ss’ answers. use for to express
duration and since to
state when an action
To practise the present simple/continuous and the started. 2 How long
perfect simple/continuous has she been working for
Explain the task and give Ss time to complete it. him/in the same
Check Ss’ answers. company?
Ex. 8, p.21 (SB)
Answer Key 1 has
been working 2
To practise word formation (adjectives) have been learning 3
Read out the theory box and then explain the task. have you been doing 4
Give Ss time to complete it and then check their has been shopping
answers. Ex. 9, p.21 (SB)
Answer Key 1 Have
you seen, haven’t talked
2 are you tasting, smells
3 are you going, Do you
need 4 look, have
been working 5 does
Tony live, is staying 6
have you been waiting,
have been
Ex. 10, p.21 (SB)
Answer Key 1
famous 2
beautiful 3 messy
4 impressive
ENDING THE Ss make up sentences with grammar tenses taken at the Workbook: 2b & Use of
LESSON lesson. English 2
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
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 Daily life & shopping

LESSON: Module 2 Lesson 5 School:

Skills 2c
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) 8.3.7.1S7 – use appropriate subject-specific vocabulary and syntax to talk about a
that this lesson is range of general topics, and some curricular topics
contributing to 8.4.4.1R4 - read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.6.2.1UE2 – use a growing variety of quantifiers for countable and uncountable
nouns including several, plenty, a large/small number/amount on a range of
familiar general and curricular topics
8.4.2.1R2 – understand specific information and detail in texts on a growing range
of familiar general and curricular topics, including some extended texts
8.1.3.1C3 – respect differing points of view
8.1.8.1 C8– develop intercultural awareness through reading and discussion
8.6.15.1UE15 – use infinitive forms after a limited number of verbs and adjectives;
use gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing range of
familiar general and curricular topics
8.2.2.1L2 – understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
8.1.1.1C1 – use speaking and listening skills to solve problems creatively and
cooperatively in groups
8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities and plans
for completing classroom tasks
Lesson objectives All learners will be able to:
Review clothing and shoes, listen and read for gist, read for specific information
Most learners will be able to:
Review clothing and shoes, listen and read for gist, read for specific information,
learn phrasal verb with look
Some learners will be able to:
Review clothing and shoes, listen and read for gist, read for specific information,
learn phrasal verb with look, talk about British teens scenes, write a blog entry
about teenagers in Kazakhstan
Assessment criteria Learners have met the learning objective if they can: talk and write about teenagers
in Britain and Kazakhstan
Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores, clothing and shi=oes
Cross - curricular Daily life
links
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned timings Planned activities (replace the notes below with Excel Resources
your planned activities)
BEGINNING THE To generate vocabulary for clothing and shoes Ex. 1 (a), p.22 (SB)
LESSON Ask Ss to copy the mind map into their notebooks Suggested Answer Key
and read out the examples. Then give Ss a time limit Accessories: hat, gloves,
of one minute to write as many words as they can think belt Footwear: shoes,
of to complete it. Check Ss’ answers on the board. trainers, slippers, high-
heeled shoes
Menswear: trousers,
shirt, tie Sports
To talk about clothes clothes: joggers, hoodie,
Ask Ss to discuss their taste in clothes and what leggings Ladieswear:
7.3.7.1 S7 clothes they wear for different uses in pairs following skirt, blouse, top
the example. Monitor the activity around the class Ex. 1 (b), p.22 (SB)
and then ask some pairs to tell the class. Suggested Answer Key
A: I prefer sports clothes.
I usually wear sports
clothes all the time. B:
I like casual clothes. I
usually wear jeans at
school and at home. I
wear a tracksuit to play
sports.
To introduce the topic and new vocabulary through Ex. 2(a), p.22 (SB)
PRESENTATION pictures Answer Key
AND PRACTICE Direct Ss to the pictures and then explain /elicit the A is wearing baggy jeans
meanings of the vocabulary for clothes. Elicit what and a hoodie and
each person in the pictures is wearing from Ss around trainers. B is wearing
8.4.4.1 R4 the class. a T-shirt and a cap and
8.6.2.1 UE2 glasses.
Ex. 2(b), p.22 (sb)
Answer Key
Skaters Music: punk,
hip hop, metal
To listen and read for gist Clothes: casual long-
Ask Ss to think about what the teens in the pictures sleeved and short-sleeved
may like and think about the categories. Elicit Ss’ T-shirts, hoodies, baggy
guesses. Play the recording. Ss read the text and find jeans, trainers Free-
out. time activities:
skateboarding, playing
8.4.2.1R2 computer games Techies
Music: – Clothes:
jeans, T-shirts with
slogans Free-time
activities: computers,
chatting online and in
8.1.3.1 C3 To read for specific information person
8.1.8.1 C8 Ask Ss to read the texts again and read the questions Ex. 3, p.22 (SB)
and choose the correct teenagers for each one. Give Answer Key 1 T
Ss time to complete the task. Check Ss’ answers 2 S 3 T
8.6.15.1 UE15 around the class. 4 S
Refer Ss to the Word List to look up the words in
the Check these words box.
Ex. 4, p.22 (SB)
Answer Key grab =
take sth quickly
8.2.2.1L2 comfortably = easily
 To consolidate new vocabulary whizz-kids = geniuses
Refer Ss to the words in bold and give them time to gadget = device
8.1.1.1C1 match them to the words in the list. Check Ss’ Ex. 5, p.23 (SB)
8.3.5.1S5 answers.
Ex. 6(a), p.23 (SB)
To personalise the topic Answer Key 1 out
Ask various Ss to explain which style is closest to 2 up 3 for 4 after
theirs and why. (Ss’ own answers) 5 into
To present and practise phrasal verbs with look
Read out the box and explain the task. Give Ss time Ex. 6(b), p.23 (SB)
to complete the task. Check Ss’ answers.

Ex. 7, p.23 (SB)

To develop creativity skills Recording
Explain the task and give Ss time to draw the Answer Key 1 D
pictures. Ask various Ss to present their drawings to 2 A 3 C
the class. (Ss’ own answers) 4 E

Ex. 8, p.23 (SB)

To listen for specific information VIDEO +QUESTIONS
Explain the task and ask Ss to look at the lists. Play Suggested Answer Key
the recording. Ss listen and match the items in the lists. Skaters Music: punk
Check Ss’ answers. hip hop, metal
Clothes: casual long-
sleeved and short-sleeved
T-shirts, hoodies, baggy
To present the teen scenes jeans, trainers Free-
Play the video for Ss and ask them to make notes time activities:
under the headings in Ex. 2b. Then ask various Ss to skateboarding, playing
use their notes to present the skaters and the techies to computer games
the class. Techies Music: –
Clothes: jeans, T-shirts
with slogans Free-
time activities: computers,
chatting online and in
person
Skaters like punk hip
hop and metal music.
They wear casual long-
sleeved and short-sleeved
T-shirts, hoodies, baggy
jeans and trainers. They
like skateboarding and
playing computer games.
Techies wear jeans and T-
shirts with slogans. They
like computers and
chatting online and in
person.
To write a blog entry
Explain the task. Tell Ss to make notes on each Ex. 9, p.23 (SB)
point and then use their notes to help them write their Suggested Answer Key
blog entry. Allow time for Ss to complete the task. Teenagers in Kazakhstan
Clothes Teens in
Kazakhstan like wearing
 casual clothes like jeans
and trainers most of the
time, but do dress
formally for a special
occasion. Most of them
wear a uniform every day
for school. Music
Their taste in music is the
same as most teenagers.
Pop music, rock music,
hip hop and metal are all
popular with different
groups of teens. Free-
time activities
Popular free-time
activities include
skateboarding and
parkour for boys and
handmade crafts for girls.
Many Kazakh teens enjoy
playing computer games.
Ask various Ss around the class to read their blog Student’s Book:
ENDING THE entries aloud to the class. Language Review 2c
LESSON Workbook: 2c

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
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 Daily life & shopping

LESSON: Module 2 Lesson 6 School:

Everyday English 2d
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) 8.4.4.1R4 – read a growing range of extended fiction and non-fiction texts on
that this lesson is familiar and some unfamiliar general and curricular topics
contributing to 8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities and plans
for completing classroom tasks
Lesson objectives All learners will be able to:
Listen and read for gist, learn intonation in questions
Most learners will be able to:
Listen and read for gist, learn intonation in questions, role play a dialogue
Some learners will be able to:
Listen and read for gist, learn intonation in questions, role play a dialogue, buy a
present for a friend
Assessment criteria Learners have met the learning objective if they can: buy a present for friend and
role play this dialogue
Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores, clothing and shoes
Cross - curricular Daily life & shopping
links
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned timings Planned activities (replace the notes below with Excel Resources
your planned activities)
BEGINNING THE To practise pronunciation of situational language Ex. 1(a), p.24 (SB)
LESSON Play the recording. Ss listen and repeat chorally Recording
and/or individually. Pay attention to Ss’ pronunciation Ex. 1(b), p.24 (SB)
8.4.4.1 R4 and intonation and correct as necessary. Recording

To listen and read for gist Answer Key

PRESENTATION Refer Ss to the sentences in Ex. 1 again and elicit The dialogue is about
AND PRACTICE Ss’ guesses as to what the dialogue is about. Play the someone who wants to
recording. Ss listen and read the text to find out. buy a dress as a present
Refer Ss to the Word List to look up the meanings for a friend.Ex. 2, p.24
of the words in the Check these words box. (SB)

Answer Key
To learn synonymous phrases Yes, of course. = Yes,
Read out the phrases. Refer Ss back to the that’s no problem. Do
dialogue and elicit the synonymous ones from various you need help? = How
8.3.5.1S5 Ss around the class. can I help you? What
dress size does she wear?
= Do you know what size
she is? There you go.
 To act out a dialogue = Here you are. Are
Ask Ss to work in pairs and take roles and read out there any left? = Is it still
the dialogue. Monitor the activity around the class in stock?
and ask some pairs to read out the dialogue in front of
the class. Ex. 3, p.24 (SB)
Recording
To practise role-playing
Explain the situation. Remind Ss that they can use Ex. 4, p. 24 (SB)
the dialogue in Ex.1b as a model as well as any ideas
of their own to complete the task. Ss complete the
task in pairs. To help Ss, draw the following diagram
on the board and elicit appropriate phrases Ss should
use. Write them on the board. Ss can refer to the
diagram while doing the task.
ENDING THE Act out own dialogues.
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
Values links
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
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 Daily life & shopping

LESSON: Module 2 Lesson 7 School:

Everyday English 2d
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) 8.4.4.1R4 – read a growing range of extended fiction and non-fiction texts on
that this lesson is familiar and some unfamiliar general and curricular topics
contributing to 8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities and plans
for completing classroom tasks
Lesson objectives All learners will be able to:
Listen and read for gist, learn intonation in questions
Most learners will be able to:
Listen and read for gist, learn intonation in questions, role play a dialogue
Some learners will be able to:
Listen and read for gist, learn intonation in questions, role play a dialogue, buy a
present for a friend
Assessment criteria Learners have met the learning objective if they can: buy a present for friend and
role play this dialogue
Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores, clothing and shoes
Cross - curricular Daily life & shopping
links
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned timings Planned activities (replace the notes below with Excel Resources
your planned activities)
BEGINNING THE To practise pronunciation of situational language
LESSON Play the recording. Ss listen and repeat chorally
8.4.4.1 R4 and/or individually. Pay attention to Ss’ pronunciation
and intonation and correct as necessary.
To present the writing work Ex. 4, p. 24 (SB)
PRESENTATION SA Module 2 Suggested Answer Key
AND PRACTICE Practice work A: Hello! How can I help
you? B: Hello. I’m
To act out a dialogue looking for the blue
Ask Ss to work in pairs and take roles and read out jumper in the window. Is
the dialogue. Monitor the activity around the class it still in stock? A:
and ask some pairs to read out the dialogue in front of Yes, it is, but we’ve
the class. almost sold out. Is it for
To practise role-playing you? B: No, it’s a
Explain the situation. Remind Ss that they can use present for my dad. A:
the dialogue in Ex.1b as a model as well as any ideas OK. Do you know what
8.3.5.1S5 of their own to complete the task. Ss complete the size he is? B: He’s
task in pairs. To help Ss, draw the following diagram about the same size as
on the board and elicit appropriate phrases Ss should me. He’s a medium.
use. Write them on the board. Ss can refer to the A: Let me take a quick
diagram while doing the task. look ... OK. You’re in
luck. This is the last size
 medium. B: I’ll take
it. Can I pay by debit
card? A: Yes, of
course. That’s £35,
To present/practise intonation in questions please. B: Here you
Read out the theory box and model the example are. A: Please enter
with the correct intention. Play the recording with your PIN number. Here’s
pauses for Ss to repeat chorally and/or individually. your card and receipt.
Check Ss’ intonation. B: Thank you very much.
Goodbye. A:
Goodbye.
Ex. 5, p.24 (SB)
Recording
ENDING THE Act out own dialogues.
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
Values links
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
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 Daily life & shopping

LESSON: Module 2 Lesson 8 School:

Across Cultures 2e
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) 8.1.3.1 C3 – respect differing points of view
that this lesson is 8.3.8.1S8 – - recount some extended stories and events on a range of general and
contributing to curricular topics
8.4.4.1R4 – read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.2.7.1L7 – recognize typical features at word, sentence and text level of a growing
range of spoken genres
8.1.4.1C4 – and respond constructively to feedback from others
8.5.3.1W3 - write with moderate grammatical accuracy on a growing range of
familiar general and curricular topics
Lesson objectives All learners will be able to:
Listen and read for gist, use the vocabulary
Most learners will be able to:
Listen and read for gist, read for coherence and cohesion
Some learners will be able to:
Listen and read for gist, read for coherence and cohesion, write article about
teenagers’weekend activities
Assessment criteria Learners have met the learning objective if they can: write article about
teenagers’wekkend activities
Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores, clothing and shoes
Cross - curricular links Daily life & shopping
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned timings Planned activities (replace the notes below with Excel Resources
your planned activities)
To introduce the topic Ex. 1, p.25 (SB)
BEGINNING THE Read out the title and then ask Ss to discuss in pairs Suggested Answer Key
LESSON why they love weekends following the example. A: I love weekends
8.1.3.1C3 Elicit answers from Ss around the class. because I have lots of free
8.3.8.1S8 . time to hang out with my
friends and family. B:
Me too. I usually meet my
friends at the mall
PRESENTATION To read for specific information Ex. 2(a), p.25 (SB)
AND PRACTICE Read out the question and then give Ss time Suggested Answer Key
8.4.4.1R4 to read the text and find out the answer. Jane likes to go shopping
and play basketball in the
East Village at the
weekend. Nurlan
likes to hang out with his
8.2.7.1L7 friends at the park. He
goes on the waterslides or
 he goes shopping at a
mall.

To read for cohesion and coherence Ex.2(b), p.25 (SB)

8.1.4.1C4 Ask Ss to read the texts again and think of suitable Recording
words to complete the gaps. Ask Ss to use the Word Answer Key 1 where
List to look up the meanings of the words in the Check 2 something 3 so
these words box. Play the recording for Ss to listen 4 out 5 about 6
and check their answers. or
Play the video for Ss and elicit their VIDEO + QUESTIONS
comments.

8.5.3.1W3 Ex. 3, p.25 (SB)

To consolidate information in a text Suggested Answer Key
Ask Ss to work in pairs and write down four 1 Where does Jane live?
questions based on the text. Then exchange their (New York) 2 What
questions with their partner and try to answer them. is her favourite coffee
Monitor the activity around the class and then ask shop? (alt.coffee) 3
some pairs to tell the class. What is Nurlan’s brother
called? (Rustam) 4
Which shopping mall does
he sometimes go to?
(Dostyk Plaza)
To write a short article
Explain the task and ask Ss to think about teens Ex. 4, p.25 (SB)
weekend activities in their town/city. Ask various Ss Suggested Answer Key
to tell the class. Then give Ss time to write a short Teens in Astana like to
article and include pictures. Ask various Ss to read hang out with their
their text to the class. Alternatively, assign the task friends at the weekends.
as HW and check Ss' answers in the next lesson. They go skateboarding at
the local skatepark or ice
skating at the local ice
rink. Some teens go
shopping at Ajar Centre
Mall and hang out in
Internet cafes.
ENDING THE If possible check the ss’writings. Student’s Book:
LESSON Language Review 2e
Workbook: Vocabulary
Bank 2
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
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 Daily life & shopping

LESSON: Module 2 Lesson 9 School:

Across the Curriculum 2f
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) 8.4.3.1 – understand the detail of an argument on a range of familiar general and
that this lesson is curricular topics, including some extended texts
contributing to 8.4.6.1 – - recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
8.1.3.1 – respect differing points of view
8.1.4.1 – evaluate and respond constructively to feedback from others
8.3.5.1 – interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information and make a list of spending
Some learners will be able to:
Listen and read for gist, read for specific information, make a list and categorise
your spending
Assessment criteria Learners have met the learning objective if they can: categorise their spending

Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores, clothing and shoes
Cross - curricular Daily life & shopping
links
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned timings Planned activities (replace the notes below with Excel Resources
your planned activities)
BEGINNING THE To introduce the topic; to personalise the topic; to Ex. 1, p.26 (SB)
LESSON listen and read for gist Recording
8.4.3.1R3 Initiate a class discussion about money and elicit Suggested Answer Key
how many Ss in the class have a budget/savings plan I usually spend my
and how it helps them manage their money Play the money on social
recording. Ss listen and follow the text in their books activities, like going to the
and check if Ss’ answers match the information in the cinema or eating out with
text. my friends. I don’t have a
budget, but I save some
money every week for
emergencies and long-
term goals. I think a
budget can help you be
more conscious of not
wasting money.
PRESENTATION To read for specific information Ex. 2, p.26 (SB)
AND PRACTICE Give Ss time to read the text again and answer the Answer Key
8.4.6.1R6 questions. Check Ss’ answers. 1 You can set a
budget by making a note
 of your expenses and
organising them into
categories. Next, you
should add up all your
earnings and decide how
much money you can
afford to spend on each
category and see if there
is anywhere you can cut
back. 2 It’s
important to set a budget
because it helps you make
sure you have money for
unexpected expenses and
long-term goals and it
helps you keep track of
Refer Ss to the Word List to look up the meanings of your expenses. 3 We
the words in the Check these words box. Play the should save money so we
video for Ss and elicit their comments. can pay for unexpected
8.1.3.1C3 expenses like concert
8.1.4.1C4 tickets and so we can save
8.3.5.1S5 up for expensive things
To make a list of your weekly expenditures like holidays and
Explain the task and ask Ss to write the headings university fees.
into their notebooks and then write down everything Suggested Answer Key
they spend every week and write the item and the 4 I agree with the
amount under each heading. Ask Ss to talk in pairs author’s advice. I think
about what they spend and whether they think any of it it’s important to be
is a waste of money. Monitor the activity around the prepared and keep track
class and then ask some pairs of Ss to tell the class. of your expenses.
(Ss’ own answers) VIDEO + QUESTIONS
Ex. 3, p.26 (SB)
ENDING THE Ss present their answers. Student’s Book:
LESSON Language Review 2f
Workbook: 2d,e,f
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
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 Daily life & shopping

LESSON: Module 2 Lesson 10 School:
Online shopping Writing 2g
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) 8.4.6.1 – recognise the attitude or opinion of the writer on a growing range of
that this lesson is unfamiliar general and curricular topics, including some extended texts
contributing to 8.2.3.1 – understand with little or no support most of the detail of an argument in
extended talk on a wide range of general and curricular topics
8.5.1.1 – plan, write, edit and proofread work at text level with little support on a
growing range of general and curricular topics
8.5.6.1 – link, independently, sentences into coherent paragraphs using a variety of
basic connectors on a range of familiar general topics and some curricular topics
8.5.9.1 – punctuate written work at text level on a range of familiar general and
curricular topics with growing accuracy
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, write an essay following the
plan
Some learners will be able to:
Listen and read for gist, read for specific information, write a for-and-against essay
Assessment criteria Learners have met the learning objective if they can: write a for-and-against essay

Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores, clothing and shoes
Cross - curricular Daily life & shopping
links
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned timings Planned activities (replace the notes below with Excel Resources
your planned activities)
BEGINNING THE To read for structure and specific information Ex. 1, p.27 (SB)
LESSON Go through the Study Skills box and explain the type, Answer Key
8.4.6.1R6 content and structure of the essay. Ask Ss to read the arguments in favour:
essay and identify the arguments the writer makes and convenient (shop from
his justifications. Check Ss’ answers. home anytime esp in
Refer to the Word List to look up the meanings of isolated areas), wide
the words in the Check these words box variety of goods (high
street shops have online
stores) free delivery (no
heavy bags – delivered to
your door) arguments
against: shoppers worry
(easy for someone to steal
personal info) shoppers
can’t feel or try on clothes
(items may be different
from what you were
expecting)
PRESENTATION To identify the topic sentences and suggest Ex. 2, p.27 (SB)
AND PRACTICE alternatives Answer Key
Elicit which sentences are the topic sentences from Without a doubt, there
various Ss around the class. are a number of
Then elicit suitable alternatives from various Ss. advantages to shopping
online. On the other
Suggested Answer Key There are definitely many hand, there are a number
advantages of online shopping. However, there are of disadvantages to
many negative things about shopping online. shopping online

To substitute linkers for suitable alternatives

Ask Ss to think of synonymous linking Ex. 3, p.27 (SB)
words/phrases for the ones in bold or refer Ss to the Suggested Answer Key
Study Skills box and select suitable alternatives. Firstly – To start with
Check Ss’ answers around the class. Secondly – What is more
Finally – In addition
On the other hand –
8.2.3.1L3 However To start with
To listen for ideas and make notes – First To sum up – In
Play the recording. Ss listen and make notes and list conclusion Although –
the arguments for and against with reasons. Check However
Ss’ answers.
Ex. 4, p.27 (SB)
To write a for-and-against essay Recording
Tell Ss to use their answers to Ex.4, the plan and the Suggested Answer Key
essay in Ex. 2 as a model to help them complete the For: teaches them
task. Remind them to include a variety of linkers. responsibility with money
Give Ss time to write their essay and then check Ss’ (must pay bill at end of
answers. Alternatively, assign the task as HW and every month), build up
check Ss’ answers in the next lesson. good credit rating early
in life (get a loan easily
later) Against: not
Suggested Answer These days, many people use mature enough to keep
credit cards when shopping. However, should spending under control
teenagers have them, too? Certainly, there are (buy now pay later
advantages to teens having credit cards. First, it can attitude will not teach
teach them responsibility with money. They have to them to manage money
watch their spending and make sure they can pay their well), paying by credit
bills every month. Secondly, they can build up a good card makes it easy for
credit rating early on. This way, they can easily get a spending to seem unreal
loan later. However, there are also disadvantages to (run up debt)
teenagers using credit cards. Firstly, they may not be
mature enough to keep their spending under control. Ex. 5, p.27 (SB)
They may develop an attitude which won’t help them
to learn to manage money well. In addition, paying by
credit card may make spending seem unreal. They may
run up big debts without realising it. To sum up,
there are points for and against teenagers having credit
cards. Although they may learn responsibility by
learning to pay their own bills, they may also not be
mature enough to keep their spending under control. It
may help them get a good credit rating, but they may
run up big debts.
Ss present their writings. Student’s Book: Self-
ENDING THE check 2
 LESSON Workbook: 2g

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
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 Daily life & shopping

LESSON: Module 2 Lesson 11 School:

Date: Teacher name:

CLASS: Number present: absent:
Learning objectives(s) 8.1.5.1C5 - use feedback to set personal learning objectives;
that this lesson is 8.2.1.1L1 - understand with little or no support the main points in extended talk on
contributing to a wide range of general and curricular topics;
8.5.2.1W2 - write with minimal support about real and imaginary past events,
activities and experiences on a range of familiar general topics and some curricular
topics;
8.6.11.1UE11- use some reported speech forms for statements, questions and
commands: say, ask, tell including reported requests on a range of familiar general
and curricular topics;
8.6.16.1UE16 - use a growing variety of conjunctions including since, as to explain
reasons and the structures so ... that, such a ... that in giving explanations on a
range of familiar general and curricular topics
8.3.6.1 – link comments with some flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges
8.1.3.1 – respect differing points of view
8.1.4.1 – evaluate and respond constructively to feedback from others
8.4.6.1 – recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information, sing a song
Most learners will be able to:
Listen and read for gist, read for specific information, learn about values, do a quiz
Some learners will be able to:
Listen and read for gist, read for specific information, learn about values, do a quiz,
write a quiz
Assessment criteria Learners have met the learning objective if they can: do and write a quiz and
discuss the values
Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores, clothing and shoes
Cross - curricular Daily life & shopping
links
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned timings Planned activities (replace the notes below with your Excel Resources
planned activities)
BEGINNING THE Summative assessment for Unit 2 “Daily life &
LESSON Shopping” (20 min)
8.1.5.1C5, 8.2.1.1L1
8.5.2.1W2,
8.6.11.1UE11
8.6.16.1UE16
1 To discuss shopping habits Suggested Answer Key
PRESENTATION Ask Ss to talk in small groups about their shopping I go shopping every
AND PRACTICE habits, monitor the activity around the class and then ask Saturday. When I don’t
8.3.6.1 some groups to tell the class. have any money, I go
window-shopping.
When I have money I
usually buy clothes.
The last thing I bought
was a skirt. I often buy
clothes, books and
CDs.
2 a) To learn about the value of being a wise Suggested Answer Key
shopper I don’t buy things I can
8.1.3.1 Ask Ss to read the list of statements about types of make myself. I buy
8.1.4.1 shoppers and tick the ones that apply to them. Then things in bulk to save
ask Ss to suggest other reasons to buy/not to buy things. money.
(Ss' own answers) Suggested Answer Key
b) To discuss the value of being a wise shopper 2, 3, 5, 6, 7 describe a
Give Ss time to complete the task in pairs in class and wise shopper I
then ask some Ss to share their answers with the rest of think it’s important to
the class. shop wisely because
you save money and
you don’t
overconsume. When
you overconsume you
waste natural
resources and create
waste which is bad for
the planet.
Answer Key 1 T
3 T 5 F
3 To test knowledge learnt in this module/ to do a 7 F 2 F 4
quiz T 6 T
Explain the task. Allow Ss some time to read the 8 T
statements and mark them as true or false. Tell Ss Suggested Answer Key
they can review the module and find the relevant 1 Aliya lives in a two-
information to help them if necessary. Check Ss’ bedroomed house. (F)
8.4.6.1 answers. 2 Aliya doesn’t get
pocket money. (F)
4 To consolidate vocabulary learnt in the module/to 3 Aliya worries about
write a quiz getting good grades.
Explain the task and allow Ss time to work in pairs and (T) 4 Techies
look through the module and think of quiz questions. usually wear glasses.
Tell Ss they can use the quiz in the previous task as a (T) 5 Techies like
model. Offer an example (e.g. Aliya lives in Astana. [T]) wearing formal
Ss can swap their quiz with another pair and do it and clothes. (F) 6 The
then report back to the class. East Village is in New
York. (T) 7 It’s
5 Song To listen and read for gist wise to save 80% of
Read out the list of words/phrases and explain/elicit the your money. (F) 8
meanings. Elicit Ss’ guesses as to what the song is Online shopping is not
about. Play the recording. Ss listen and read and as pleasurable as high
check if their guesses were correct. street shopping. (T)
Suggested Answer Key The song is about things that Suggested Answer Key
are better than money. The singer says family,
friends and health are
more important than
money. I agree because
 6 To discuss the main message of the song money cannot buy
Ask Ss to think about the question in the rubric. Ask those things and
various Ss to discuss their thoughts and then share their without them you will
answers with the class. not be happy.
Recording
Video+Questions
Play the video and elicit Ss’ comments at the end.
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
Values links
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
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 Daily life & shopping

LESSON: Module 2 Lesson 12 School:
Summative Assessment for Term 1
Edutainment 2
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) 8.1.5.1C5 - use feedback to set personal learning objectives;
that this lesson is 8.2.1.1L1 - understand with little or no support the main points in extended talk on
contributing to a wide range of general and curricular topics;
8.5.2.1W2 - write with minimal support about real and imaginary past events,
activities and experiences on a range of familiar general topics and some curricular
topics;
8.6.11.1UE11- use some reported speech forms for statements, questions and
commands: say, ask, tell including reported requests on a range of familiar general
and curricular topics;
8.6.16.1UE16 - use a growing variety of conjunctions including since, as to explain
reasons and the structures so ... that, such a ... that in giving explanations on a
range of familiar general and curricular topics
8.3.6.1 – link comments with some flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges
8.1.3.1 – respect differing points of view
8.1.4.1 – evaluate and respond constructively to feedback from others
8.4.6.1 – recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some extended texts
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information, sing a song
Most learners will be able to:
Listen and read for gist, read for specific information, learn about values, do a quiz
Some learners will be able to:
Listen and read for gist, read for specific information, learn about values, do a quiz,
write a quiz
Assessment criteria Learners have met the learning objective if they can: do and write a quiz and
discuss the values
Value links Explore the themes of daily routines & free-time activities, leisure activities &
chores, clothing and shoes
Cross - curricular Daily life & shopping
links
ICT skills Using videos& pictures, working with URLs
Previous learning Daily routines & free-time activities
Plan
Planned timings Planned activities (replace the notes below with your Excel Resources
planned activities)
BEGINNING THE Summative assessment for Term 2
LESSON
8.1.5.1C5, 8.2.1.1L1
8.5.2.1W2,
8.6.11.1UE11
8.6.16.1UE16
PRESENTATION 1 To present the test
AND PRACTICE 2 Practice work To test knowledge learnt in this term
8.3.6.1
 Play the video and elicit Ss’ comments at the end.
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
Values links
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
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 Daily life & shopping

LESSON: Module 2 Lesson 13 School:
Project work Green issue Green Roofs
Date: Teacher name:
CLASS: Number present: absent:
Learning 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range
objectives(s) that of general topics, and some curricular topics
this lesson is 8.4.2.1 - understand specific information and detail in texts on a growing range of
contributing to familiar general and curricular topics, including some extended texts;
8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks;
8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range
of general topics, and some curricular topics
8.2.5.1- recognize the opinion of the speaker(s) with little or no support in extended
talk on a wide range of general and curricular topics
8.5.6.1- link, independently, sentences into coherent paragraphs using a variety of
basic connectors on a range of familiar general topics and some curricular topics
8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks;
8.1.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
Lesson objectives All learners will be able to:
use some language from the module to express views and pose some relevant activity
accurately
Most learners will be able to:
use a range of language from the module to express views and pose a range of
relevant activity accurately
Some learners will be able to:
use a wide range of language from the module to express views and pose a range of
relevant activity accurately
Previous learning Environment vocabulary
Plan
Planned timings Planned activities Excel Teacher
Resources Notes
Beginning the lesson To discuss about title of the issue- Follow
the footprint.
8.3.7.1 Ask Ss to read the list of statements about
it. (It means examining our carbon
footprint, which is how our everyday
activities affect the environment.)

Main activities Step 1 Describe the picture. What is a green roof?

Discuss.
Answer key: A green roof is a roof of a building that
is partly or totally covered in vegetation: grass, flowers
8.4.2.1 or any other kind of plant. Under the soil in which the
vegetation grows are several layers which prevent
water and roots from damaging the original roof.
Step 2 How do you think green roofs help the
environment?
Suggested Answer Green roofs help the
environment because they reduce heating and cooling
 needs of buildings. Also, they give wildlife a natural
habitat to live in.
Step 3 Read the text and mark the sentences as T
8.3.7.1 (true) or F (false).
8.2.5.1 1 Green roofs are a new idea. 2
A green roof always has flowers on it. 3
Green roofs make cities more attractive. 4
Green roofs are a kind of air-conditioner. .5
Sometimes animals and insects live on green roofs. 6
Green roofs are cheap to make.
Answer Key: 3 1 F 2 F 3 T 4 T
8.3.5.1 5 T 6 F

Step 4 a) Match the words in bold (1-13) in the

text to their meanings (a-m).
a) 1 d 4 l 7 a 10 m 13 h
2 i 5 b 8 k 11 e 3 g
6 j 9 c 12 f
What does the term ‘concrete jungle’ (paragraph 3)
refer to? Discuss.
Answer key: A city or area that has a lot of modern
buildings that is ugly or unpleasant.

8.3.5.1 Step 5 Say two things that impressed you from

the text. Give reasons.
Suggested Answer I was impressed with the fact
that green roofs can be built in the middle of the city.
I liked the idea that roof gardens can save you money
in heating costs, which means they are better for the
environment.

Step 6 In pairs, read the text again and discuss

the advantages of having a green roof.
sprout up partly several layer prevent (from) benefit
patch glorious insulation fairly construct maintain pot
Suggested Answer Green roofs look very nice and
are a colourful change if you live in a drab and grey
city. If you have a green roof you can save money on
heating costs. Also, they encourage insects and birds to
set up home.

Step 7 Project: Use the Internet and/or other

available resources to find out more about ‘green
roofs’. Write about: • what to plant • how to maintain
it • advantages • any disadvantages (e.g. use of
insecticides, maintenance cost, etc) • any additional
useful tips
a small area of land b stop c thick layer that
stops heat, sound, etc from getting in or out d
suddenly appear e build; make f preserve g
various h small container i to some extent j
advantage k very beautiful; impressive l level; part
quite (students’own answer)
 Ending the lesson To personalise the task
8.3.7.1 Ss present their projects
8.5.6.1

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

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

Did I stick to timings?

What changes did I make from my plan

and why?