Module 1

LESSON: Module 1 Lesson 1 School:

Introduction

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that 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 11.6.9 - 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
11.3.7 - 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 criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

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 links Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs, spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon,
silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality, organisation, intelligence, exploration, universe, fossil, engineering, biology, system, pesticides)

ICT skills Using videos& pictures, working with URLs

Previous learning Previous year

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T tries Envelop with shapes
Warming-up [Link]. with good wishes to each other. to award active Ss. «The praise»
Team work T give them different shapes and ask them to The aim: To develop Ss speaking skills and create method is used to evaluate Ss with
10 min. divide into 3groups. friendly atmosphere phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace
learning» method was used to give students a
choice in order to make them interested in
learning process.

25 min What is in the Module? SB Ex. 1 p. 5 To revise/practise vocabulary related Ss evaluate each other and Whiteboard
Read the title of the module Starter and ask Ss to extreme weather conditions encourage classmate with phrases Pupils Book
to suggest what they think it means. Go • Read the types of extreme weather conditions aloud like: Poster.
through the topic list and stimulate a and elicit an explanation for each one from various Ss Well done! Brilliant! Good job! I
discussion to prompt Ss' interest in the module. around the class (e.g. during a thunderstorm there are like it!
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

SB Ex. 2 p. 5 To revise/practise Answer Key Ss evaluate each other and Whiteboard

vocabulary related to the environment 1 greenhouse 2 smog 3 waste 4 warming 5 spill 6 encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete conservation 7 fuels 8 layer like: Poster.
it. • Check Ss’ answers. Well done! Brilliant! Good job! I
like it!
 SB Ex. 3 p. 5 To revise/practise Answer Key Ss evaluate each other and Whiteboard
vocabulary related to means of transport MOTORBIKE – rails BUS – nose PLANE – license encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to circle the plate SHIP – pedal TRAIN – steering wheel like: Poster.
odd words. • Check Ss’ answers around the Well done! Brilliant! Good job! I
class. like it!

SB Ex. 4 p. 5 To revise/practise Answer Key Ss evaluate each other and Whiteboard

vocabulary related to the Solar System 1 Milky Way 2 meteorite 3 satellite 4 spacecraft 5 encourage classmate with phrases Pupils Book
• Read the vocabulary items aloud and elicit an eclipse 6 constellation like: Poster.
explanation for each one from various Ss Well done! Brilliant! Good job! I
around the class (e.g. a constellation is a group like it!
of stars that make a recognisable shape in the
sky). • Give Ss time to complete the task. •
Check Ss’ answers around the class.

SB Ex. 5 p. 6 To revise/practise Answer Key Ss evaluate each other and Whiteboard

vocabulary related to entertainment 1 set 2 season 3 stage 4 costume 5 interval 6 award 7 encourage classmate with phrases Pupils Book
• Go through the vocabulary items and elicit an audience 8 rehearsal 9 plotline 10 cast like: Poster.
explanation for each one from various Ss Well done! Brilliant! Good job! I
around the class (e.g. a cast is the group of like it!
people who act in a film, etc). • Give Ss time to
complete the task. • Check Ss’ answers.

SB Ex. 6 p. 6 To revise/practise Answer Key Ss evaluate each other and Whiteboard

vocabulary related to appearance & 1 tanned 2 overweight 3 frizzy 4 wrinkles 5 easy-going encourage classmate with phrases Pupils Book
character 6 ambitious 7 forgetful 8 noisy 9 messy 10 sensible like: Poster.
• Explain the task and give Ss time to complete Well done! Brilliant! Good job! I
it. • Check Ss’ answers. like it!

Extension: If you wish, you can ask Ss to write Suggested Answer Key Ss evaluate each other and Whiteboard
their own sentences with the rest of the 1 He looks thin and pale; is he OK? encourage classmate with phrases Pupils Book
vocabulary items. 2 Jack goes to the gym at least five times a week so he like: Poster.
is very well-built. Well done! Brilliant! Good job! I
3 She use to have long straight hair but recently she cut like it!
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.

Ending the lesson Traffic light method is used to find out was the Ss use their stickers to show their knowledge according Ss evaluate each other and Whiteboard
lesson clear or not. Use the stickers. to the lesson encourage classmate with phrases Pupils Book
Reflection Green- I understood like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish
the lesson.
 Module 1

LESSON: Module 1 Lesson 2 School:

Making contact

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that 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 11.6.9 - 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
11.3.7 - 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 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

Value links Protect nature

Cross - curricular links Geography

ICT skills Using videos& pictures, working with URLs

Previous learning types of extreme weather conditions

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T tries to Envelop with shapes
Warming-up [Link]. with good wishes to each other. award active Ss. «The praise» method
Team work T give them different shapes and ask them to divide The aim: To develop Ss speaking skills and create is used to evaluate Ss with phrases
10 min. into 3groups. friendly atmosphere like:
I-circle Efficiency: By wishing each other they feel better “Good job!
II -square and feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.

25 min SB Ex. 7 p. 6 To revise/practise vocabulary Answer Key Ss evaluate each other and encourage Whiteboard
related to holidays • Explain the task and give Ss 1 TYPES OF HOLIDAYS – plane 2 classmate with phrases like: Pupils Book
time to circle the odd words. • Check Ss’ answers ACCOMMODATION – limo 3 TRANSPORT – villa Well done! Brilliant! Good job! I like Poster.
around the class. 4 PLACES – café 5 EATING OUT – fishmonger’s it!

SB Ex. 8 p. 6 To revise/practise present and past Answer Key Ss evaluate each other and encourage Whiteboard
tenses 1 had already started – past perfect – an action that classmate with phrases like: Pupils Book
• Explain the task and give Ss time to complete it. Ss happened before another past action. 2 leaves – Well done! Brilliant! Good job! I like Poster.
can refer to the Grammar Reference section for more present simple – timetable/schedule. 3 had been it!
information. • Check Ss’ answers. Ss should identify preparing – past perfect continuous – to put emphasis
the tenses and justify their use. • Revise the tenses on the duration of an action which started and
and their uses if necessary. 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.

SB Ex. 9 p. 6 To identify appropriate Answer Key Ss evaluate each other and encourage Whiteboard
responses to everyday English expressions • 1a2b3b4a5a classmate with phrases like: Pupils Book
Explain the task and give Ss time to complete it. • Well done! Brilliant! Good job! I like Poster.
Check Ss’ answers. • As an extension, ask pairs of Ss it!
to act out the exchanges.

Module Objectives Read the title of the module, SB Ex. 1 p. 7 To introduce new vocabulary Ss evaluate each other and encourage Whiteboard
Making contact, and ask Ss to suggest what they • Direct Ss’ attention to the texts and the words in the classmate with phrases like: Pupils Book
think the module will be about (the module is about list and give Ss time read the texts and complete the Well done! Brilliant! Good job! I like Poster.
new academic year resolutions, countries & cities, gaps with the appropriate word. it!
types of buildings, construction materials, types of • Check Ss’ answers around the class and explain/
roads/streets, architectural styles, and culture shock.) elicit the meaning of any unknown words.
Go through the objectives list to stimulate Ss’ Answer Key
interest in the module. 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.

SB Ex. 1 p. 7 a) To practise/personalise new Suggested Answer Key Ss evaluate each other and encourage Whiteboard
vocabulary by talking about the topic Once I finish school, I plan to take a gap year before classmate with phrases like: Pupils Book
• Read out the question to Ss. • Ask various Ss to tell going to university. I think this is the best option for Well done! Brilliant! Good job! I like Poster.
the class. me as I’m not sure what I want to study yet, so a gap it!
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 Ask various Ss to tell the class. Suggested Answer Ss evaluate each other and encourage Whiteboard
topic by talking about new academic year Key classmate with phrases like: Pupils Book
resolutions Ask Ss to discuss their resolutions I think this quote means that you never get tired of Well done! Brilliant! Good job! I like Poster.
further with each other in pairs or small groups and learning new things. The human brain is designed to it!
provide feedback. • Give Ss time to read the absorb and process new information and will
quotation and discuss in pairs what they think it continue to do so throughout a person’s [Link]
means. more we“feed”our mind, the more it will be
stimulated and want to learn [Link] 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.

Ending the lesson Traffic light method is used to find out was the Ss use their stickers to show their knowledge Ss evaluate each other and encourage Whiteboard
lesson clear or not. Use the stickers. according to the lesson classmate with phrases like: Pupils Book
Reflection Green- I understood Well done! Brilliant! Good job! I like Poster.
Individual work: Yellow-I have some questions it!
10 min. Red-I need a help.
Aim: To know how many Ss got the theme.
Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to
finish the lesson.
 Module 1

LESSON: Module 1 Lesson 3 School:

1a Countries & Cities (architecture)

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding
contributing to 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics
11.2.5 - 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 criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Previous learning Making contact

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T tries Envelop with shapes
Warming-up [Link]. with good wishes to each other. to award active Ss. «The praise»
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create method is used to evaluate Ss with
10 min. 3groups. friendly atmosphere phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process.

25 min Background information SB Ex. 1 p. 8 To present and practise topic-related Ss evaluate each other and Whiteboard
Antoni Gaudi was a Catalan architect who had a very vocabulary encourage classmate with phrases Pupils Book
distinctive style. He was born in 1852 and died in 1926. • Ask Ss to check the meaning of the words/ phrases in like: Poster.
He worked mostly in Barcelona, Spain. His masterpiece the Word List or their dictionary. • Check Ss’ Well done! Brilliant! Good job! I
was La Sagrada Familia. Barcelona is a city in the north comprehension around the class and explain/elicit the like it!
east of Spain. It is a major Mediterranean port and meaning of any unfamiliar words/ phrases.
commercial centre and is famous for its culture, beauty Answer Key
and individuality. Dubai is the capital city of the emirate captivated (v): very interested in and attracted to
of Dubai, one of the wealthiest of the seven emirates that something robust (adj): strong and not easily broken
make up the United Arab Emirates. It is a city of portability (n): ability to be moved and transported
skyscrapers and big business, as well as beaches and sturdiness (n): the quality of an object that is solid,
tourism. 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

SB Ex. 2 p. 8 a) To present and practise topic- Answer Key Ss evaluate each other and Whiteboard
related vocabulary in context 1 perforated 2 portability and sturdiness 3 apex 4 encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • Check masterpiece like: Poster.
Ss’ answers around the class. Well done! Brilliant! Good job! I
like it!

b) To listen and read for specific information/To Answer Key Ss evaluate each other and Whiteboard
identify the speakers’ attitude Sentence 1 matches the O-14 tower in Dubai. Sentence encourage classmate with phrases Pupils Book
• Ask Ss to read the completed sentences in Ex.2a. • Play 2 matches the yurts in Kazakhstan. Sentence 3 matches like: Poster.
the recording. Ss listen and read and match the buildings Atlantis The Palm in Dubai. Sentence 4 matches La Well done! Brilliant! Good job! I
in the text to the sentences. Then, elicit Ss’ ideas about Sagrada Familia in Spain. Suggested Answer Key Alan like it!
each speaker’s attitude. • Check Ss’ answers. 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 Suggested Answer Key Ss evaluate each other and Whiteboard
for specific information (multiple matching) inhabited (adj): lived in awe-inspiring (adj): causing encourage classmate with phrases Pupils Book
• Read out the Study Skills box and explain the task. Give respect and admiration aspiring (adj): ambitious like: Poster.
Ss time to complete it. • Check Ss’ answers. distinctive (adj): characteristic and easy to recognise Well done! Brilliant! Good job! I
Answer Key 1 C (Seeing Dubai had been on my to-do list bind (v): to tie together unforgiving (adj): harsh and like it!
for ages). unpleasant insulate (v): to cover the walls of a
2 B (… La Sagrada Familia: Gaudi’s unfinished building in order to prevent heat from getting out
masterpiece / one of the longest ongoing construction intersect (v): to cross over heirloom (n): something of
projects in recorded history). value that is passed down through the generations of a
3 A (… a shanyrak […] is an integral part of Kazakh family stark (adj): obvious blow sb away (phr v): to
culture). surprise and impress sb arch (n): a curved structure
4 B (These “double-twist” columns … were his own flying buttress (n): a part of a building that supports
original creation). another part and forms an arch stunned (adj): shocked
5 B (… Gaudi used some typical features of Gothic and amazed sheer (adj): complete (used for emphasis)
architecture, … “double twist” columns … influenced by mind-boggling (adj): difficult to understand
Greek,Roman and Baroque styles). exoskeleton (n): a hard exterior layer slab (n): a flat,
6 C (… by designing the lateral support structures on the thick piece of something solid lateral (adj): sideways
outside of the building, […] they could minimise the core core (n): the central, interior part of sth load-bearing
of the building, and provide more open interior spaces...) (adj): supporting the weight of something heavy
7 A (Futuristic buildings have always captivated me … centrepiece (n): the most important part of sth be
Yet in my time in Kazakhstan, what has struck me most is infused with (phr): be filled with adorn (v): to decorate
the yurt). do sth justice (phr): to be accurate in the description
• Refer Ss to the Check these words box and explain/elicit of sth
the meanings of the words, or ask Ss to use their
dictionaries and look them up.
SB Ex. 4 p. 9 To read for comprehension Suggested Answer Key Ss evaluate each other and Whiteboard
• Give Ss time to read the text again and answer the 1 The shanyrak is an important part of Kazakh culture encourage classmate with phrases Pupils Book
questions in their own words. • Check Ss’ answers around as it symbolises peace and tranquility. That’s why like: Poster.
the class. parts of it are often given as family heirlooms. 2 When Well done! Brilliant! Good job! I
designing La Sagrada Familia, Antoni Gaudi like it!
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 Answer Key Ss evaluate each other and Whiteboard
synonyms • Explain the task. • Give Ss time to check the awe = amazement pointed = sharp unmistakable = encourage classmate with phrases Pupils Book
words in their dictionaries and match the words to their distinct feat = accomplishment perspective = viewpoint like: Poster.
synonyms. • Check Ss’ answers. integral = important blend = combination immense = Well done! Brilliant! Good job! I
massive like it!

SB Ex. 6 p. 9 a) To present and practise topic- Answer Key Ss evaluate each other and Whiteboard
related collocations 1d3e5g7c2f4b6a encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • Check like: Poster.
Ss’ answers. Well done! Brilliant! Good job! I
like it!

b) To practise topic-related collocations in context Suggested Answer Key Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • Check 1 The nomadic tribes in Kazakhstan lived in yurts. 2 encourage classmate with phrases Pupils Book
Ss’ answers. The shanyrak is an integral part of Kazakh culture. 3 like: Poster.
The shanyrak is often given to younger generations as Well done! Brilliant! Good job! I
family heirlooms. 4 There is a stark contrast between like it!
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 Suggested Answer Key Ss evaluate each other and Whiteboard
consolidate vocabulary relating to architecture by A: Barcelona is my favourite city, so of course I find encourage classmate with phrases Pupils Book
talking and writing about the buildings described in La Sagrada Familia most impressive. I saw it in like: Poster.
the texts person last year and it is breathtaking. It looks nothing Well done! Brilliant! Good job! I
• Explain the task and give Ss time to discuss in pairs like other cathedrals in Europe, which makes it truly like it!
which of the buildings impressed them the most. unique. What about you? Which building impresses
Encourage Ss to justify their opinions. • Monitor the you most? B: I agree that La Sagrada Familia is
activity around the class. • Then ask Ss to write a short amazing, but Kazakh yurts really impress [Link] are
paragraph about the building that has impressed them the a major part of our culture. In fact, pieces of an
most giving reasons for their choice. ancient shanyrak have been passed down through
• Alternatively, assign the task as HW and check Ss’ many generations of my family. These structures make
paragraphs in the next lesson. 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 Ask Ss to give their presentations in class. Ss evaluate each other and Whiteboard
develop research skills Suggested Answer Key encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • The nomadic tribes of central Asia have inhabited like: Poster.
Alternatively, assign the task as HW and check Ss’ yurts for centuries, as they moved several times a year Well done! Brilliant! Good job! I
 answers in the next lesson. • around the steppe. Historically, this sturdy type of tent like it!
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 [Link] 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.

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according Ss evaluate each other and Whiteboard
clear or not. Use the stickers. to the lesson encourage classmate with phrases Pupils Book
Reflection Green- I understood like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to
finish the lesson.
 Module 1

LESSON: Module 1 Lesson 4 School:

Types of buildings

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that 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 11.6.14 - 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
11.4.8 - 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 criteria Learners have used variety of reported speech forms for statements, questions and commands, using in their own sentences.

ICT skills Using videos& pictures, working with URLs

Previous learning Countries & Cities (architecture)

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T tries to Envelop with shapes
Warming-up [Link]. with good wishes to each other. award active Ss. «The praise» method
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create is used to evaluate Ss with phrases like:
10 min. 3groups. friendly atmosphere “Good job!
I-circle Efficiency: By wishing each other they feel better Well done!”
II -square and feel the support of others.
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.

25 min Ex. 1 p. 10 To consolidate vocabulary from a text Ex. 1 p. 10 To consolidate vocabulary from a text Ss evaluate each other and encourage Whiteboard
• Explain the task and give Ss time to complete it. • through synonyms classmate with phrases like: Pupils Book
Check Ss’ answers. • Explain the task and give Ss time to complete it. • Well done! Brilliant! Good job! I like Poster.
Answer Key Check Ss’ answers. it!
1 flexible 2 distinctive 3 innovative 4 one-of-a-kind 5 Answer Key
iconic 6 portable 1 revolutionise 2 construct 3 incorporate 4 minimise
5 intersect

Ex. 3 p. 10 To consolidate vocabulary from a text Ex. 4 p. 10 To present vocabulary related to Ss evaluate each other and encourage Whiteboard
through collocations types of buildings classmate with phrases like: Pupils Book
• Explain the task and give Ss time to complete it. • • Explain the task. Refer Ss to the Word List or their Well done! Brilliant! Good job! I like Poster.
Check Ss’ answers. dictionaries to check any unknown vocabulary. Give it!
Answer Key Ss time to complete the task.
1 bear 2 live 3 stay 4 set 5 make • Check Ss’ answers.
Answer Key
1 amphitheatre 2 pyramid 3 temple 4 lighthouse 5
observatory 6 tower

Ex. 5 p. 10 To present and practise vocabulary Ex. 6 p. 10 To present and practise vocabulary Ss evaluate each other and encourage Whiteboard
related to construction materials related to types of roads/streets classmate with phrases like: Pupils Book
• Explain the task and give Ss time to complete it. • • Explain the task and give Ss time to complete it. • Well done! Brilliant! Good job! I like Poster.
 Check Ss’ answers. Check Ss’ answers. it!
Answer Key Answer Key
1 Clay 2 fabric 3 wood 4 brick 5 Concrete 6 metal 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 b) To expand on the topic and develop research Ss evaluate each other and encourage Whiteboard
• Explain the task and give Ss time to complete it. • skills classmate with phrases like: Pupils Book
Check Ss’ answers. • Alternatively, assign the task as • Explain the task and give Ss time to research an Well done! Brilliant! Good job! I like Poster.
HW and check Ss’ answers in the next lesson. architectural style. • Ask various Ss to present the it!
Answer Key architectural style to the class. Suggested Answer
1e3h5b7a2c4f6g8d Key

Ex. 8 p. 11 To present and practise phrasal verbs Ex. 9 p. 11 To present and practise Ss evaluate each other and encourage Whiteboard
• Explain the task and give Ss time to complete it. prepositional phrases classmate with phrases like: Pupils Book
Remind Ss that they can check their answers in • Explain the task and give Ss time to choose the Well done! Brilliant! Good job! I like Poster.
Appendix I. • Check Ss’ answers. Answer Key correct preposition. • Remind Ss that they can check it!
1 into 2 out 3 over 4 back 5 up to their answers in Appendix I. • Check Ss’ answers.
Answer Key
1 in 2 of 3 by 4 behind 5 in

Ex. 10 p. 11 To practise forming adjectives from Answer Key Ss evaluate each other and encourage Whiteboard
nouns 1 futuristic 2 famous 3 towering 4 mythical 5 classmate with phrases like: Pupils Book
• Explain the task and give Ss time to fill in the gaps presidential 6 luxurious 7 numerous 8 architectural Well done! Brilliant! Good job! I like Poster.
with the appropriate adjective derived from the nouns it!
given. • Check Ss’ answers.

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge Ss evaluate each other and encourage Whiteboard
clear or not. Use the stickers. according to the lesson classmate with phrases like: Pupils Book
Reflection Green- I understood Well done! Brilliant! Good job! I like Poster.
Individual work: Yellow-I have some questions it!
10 min. Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to
finish the lesson.
 Module 1

LESSON: Module 1 Lesson 5 School:

Present, Past Future Tenses

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of 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
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 criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Previous learning Types of buildings

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with At the organization moment T Envelop with shapes
Warming-up [Link]. good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create praise» method is used to
10 min. 3groups. friendly atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process.

Revision of tenses Past and Present Simple, Present and Past SB Ex. 1 p. 12 a) To revise / practise tenses Ss evaluate each other and Whiteboard
Perfect, Present and Past Continuous, Future Tenses • Ask Ss to read the text and choose the correct tenses. • encourage classmate with Pupils Book
Check Ss’ answers. phrases like: Poster.
Answer Key Well done! Brilliant! Good job!
1 moved 2 feel 3 I’ve always been 4 was 5 was walking I like it!
6 had never thought 7 I’ve seldom thought 8 will have
been living 9 I’m going to do 10 will have helped 11
will still

25 min b) To practise the use of tenses Answer Key Ss evaluate each other and Whiteboard
• Give Ss time to identify the tenses in bold and explain their 1 moved – past simple – an action that happened at a encourage classmate with Pupils Book
uses. Refer Ss to the Grammar Reference section for more definite time in the past. phrases like: Poster.
information. 2 feel – present simple – stative verb. Well done! Brilliant! Good job!
• Check Ss’ answers. Write them on the board. 3 have always been – present perfect – an action which I like it!
• Revise the tenses and their uses if necessary. 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’.

c) To present future tenses after time words • Write Give Ss time to write their own examples. • Check Ss’ Ss evaluate each other and Whiteboard
examples of future tenses and time words on the board (e.g. answers. Answer Key encourage classmate with Pupils Book
He will finish his homework before he goes out. I will call We use the present simple or the present perfect after time phrases like: Poster.
you when I have arrived.) and then ask Ss to find an example words to refer to the future. Example from text: … before Well done! Brilliant! Good job!
in the text on p. 12 and elicit what tenses are used with it to the year is out, I will have helped to transform … I like it!
refer to the future. Point out that time clauses follow the rule (paragraph 3) Examples: I will eat breakfast before I go to
about sequence of tenses. However, remind Ss that we never school. By the time I have finished my homework, it will
use the future simple after time words. We use the present be too late to go to the cinema.
simple or present perfect instead. Refer Ss to the Grammar
Reference section for more information.

SB Ex. 2 p. 12 To practise future tenses SB Ex. 3 p. 12 a) To present other future forms Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. Remind • Elicit from Ss other ways they can think of for forming encourage classmate with Pupils Book
Ss to justify their answers. • Check Ss’ answers. the future and write examples on the board (e.g. We are to phrases like: Poster.
Answer Key be at work by 9 o’clock. We are not to talk when the Well done! Brilliant! Good job!
1 A: are going to be = prediction based on what we see teacher is [Link] bus is due to arrive in 20 minutes, I like it!
B: will get = on-the-spot decision 2 will be presenting = etc) and refer them to the Grammar Reference section for
action in progress at a stated time in the future 3 more information. • Give Ss time to complete the task and
A: will grow = predictions based on what we think, believe check their answers.
or imagine will happen in the future Answer Key
B: will have discovered = action finished by a stated time in phrases used to imply the future: on the verge of, bound
the future 4 will give = a promise 5 to, due to, are to.
A: Is Saule going to get = future plans and intentions b) To practise using expressions that imply the future
B: will have been working = shows duration of an action up • Explain the task and give Ss time to rewrite the
to a certain time in the future sentences.

Ending the lesson Traffic light method is used to find out was the lesson clear Ss use their stickers to show their knowledge according to Ss evaluate each other and Whiteboard
or not. Use the stickers. the lesson encourage classmate with Pupils Book
Reflection Green- I understood phrases like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job!
10 min. Red-I need a help. I like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish
the lesson.
 Module 1

LESSON: Module 1 Lesson 6 School:

Adjectives

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics
contributing to 11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics
11.6.2 - 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 criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Previous learning Present, Past Future Tenses

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T Envelop with shapes
Warming-up [Link]. with good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create praise» method is used to
10 min. 3groups. friendly atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better “Good job!
II -square and feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process

25 min SB Ex. 4 p. 13 a) To present phrases expressing Ex. 4 p. 13 b) To practise phrases expressing Ss evaluate each other and Whiteboard
degrees of certainty • Draw a line on the board with 0% at degrees of certainty encourage classmate with Pupils Book
one end, 100% at the other end and 50% in the middle. • Explain the task and give Ss time to replace the phrases like: Poster.
Next to it write a list: I’m positive, I’m almost certain,it’s words in bold. • Check Ss’ answers. Well done! Brilliant! Good job! I
possible,it’s unlikely,there’s no way, I doubt, I suppose, Answer Key like it!
I’m fairly sure, I wouldn’t be surprised if, there’s not much 1 H 3 C 5 G 7 F 9 J 2 D 4 B 6 E 8 A 10 I
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

c) To consolidate phrases expressing degrees of Suggested Answer Key Ss evaluate each other and Whiteboard
certainty; to make predictions about the future. Next year,I will probably have to study a lot because encourage classmate with Pupils Book
• Explain the task and give Ss time to think about or write I will be preparing for exams. I want to work part phrases like: Poster.
their ideas. • Ask various Ss to tell the class. time, but there is not much chance that I’ll have Well done! Brilliant! Good job! I
enough time. In the future, I’m fairly sure I’ll go to like it!
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.

Ex. 5 p. 13 a) To present adjective complements Answer Key Ss evaluate each other and Whiteboard
• Direct Ss’ attention to the theory box and read the theory Adjective + that + noun phrase: I feel certain that encourage classmate with Pupils Book
and the examples. • Remind Ss that adjectives describe or before the year is out … (paragraph 3) Adjective + to- phrases like: Poster.
modify a noun and that they are followed by different infinitive: I feel absolutely ecstatic to see … Well done! Brilliant! Good job! I
structures. Elicit what the adjectives are followed by in (paragraph 1); It’s been incredible to practise … like it!
each sentence in the theory box. (paragraph 3); where better to hone my skills …
• Elicit more examples from the Ss (e.g. She was very (paragraph 3)
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.

b) To practise adjective complements Ex. 6 p. 13 a) To identify determiners (articles, Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • Check demonstratives and quantifiers) and their uses encourage classmate with Pupils Book
Ss’ answers. • Explain to Ss that determiners are words that modify phrases like: Poster.
Answer Key nouns and give them context. Write different types on Well done! Brilliant! Good job! I
1d2g3e4c5f6a7b the board: indefinite article, definite article, like it!
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
[Link] 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 Ex. 7 p. 13 To consolidate the grammar and Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • Check vocabulary of the unit and develop research skills encourage classmate with Pupils Book
Ss’ answers. by writing and speaking about buildings in the phrases like: Poster.
Answer Key future/to develop research skills Well done! Brilliant! Good job! I
1 A lot of 2 Both 3 the other one 4 a few 5 another 6 these • Explain the task and give Ss time to complete it. • like it!
Check Ss’ answers. • Alternatively, assign the task as
HW and check Ss’ answers in the next lesson.

Ask various Ss to present their work to the class. ICT Suggested Answer Key Ss evaluate each other and Whiteboard
I think that buildings in the future will be a lot more encourage classmate with Pupils Book
unusual and innovative than they are [Link] will phrases like: Poster.
also be extremely practical and Well done! Brilliant! Good job! I
environmentallyfriendly. For example, farms will be like it!
built into skyscrapers, to save space in over-
populated cities and [Link] 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

Ending the lesson Traffic light method is used to find out was the lesson clear Ss use their stickers to show their knowledge Ss evaluate each other and Whiteboard
or not. Use the stickers. according to the lesson encourage classmate with Pupils Book
Reflection Green- I understood phrases like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to
finish the lesson.
 Module 1

LESSON: Module 1 Lesson 7 School:

Dealing with culture shock

Date: Teacher’s name:

CLASS: Number present: absent:

Learning objectives that this lesson is 11.1.3 - respect differing points of view
contributing to 11.1.4 - evaluate and respond constructively to feedback from others
11.1.8 - develop intercultural awareness through reading and discussion
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 criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Previous learning Adjectives

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with good At the organization moment T Envelop with shapes
Warming-up [Link]. wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create friendly praise» method is used to
10 min. 3groups. atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and feel the “Good job!
II -square support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process.

25 min Ex. 1 p. 14 To present the concept of culture shock and Suggested Answer Key Ss evaluate each other and Whiteboard
personalise the topic I experienced culture shock when I travelled to Seoul in South encourage classmate with Pupils Book
• Ask Ss to read the definition and discuss it in pairs. • Ask [Link] first,everything seemed completely different phrases like: Poster.
various Ss to tell the class about a time when they have compared to the small town where I grew up. There were Well done! Brilliant! Good job!
experienced culture shock. loads of huge, modern skyscrapers and the streets were really I like it!
crowded with [Link] 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.

Ex. 2 p. 14 To present words/phrases that relate to the Answer Key Ss evaluate each other and Whiteboard
concept of culture shock transition (n):a change from a situation/state to another encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • Ask Ss homesick (adj): sad and longing for home assimilate (v): to phrases like: Poster.
what they think the words/phrases mean and how they adapt and fit in with a culture that is initially unfamiliar to you Well done! Brilliant! Good job!
relate to the concept of culture shock. • Play the recording to feel at home (idiom): to feel comfortable and relaxed in I like it!
and ask Ss to listen to and read the text to check their familiar surroundings miscommunication (n): difficulty
 answers. 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 Answer Key Ss evaluate each other and Whiteboard
statements) 1 T 2 F (I’m from Nur-Sultan, so I’m used to super tall encourage classmate with Pupils Book
• Ask Ss to read statements 1-8 and then give them time to skyscrapers and shiny, modern buildings. Edinburgh is phrases like: Poster.
read the text carefully and choose the correct answers. • nothing like that.) 3 T 4 F (No two people sounded the same, Well done! Brilliant! Good job!
Check Ss’ answers around the class. 1.3 so often I couldn’t understand what the locals were saying.) 5 I like it!
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.

Ask various Ss to tell the class. Answer Key Ss evaluate each other and Whiteboard
A: I think this quotation means that it’s good to challenge encourage classmate with Pupils Book
yourself and try new things. When you do something new and phrases like: Poster.
unfamiliar, you have to think about it much more than if you Well done! Brilliant! Good job!
just continue to follow the same routine every day. I like it!
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.

Ending the lesson Traffic light method is used to find out was the lesson clear Ss use their stickers to show their knowledge according to the Ss evaluate each other and Whiteboard
or not. Use the stickers. lesson encourage classmate with Pupils Book
Reflection Green- I understood phrases like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job!
10 min. Red-I need a help. I like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish the
lesson.
 Module 1

LESSON: Module 1 Lesson 8 School:

Transitive/Intransitive verbs

Date: Teacher’ s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 11.6.5 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics
contributing to 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
11.2.4 - 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 criteria Learners have used vocabulary, read effectively and worked in pair researching online, prepared their own reports about stadiums.

ICT skills Using videos& pictures, working with URLs

Previous learning Dealing with culture shock

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T Envelop with shapes
Warming-up [Link]. with good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create praise» method is used to
10 min. 3groups. friendly atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process.

25 min Ex. 5 p. 15 a) To present transitive and intransitive Answer Key Ss evaluate each other and Whiteboard
verbs Transitive verbs (need an object): understand, find, encourage classmate with phrases Pupils Book
• Write the sentence Please make some tea on the board and scheduling, made, know, have like: Poster.
ask Ss to identify the verb. Explain that the verb make is Intransitive verbs (don’t need an object): read,arrived, Well done! Brilliant! Good job! I
transitive and that its object is some tea. Without an object, apologised, started, closed, studying,working, faded like it!
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.

Ex. 5 p. 15 b) To practise transitive and intransitive Answer Key Ss evaluate each other and Whiteboard
verbs 1 answered – T 2 will be sleeping 3 left – I 4 will cost encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • Check – T– I 5 have ever heard – T like: Poster.
Ss’ answer. • Play the video for Ss and elicit their comments at the Well done! Brilliant! Good job! I
end. like it!

Ex. 6 p. 15 a) To prepare for a listening task Answer Key Ss evaluate each other and Whiteboard
• Ask Ss to look up the words/phrases in the Word List or in euphoria (n): an intense feeling of happiness frustration encourage classmate with phrases Pupils Book
their dictionaries. • Check Ss’ answers. (n): the feeling of being annoyed because you are like: Poster.
unable to achieve what you want adjustment (n): Well done! Brilliant! Good job! I
change, adaptation, familiarisation acceptance (n): like it!
approval
Suggested Answer Key
I think these words represent the stages of culture
shock.

b) To listen for specific information (T/F statements) Answer Key Ss evaluate each other and Whiteboard
• Ask Ss to read the sentences and underline the key words. 1 F (… follows a predictable pattern in most cases) 2 F encourage classmate with phrases Pupils Book
Explain that this will help them to do the task. • Play the (… all of the stages are equally important) 3 T 4 F (You like: Poster.
recording twice and remind Ss to pay attention to the start noticing things you don’t like about how people Well done! Brilliant! Good job! I
underlined words as they listen. • Ss listen and complete the behave, or the social norms which are in place... What’s like it!
task. • Check Ss’ answers. 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) Suggested Answer Key Ss evaluate each other and Whiteboard
• Explain the task and play the recording again. • Give Ss A: I think the best way to deal with culture shock is to encourage classmate with phrases Pupils Book
time to take notes and monitor the class while Ss discuss with have patience and be tolerant of others. like: Poster.
a partner using their notes as a guide. • Elicit answers around B: I agree.I also think that it helps if you read up on the Well done! Brilliant! Good job! I
the class. culture of the place you are visiting before you go. like it!
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
[Link] 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.

Ex. 7 p. 15 To identify situational language for making Suggested Answer Key Ss evaluate each other and Whiteboard
contact • Explain the task and give Ss time to replace the 1 Which subjects do you prefer? encourage classmate with phrases Pupils Book
phrases. • Check Ss’ answers. 2 I’m particularly interested in… like: Poster.
3 have you thought about what you’re going to do... Well done! Brilliant! Good job! I
4 I haven’t made up my mind. like it!

Ex. 8 p. 15 To act out a dialogue based on a model Suggested Answer Key Ss evaluate each other and Whiteboard
• Explain the task and remind Ss to use the language box and A: Hi. I’m Eric. I think you’re in my English class. encourage classmate with phrases Pupils Book
the model dialogue to help them. • Write this diagram on the B: Hi. My name’s [Link] do you come from? like: Poster.
board for Ss to follow. • Give Ss time to act out their A: I was born in Bratislava,[Link] you? Well done! Brilliant! Good job! I
dialogues in pairs. • Monitor activity around the class and B: I come from Almaty, Kazakhstan. Which school like it!
 then ask some pairs to act out their dialogue in front of the subjects do you find most interesting?
class. A: English and [Link] 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. [Link] 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 [Link] A where he/she is from.
[Link] A about his/her studies. Reply. Express
uncertainty and talk about your possible future plans.
Express interest in A’s plans.

Ask various Ss to present their work to the class. Suggested Answer Key Ss evaluate each other and Whiteboard
How to deal with culture shock • Do some research encourage classmate with phrases Pupils Book
before you go. It is important that you know what to like: Poster.
expect. • Use the tools available to you; there are loads Well done! Brilliant! Good job! I
of map, transportation and translation apps that can like it!
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 [Link] 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.

Ending the lesson Traffic light method is used to find out was the lesson clear Ss use their stickers to show their knowledge according Ss evaluate each other and Whiteboard
or not. Use the stickers. to the lesson encourage classmate with phrases Pupils Book
Reflection Green- I understood like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish
the lesson.
 Module 1

LESSON: Module 1 Lesson 9 School:

Formal/Informal emails

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 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
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
11.4.2 - 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 criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Previous learning Transitive/Intransitive verbs

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with At the organization moment T tries to Envelop with shapes
Warming-up [Link]. good wishes to each other. award active Ss. «The praise»
Team work T give them different shapes and ask them to divide The aim: To develop Ss speaking skills and create friendly method is used to evaluate Ss with
10 min. into 3groups. atmosphere phrases like:
I-circle Efficiency: By wishing each other they feel better and feel “Good job!
II -square the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process

SB Ex. 1 p. 16 To analyse a rubric Answer Key Ss evaluate each other and encourage Whiteboard
• Ask Ss to read the rubric and look at the underlined 1 The target reader is the organiser of the student exchange classmate with phrases like: Pupils Book
words and then read the student exchange programme programme. 2 I should include a formal greeting and the Well done! Brilliant! Good job! I like Poster.
advert. • Give Ss time to answer the questions. Remind reason for writing. 3 I will include two body paragraphs: it!
Ss to use the key words to help them. • Check Ss’ one paragraph with relevant details such as age and
answers. 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.

25 min Ex. 2 p. 16 To present characteristics of formal Ex. 3 p. 16 To analyse a model and recognise phrases Ss evaluate each other and encourage Whiteboard
and informal writing • Explain the task and give Ss with the correct style for a formal email classmate with phrases like: Pupils Book
time to complete it in pairs. • Check Ss’ answers. • Ask Ss to read the model and underline the correct Well done! Brilliant! Good job! I like Poster.
Answer Key phrases. • Check Ss’ answers. • Elicit from Ss what each it!
1I2F3I4F5I6I7F 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.

Ex. 4 p. 16 To identify phrases in formal and Answer Key Ss evaluate each other and encourage Whiteboard
informal style 1 b 2 g 3 e 4 f 5 c 6 d 7 i 8 a 9 j 10 h classmate with phrases like: Pupils Book
• Explain the task and give Ss time to match the formal Well done! Brilliant! Good job! I like Poster.
and informal phrases. • Check Ss’ answers. it!

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according to Ss evaluate each other and encourage Whiteboard
clear or not. Use the stickers. the lesson classmate with phrases like: Pupils Book
Reflection Green- I understood Well done! Brilliant! Good job! I like Poster.
Individual work: Yellow-I have some questions it!
10 min. Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish the
lesson.
 Module 1

LESSON: Module 1 Lesson 10 School:

Writing an email

Date: Teacher’s name:

CLASS: Number present: absent:

Learning objectives(s) that this lesson 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
is contributing to 11.1.1 - use speaking and listening skills to solve problems creatively and 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 11.2.2 -
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 criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

ICT skills Using videos& pictures, working with URLs

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T tries Envelop with shapes
Warming-up [Link]. with good wishes to each other. to award active Ss. «The praise»
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create method is used to evaluate Ss with
10 min. 3groups. friendly atmosphere phrases like:
I-circle Efficiency: By wishing each other they feel better “Good job!
II -square and feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.

Ex. 5 p. 17 To match the beginnings and ending of Check Ss’ answers. Ss evaluate each other and Whiteboard
formal/informal emails Answer Key encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • 1 C – formal 2 B – informal 3 A – formal like: Poster.
Well done! Brilliant! Good job! I
like it!

25 min Ex. 6 p. 17 To analyse a rubric; to prepare to write Answer Key Ss evaluate each other and Whiteboard
an email You have seen this advertisement for a part-time job. encourage classmate with phrases Pupils Book
• Ask Ss to work in pairs, read the rubric and underline The Weekly Gazette We are looking for young like: Poster.
the key words. • Elicit the key words and then give Ss enthusiastic people (18-22 years old) to work as part- Well done! Brilliant! Good job! I
time to answer the questions. • Check Ss’ answers. time writers for our Young People’s [Link] like it!
do not need any experience in journalism, but you
should be interested in local cultural [Link]
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

Ex. 7 p. 17 To write a formal email of application • Ask Ss to swap their pieces of writing and evaluate Ss evaluate each other and Whiteboard
• Give Ss time to complete the task using the Useful each other’s work providing feedback with the help encourage classmate with phrases Pupils Book
Language box and their answers from Ex. 6. • Ask Ss to of the Checklist. • Invite some students to read their like: Poster.
check their piece of writing against the Checklist before piece of writing aloud. The rest of the class listen and Well done! Brilliant! Good job! I
they hand it in. • Check Ss’ answers. comment afterwards. like it!
• Alternatively, assign the task as HW and check Ss’ Suggested Answer Key
answers in the next lesson 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 JohnSmith@[Link]. I look
forward to hearing from you. Yours faithfully, John
Smith

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge Ss evaluate each other and Whiteboard
clear or not. Use the stickers. according to the lesson encourage classmate with phrases Pupils Book
Reflection Green- I understood like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to
finish the lesson.
 Module 1

LESSON: Module 1 Lesson 11 School:

SAT 1 Out into the World

Date: Teacher name:

CLASS: 11 Number present: absent:

Learning objectives(s) that this lesson 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
is 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
11.1.1 - 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 criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Previous learning Writing an email

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T tries to Envelop with shapes
Warming-up [Link]. with good wishes to each other. award active Ss. «The praise»
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create method is used to evaluate Ss with
10 min. 3groups. friendly atmosphere phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process.

25 min Ex. 1 p. 18 To introduce the topic; to read for specific Suggested Answer Key Ss evaluate each other and encourage Whiteboard
information I think this text is about how to succeed when you go classmate with phrases like: Pupils Book
• Read the rubric aloud and ask Ss to read the title of the out into the world after you leave school by allowing Well done! Brilliant! Good job! I like Poster.
text and the subheadings. • Elicit ideas from Ss about what yourself to fail, by carrying on learning even after you it!
they think the text is about and ways to succeed when you have left school, and by pushing yourself to do better
go ‘out into the world’ after leaving school. • Play the and take risks. I think these are all good ways to be the
recording. Ss listen and read to find out. best that you can be in your [Link], you should
network and make as many contacts as you can
because you never know where the next opportunity
might come from.

Ex. 2 p. 18 To read for specific information Answer Key Ss evaluate each other and encourage Whiteboard
• Give Ss time to read the text again and find words/ 1 pick yourself up 2 mistakes 3 life-long 4 try classmate with phrases like: Pupils Book
phrases from the text to fill the gaps in the sentences. • something new Suggested Answer Key Well done! Brilliant! Good job! I like Poster.
Check Ss’ answers. • Give Ss time to put the statements in Order of importance: 3, 2, 1, 4 I think it is most it!
order of importance and tell a partner. • Monitor the important to keep [Link] the text says, learning is
activity and then ask various Ss to tell the class. 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
[Link] 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 • Alternatively, assign the task as HW and check Ss’ Ss evaluate each other and encourage Whiteboard
further research answers in the next lesson. classmate with phrases like: Pupils Book
• Explain the task and give Ss time to use the Internet (if Suggested Answer Key Well done! Brilliant! Good job! I like Poster.
available) to find out more about life lessons that help An important lesson in life is to always strive to do it!
people succeed. • Ask Ss to write a short paragraph about your best. You should never settle for ‘good enough’.
what they found out. • Check Ss’ answers. 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.

Ending the lesson Traffic light method is used to find out was the lesson clear Ss use their stickers to show their knowledge according Ss evaluate each other and encourage Whiteboard
or not. Use the stickers. to the lesson classmate with phrases like: Pupils Book
Reflection Green- I understood Well done! Brilliant! Good job! I like Poster.
Individual work: Yellow-I have some questions it!
10 min. Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to
finish the lesson.
 Module 1

LESSON: Module 1 Lesson 12 School:

Progress Check

Date: Teacher name:

CLASS: 11 Number present: absent:

Learning objectives(s) that this lesson 11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics
is 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
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 criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Previous learning Out into the World

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T Envelop with shapes
Warming-up [Link]. with good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create praise» method is used to
10 min. 3groups. friendly atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.

25 min SB Ex. 1 p. 19 To read for specific information Answer Key Ss evaluate each other and Whiteboard
(multiple choice) • Ask Ss to quickly read the text and 1 B (lines 11-13: “A lot of people confuse the term encourage classmate with Pupils Book
the questions. • Give Ss time to read the text again and “culture shock” with a phase of confusion, frustration, phrases like: Poster.
underline the parts that answer the questions. • Tell Ss to and homesickness […] but there’s more to it than Well done! Brilliant! Good job! I
choose which option best answers each question. that.”) 2 B (lines 18-20:“I started missing home more like it!
Remind them to support their choice with material from and more, and the differences between the USA and
the text. • Check Ss’ answers. 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.

SB Ex. 2 p. 19 To revise everyday English SB Ex. 3 p. 20 To consolidate grammar from the Ss evaluate each other and Whiteboard
expressions module encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • • Explain the task and give Ss time to choose the phrases like: Poster.
Check Ss’ answers. correct items. • Check Ss’ answers. Well done! Brilliant! Good job! I
Answer Key Answer Key like it!
1b2b3a 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 SB Ex. 5 p. 20 To listen for specific information Ss evaluate each other and Whiteboard
module (multiple choice) encourage classmate with Pupils Book
• Explain the task and give Ss time to choose the correct • Ask Ss to read the questions 1-5 and the possible phrases like: Poster.
words. • Check Ss’ answers. answers. • Play the recording. Ss listen and choose the Well done! Brilliant! Good job! I
Answer Key correct answers. • Check Ss’ answers. like it!
1 intersect 2 pedestrian 3 adorned 4 portable 5 Answer Key
innovative 6 minimise 7 adjustment 8 insulate 1C2A3B4A5B

SB Ex. 6 p. 20 To write an application email to Alternatively, assign the task as HW and check Ss’ Ss evaluate each other and Whiteboard
study at a foreign university answers in the next lesson. 1.7 encourage classmate with Pupils Book
• Explain the task and refer Ss to the Writing section of Suggested Answer Key phrases like: Poster.
the unit (1e) for a model, plan and useful language. • Dear Sir/Madam, I am writing to apply to study Well done! Brilliant! Good job! I
Give Ss time to plan and complete their work and then History at the University of Aberdeen in the like it!
check Ss’ answers. 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.

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according Ss evaluate each other and Whiteboard
clear or not. Use the stickers. to the lesson encourage classmate with Pupils Book
Reflection Green- I understood phrases like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to finish
the lesson.

Module 2
LESSON: Module 2 Lesson 1 School:
The Animal World

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding
contributing to 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics
11.4.5 - 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 criteria Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Cross - curricular links Module Objectives Read the title of the module The Animal World and ask Ss to 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

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with At the organization moment T Envelop with shapes
Warming-up [Link]. good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create praise» method is used to
10 min. 3groups. friendly atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process.

25 min What is in the Module? SB Ex. 1 p.21 To introduce new vocabulary Ss evaluate each other and Whiteboard
Read the title of the module The Animal World and ask Ss • Direct Ss’ attention to the pictures and then read out the encourage classmate with Pupils Book
to suggest what they think it means. Go through the topic words in the list. • Elicit which picture shows what. • phrases like: Poster.
list and stimulate a discussion to prompt Ss' interest in the Alternatively, Ss can check any unknown vocabulary in Well done! Brilliant! Good job!
module. their dictionaries. • Check Ss’ answers. I like it!
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

SB Ex. 2 p.21 a) To introduce new vocabulary in b) To match texts to pictures Ss evaluate each other and Whiteboard
context Elicit which picture matches which text from pairs of Ss encourage classmate with Pupils Book
• Go through the words listed before each text A-C and around the class. phrases like: Poster.
explain/elicit the meanings. Ss may look up the meanings Answer Key Well done! Brilliant! Good job!
of any unknown words in their dictionaries or in the Word A2B6C9 I like it!
List. • Give Ss time to read the texts A-C and complete the • Play the video for Ss and elicit their comments at the
descriptions with the words provided. • Check Ss’ answers end.
 around the class.
Answer Key
1 areas 2 cover 3 shelter 4 home 5 provide 6 insects 7 lack
8 drop

SB Ex. 3 p.21 To talk about geographical features in Suggested Answer Key Ss evaluate each other and Whiteboard
your country I come from Kazakhstan. In my country, there are a lot encourage classmate with Pupils Book
• Ask various Ss around the class to name some of different geographical features: there are deserts in phrases like: Poster.
geographical features in their country and then give Ss time the southwest of the country and mountains in the Well done! Brilliant! Good job!
to write a few sentences about them. • Ask various Ss to central and eastern part of the country. The northern I like it!
read their sentences to the class. 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.

Ask various Ss to tell the class. Suggested Answer Key Ss evaluate each other and Whiteboard
I think this quotation means that it’s important to encourage classmate with Pupils Book
understand and appreciate nature because this is where phrases like: Poster.
everything comes from. No matter how technologically Well done! Brilliant! Good job!
advanced society becomes, nature is unchanging and at I like it!
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
[Link] will therefore be able to think more clearly
about things.

Ending the lesson Traffic light method is used to find out was the lesson clear Ss use their stickers to show their knowledge according Ss evaluate each other and Whiteboard
or not. Use the stickers. to the lesson encourage classmate with Pupils Book
Reflection Green- I understood phrases like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job!
10 min. Red-I need a help. I like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish
the lesson.
 Module 2

LESSON: Module 2 Lesson 2 School:

Magnificent eagles

Date: Teacher’s name:

CLASS: Number present: absent:

Learning objectives that this lesson is 11.1.3 - respect differing points of view
contributing to 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
11.4.8 - 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 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 links Biology

ICT skills Using videos& pictures, working with URLs

Previous learning The Animal World

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with At the organization moment T tries to Envelop with shapes
Warming-up [Link]. good wishes to each other. award active Ss. «The praise»
Team work T give them different shapes and ask them to divide The aim: To develop Ss speaking skills and create method is used to evaluate Ss with
10 min. into 3groups. friendly atmosphere phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.

25 min Ex. 1 p. 22 a) To introduce the topic Ex. 1 p. 22 b) To describe an animal using key Ss evaluate each other and encourage Whiteboard
• Direct Ss’ attention to the picture and ask them to vocabulary classmate with phrases like: Pupils Book
guess the type of bird. • Then elicit what the students • Refer Ss to the Word List at the back of their books or Well done! Brilliant! Good job! I like Poster.
know (if anything) about this bird. their dictionaries and give them time to look up the it!
Suggested Answer Key meanings of the words/phrases given. • Ask Ss to point
The bird is a golden eagle. Golden eagles are birds of to the relevant parts of the body of the eagle in the
prey. 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 [Link] have a
hooked beak, large eyes and sharp [Link] 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 Ex. 3 p. 22 To read for specific information Ss evaluate each other and encourage Whiteboard
• Read out the Study Skills box. • Ask Ss to read the • Ask Ss to read the questions (1-5) and the possible classmate with phrases like: Pupils Book
text quickly and then elicit what the main idea in each answers and give them time to read the text again and Well done! Brilliant! Good job! I like Poster.
paragraph is. choose the correct answers. • Check Ss’ answers around it!
Answer Key the class and ask Ss to justify their answers with
Para A: Golden eagles are symbols of freedom and examples from the text.
power for many people around the world. Answer Key
Para B: What golden eagles look like. 1 B (para A:“symbols of freedom, power and courage”)
Para C: Where golden eagles live and their mating 2 D (para B:“white markings on the underside of their
habits. wings”)
Para D: The diet of golden eagles, their hunting skills 3 A (para B:“They snatch their prey up in their sharp
and their amazing eyesight. talons”)
Para E:Golden eagles are endangered but conservation 4 D (para C:“Golden eagles often mate for life”)
groups are trying to help them. 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

Ex. 4 p. 23 To answer comprehension questions Check Ss’ answers around the class. Ss evaluate each other and encourage Whiteboard
• Play the recording and ask Ss to follow the text in Suggested Answer Key classmate with phrases like: Pupils Book
their books. • Give Ss time to answer the questions. 1 Golden eagles usually live in open areas such as Well done! Brilliant! Good job! I like Poster.
Remind them not to copy information from the text but mountains, deserts or grasslands. it!
use their own words. 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.

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according Ss evaluate each other and encourage Whiteboard
clear or not. Use the stickers. to the lesson classmate with phrases like: Pupils Book
Reflection Green- I understood Well done! Brilliant! Good job! I like Poster.
Individual work: Yellow-I have some questions it!
10 min. Red-I need a help.
Aim: To know how many Ss got the theme.
Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish
the lesson.
 Module 2

LESSON: Module 2 Lesson 3 School:

Protection of golden eagles

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 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
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 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 links Biology

ICT skills Using videos& pictures, working with URLs

Previous learning The Animal World

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with At the organization moment T tries Envelop with shapes
Warming-up [Link]. good wishes to each other. to award active Ss. «The praise»
Team work T give them different shapes and ask them to divide The aim: To develop Ss speaking skills and create friendly method is used to evaluate Ss with
10 min. into 3groups. atmosphere phrases like:
I-circle Efficiency: By wishing each other they feel better and feel “Good job!
II -square the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.

25 min Ex. 4 p. 23 To answer comprehension questions Suggested Answer Key Ss evaluate each other and Whiteboard
• Play the recording and ask Ss to follow the text in 1 Golden eagles usually live in open areas such as encourage classmate with phrases Pupils Book
their books. • Give Ss time to answer the questions. mountains, deserts or grasslands. like: Poster.
Remind them not to copy information from the text 2 After they hatch,golden eagle chicks learn how to fly. Well done! Brilliant! Good job! I
but use their own words. • Check Ss’ answers around This might take around 60 to 70 days. After about 100 like it!
the class. 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.

Ex. 5 p. 23 To consolidate new vocabulary Ex. 6 p. 23 To consolidate new vocabulary through Ss evaluate each other and Whiteboard
through antonyms • Read the words in the list and synonymous words encourage classmate with phrases Pupils Book
give Ss time to find their antonyms in the text. • Elicit • Read the words in the list and give Ss time to find their like: Poster.
answers from various Ss around the class. synonyms in the text. • Elicit answers from various Ss Well done! Brilliant! Good job! I
Answer Key around the class. like it!
Answer Key
captivity freedom dependent independent herbivore carnivore
bravery = courage curved = hooked preferring = favouring
catch = capture preservation = conservation

Ex. 7 p. 23 To complete a summary of a text Speaking & Writing To consolidate information in a Ss evaluate each other and Whiteboard
• Ask Ss to use the words in the list to fill in the gaps text encourage classmate with phrases Pupils Book
1-12 and complete the summary of the text. • Check • Give Ss time to think about what they learnt from the text like: Poster.
Ss’ answers around the class. and write some sentences. • Ask various Ss around the Well done! Brilliant! Good job! I
Answer Key class to read out their sentences. like it!
1 underside 2 talons 3 wingspan 4 open 5 eyries 6 Suggested Answer Key
carnivores 7 eyesight 8 speeds 9 danger 10 hunting I knew that golden eagles are birds of prey and that they
11 releasing 12 population are symbols of freedom. I learnt that they often have the
• Play the video for Ss and elicit their comments at the same mate for their whole life. I also didn’t know that
end. 1.8 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
[Link] should not hunt golden eagles as it is
against the [Link] areas where golden eagles live and
make their nests should be [Link] 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.
Writing To expand on the topic/to conduct research/to
give a presentation • Explain the task and refer Ss to the
Internet to look up information about the steppe eagle. •
Give Ss time to research the topic and write about it and
then ask various Ss to present their findings to the class.

Alternatively, assign the task as HW and ask Ss to tell Suggested Answer Key Ss evaluate each other and Whiteboard
the class in the next lesson. The steppe eagle is a bird of prey that lives in open areas encourage classmate with phrases Pupils Book
like steppes,grasslands and [Link] is found in countries like: Poster.
like Kazakhstan, Russia and [Link] average length Well done! Brilliant! Good job! I
of the steppe eagle is between 66-79cm. They have large like it!
wingspans which range from around 165cm to
[Link] weigh between 2 and 4 [Link] 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 [Link] chicks stay in the nest
for around 60 [Link] 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
[Link] chicks are even sometimes taken from their
nests in order to be sold illegally
 Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according to Ss evaluate each other and Whiteboard
clear or not. Use the stickers. the lesson encourage classmate with phrases Pupils Book
Reflection Green- I understood like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish
the lesson.
 Module 2

LESSON: Module 2 Lesson 4 School:

Specific features of animals

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that 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 11.6.9 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide
range of general and curricular topics
11.6.13 - 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 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

Previous learning Protection of golden eagles

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with At the organization moment T Envelop with shapes
Warming-up [Link]. good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create friendly praise» method is used to
10 min. 3groups. atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and feel “Good job!
II -square the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process.

25 min SB Ex. 1 p. 24 To consolidate vocabulary from a text Ex. 2 p. 24 To consolidate vocabulary from a text Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • Check • Give Ss time to complete the task. • Check Ss’ answers. encourage classmate with Pupils Book
Ss’ answers. Answer Key phrases like: Poster.
Answer Key 1 hatch 2 give 3 breeds 4 lay Well done! Brilliant! Good job!
1 prey 2 diet 3 carnivores 4 differentiate 5 soar I like it!

Ex. 3 p. 24 To practise prepositional phrases Ex. 4 p. 24 To present topic related vocabulary Ss evaluate each other and Whiteboard
• Give Ss time to complete the task. • Check Ss’ answers. • Explain the task and give Ss time to complete it. Remind encourage classmate with Pupils Book
Answer Key Ss to check the unfamiliar words in their dictionaries. • phrases like: Poster.
1 on 2 in 3 in 4 into 5 for Check Ss’ answers around the class. Well done! Brilliant! Good job!
Answer Key I like it!
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 b) To categorise new vocabulary Ss evaluate each other and Whiteboard
 of animals Ask various Ss to read out the definitions for • Explain the task and give Ss time to complete it. • Check encourage classmate with Pupils Book
the different types of animals. Explain any unknown Ss’ answers on the board. phrases like: Poster.
words. Answer Key Well done! Brilliant! Good job!
mammals: monkey,whale, seal, jaguar, kangaroo, bear, I like it!
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 Ex. 7 p. 25 To practise new vocabulary Ss evaluate each other and Whiteboard
environmental problems • Explain the task and read out the example. • Give Ss time encourage classmate with Pupils Book
• Direct Ss’ attention to the pictures and give Ss time to to match the problems and solutions and then talk about it in phrases like: Poster.
match the problems to them. • Check Ss’ answers. pairs following the example. • Monitor the activity around Well done! Brilliant! Good job!
Answer Key the class. I like it!
A3B6C1D2E5F4G8H7 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 Ex. 9 p. 25 To learn/practise prepositional phrases Ss evaluate each other and Whiteboard
• Give Ss time to choose the correct particle. • Ask Ss to • Give Ss time to choose the correct preposition. • Ask Ss to encourage classmate with Pupils Book
check their answers in Appendix I. • Check Ss’ answers. check their answers in Appendix II at the back of their phrases like: Poster.
Answer Key books. Answer Key 1 at 3 from 5 in 2 from 4 on, from Well done! Brilliant! Good job!
1 out 2 about 3 up 4 up 5 round I like it!

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according to Ss evaluate each other and Whiteboard
clear or not. Use the stickers. the lesson encourage classmate with Pupils Book
Reflection Green- I understood phrases like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job!
10 min. Red-I need a help. I like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish the
lesson.
 Module 2

LESSON: Module 2 Lesson 5 School:

Reported speech

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 11.6.10 - use a wide variety of reported statement, command and question forms on a wide range of 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

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 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

Previous learning Specific features of animals

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the At the organization moment T tries to Envelop with shapes
Warming-up [Link]. lesson with good wishes to each other. award active Ss. «The praise» method
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and is used to evaluate Ss with phrases
10 min. 3groups. create friendly atmosphere like:
I-circle Efficiency: By wishing each other they feel better “Good job!
II -square and feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.

25 min SB Ex. 1 p. 26 To present/revise reported speech Answer Key Ss evaluate each other and encourage Whiteboard
• Ask the Ss to read the text and elicit that direct speech 1 We use the verbs ‘tell’ and ‘say’ to report classmate with phrases like: Pupils Book
is a person’s actual words whereas reported speech is statements. We use the verb ‘ask’ to report Well done! Brilliant! Good job! I like Poster.
the exact meaning of what a person said. • Explain/elicit [Link] use the verb ‘tell’ to report it!
how tenses change in reported speech. Refer Ss to the commands.
Grammar Reference section for more information. •
Read the tables and the examples aloud. • Ask Ss to
answer the questions. • Check Ss’ answers.

2 In reported speech the tenses change as follows: present simple past simple present continuous past continuous present perfect past perfect pa

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’.

SB Ex. 2 p. 26 a) To identify reported statements Answer Key Ss evaluate each other and encourage Whiteboard
and questions Reported statements: • He added that, in the past, classmate with phrases like: Pupils Book
• Explain the task and give Ss time to complete it. • people had claimed that bats were blind, but Well done! Brilliant! Good job! I like Poster.
Check Ss’ answers. science had shown this wasn’t true. • He explains it!
 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 Answer Key Ss evaluate each other and encourage Whiteboard
• Explain the task and give Ss time to complete it. • • ‘In the past, people claimed that bats were blind, classmate with phrases like: Pupils Book
Check Ss’ answers. but science has shown this isn’t true.’ Well done! Brilliant! Good job! I like Poster.
• ‘They bounce sounds off the objects around it!
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?’

Ex. 3 p. 27 To rewrite sentences in reported Ex. 4 p. 27 To practise reporting Ss evaluate each other and encourage Whiteboard
speech questions/commands classmate with phrases like: Pupils Book
• Explain the task and give Ss time to complete it. • • Explain the task and give Ss time to complete it. Well done! Brilliant! Good job! I like Poster.
Check Ss’ answers. • Check Ss’ answers. it!
Answer Key Answer Key
1 Elya said that he’d met a famous zoologist. 2 Dariga 1 She told us to give her more time to finish the
said that she was looking after their cats. 3 Kairat said project. 2 Saule asked me if I had a pet. 3 Ulan
that we didn’t need to feed the horses then. 4 Mum said asked us what dolphins ate. 4 He asked me if he
he would call us if he needed us. 5 Gulzara said they’d could borrow that book. 5 The teacher told them
adopted a stray dog. 6 Rakhym said he was bored of not to talk during the test.
waiting there.

Ex. 5 p. 27 a) To present reporting verbs b) To rewrite sentences in reported speech Ss evaluate each other and encourage Whiteboard
• Explain the task and refer Ss to the Grammar using reporting verbs • Explain the task and give classmate with phrases like: Pupils Book
Reference section for more information. • Check Ss’ Ss time to complete it. • Check Ss’ answers. Well done! Brilliant! Good job! I like Poster.
answers. Answer Key it!
Answer Key 2 Sholpan refused to go into the Reptile House. 3
1c2d3b4e5a 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.

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge Ss evaluate each other and encourage Whiteboard
clear or not. Use the stickers. according to the lesson classmate with phrases like: Pupils Book
Reflection Green- I understood Well done! Brilliant! Good job! I like Poster.
Individual work: Yellow-I have some questions it!
10 min. Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to
finish the lesson.
 Module 2

LESSON: Module 2 Lesson 6 School:

SA 2 Cleft sentences

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular 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
11.3.6 - 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 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

Previous learning Reported speech

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T tries Envelop with shapes
Warming-up [Link]. with good wishes to each other. to award active Ss. «The praise»
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create method is used to evaluate Ss with
10 min. 3groups. friendly atmosphere phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process.

25 min Ex. 6 p. 27 a) To present/practise cleft sentences b) To recognise how cleft sentences affect meaning Ss evaluate each other and Whiteboard
• Write on the board: I didn’t leave the door of the rabbit’s • Ask Ss to read the sentences and discuss in pairs what encourage classmate with phrases Pupils Book
hutch open last night. (but somebody else did) I didn’t leave they think the difference in meaning is. • Monitor the like: Poster.
the door of the rabbit’s hutch open last night. (but I left activity around the class. • Check Ss’ answers. Well done! Brilliant! Good job! I
something else open) I didn’t leave the door of the rabbit’s Suggested Answer Key like it!
hutch open last night. (but I left it open some other time). 1 a emphasises what they saw b emphasises where they
• Explain that cleft sentences help us focus on a specific saw it 2 a emphasises what he wants to study b
piece of information in a sentence to add emphasis to what emphasises what he wants to study more than anything
we want to say. Point out that their structure allows the else 3 a emphasises what the person heard b
emphasis of the sentences to be shifted in various ways. emphasises what time it was when the person heard sth
• Elicit/explain how to form cleft sentences that express 4 a emphasises what bats dislike b emphasises what
these different meanings i.e.: It wasn’t me who left the door bats dislike more than anything else
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, ...”

Ex. 7 p. 27 a) To practise using impersonal Ex. 8 p. 27 To practise reported speech Ss evaluate each other and Whiteboard
 structures Explain the task and divide the class into pairs. • Ask Ss encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to rewrite the sentences. to follow the instructions and then monitor the task like: Poster.
Refer Ss to the Grammar Reference section for more around the class Well done! Brilliant! Good job! I
information. • Check Ss’ answers. like it!
Answer Key
1 It 2 There 3 it 4 It 5 there

Ending the lesson Traffic light method is used to find out was the lesson clear Ss use their stickers to show their knowledge according Ss evaluate each other and Whiteboard
or not. Use the stickers. to the lesson encourage classmate with phrases Pupils Book
Reflection Green- I understood like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish
the lesson.
 Module 2

LESSON: Module 2 Lesson 7 School:

Dark side of Dolphins

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 11.1.5 - use feedback to set personal learning objectives
contributing to 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
11.4.1 - 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 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

Previous learning Cleft sentences

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T tries Envelop with shapes
Warming-up [Link]. with good wishes to each other. to award active Ss. «The praise»
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create method is used to evaluate Ss with
10 min. 3groups. friendly atmosphere phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.

25 min Ex. 1 p. 28 To introduce the topic Ex. 2 p. 28 To read for coherence and cohesion Ss evaluate each other and Whiteboard
• Direct Ss’ attention to the title and read out the (missing sentences); to listen for confirmation encourage classmate with phrases Pupils Book
question. • Elicit answers from the Ss around the class. • • Ask Ss to read the text again and fill the gaps with the like: Poster.
Ask Ss to read the text and check. missing sentences. Remind Ss to pay attention to the Well done! Brilliant! Good job! I
Answer Key information before and after the gap in order to work like it!
The writer thinks that dolphins have a ‘dark side’ out which sentence is missing.
because they have been seen killing birds and porpoises • Remind Ss also to read through the whole text again
and because there is evidence that adult dolphins have when they have completed the task to make sure it
killed younger dolphins. makes sense.
• Allow Ss time to complete the task.
• Play the recording. Ss listen and check their answers.
Answer Key
1E2F3A4D5C

Ex. 3 p. 28 a) To present vocabulary from the text b) To practise vocabulary from the text Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • • Explain the task and give Ss time to complete it. • encourage classmate with phrases Pupils Book
Check Ss’ answers. Check Ss’ answers. like: Poster.
 Answer Key Suggested Answer Key Well done! Brilliant! Good job! I
1 live 2 show 3 pose 4 come 1 Female lions and their offspring live in groups called like it!
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.

Check Ss’ answers. Answer Key Ss evaluate each other and Whiteboard
1 for 2 with 3 of 4 as 5 on • Refer Ss to the Check these encourage classmate with phrases Pupils Book
words box and explain/elicit the meanings of the words like: Poster.
or ask S to use their dictionaries and look them up. Well done! Brilliant! Good job! I
play-fight (phr): to fight in a playful way for fun, like it!
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.

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according Ss evaluate each other and Whiteboard
clear or not. Use the stickers. to the lesson encourage classmate with phrases Pupils Book
Reflection Green- I understood like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to finish
the lesson.
 Module 2

LESSON: Module 2 Lesson 8 School:

Passive Forms

Date: Teacher’ s name:

CLASS: 11 Number present: absent:

Learning objectives that 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 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
11.2.1 - 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 criteria Learners have used vocabulary, read effectively and worked in pair researching online, prepared their own reports about stadiums.

ICT skills Using videos& pictures, working with URLs

Previous learning Dark side of Dolphins

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with good At the organization moment T Envelop with shapes
Warming-up [Link]. wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to divide The aim: To develop Ss speaking skills and create friendly praise» method is used to evaluate
10 min. into 3groups. atmosphere Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and feel the “Good job!
II -square support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.
25 min Revision of Grammar passive forms b) To practise active and passive forms of verbs Ss evaluate each other and Whiteboard
SB Ex. 5 p. 29 a) To identify the passive form • Explain the task and give Ss time to fill the gaps. • Check Ss’ encourage classmate with phrases Pupils Book
• Ask Ss to read the text again and underline the answers. like: Poster.
passive forms. • Check Ss’ answers around the class. Answer Key Well done! Brilliant! Good job! I
Answer Key 1 are found 2 have been studying 3 were also thought 4 has been like it!
are known (line 1) are made up of (line 2) is injured discovered 5 washed up 6 had been killed 7 has already
(line 5) are often observed (line 7) have always been changed 8 are wondering
attracted to (line 22) have been observed (line 25) it
was confirmed (line 30) should be treated (line 34)

Ex. 6 p. 29 a) To prepare for a listening task b) To listen for specific information Ss evaluate each other and Whiteboard
• Explain the task and ask Ss to check the words/ • Ask Ss to read the sentences and find the key words. Explain encourage classmate with phrases Pupils Book
phrases in the Word List or their dictionaries. • Ask Ss that this will help them do the task. • Play the recording (twice if like: Poster.
why they think the person quit her job at the sanctuary necessary). • Ss listen and complete the task. • Check Ss’ Well done! Brilliant! Good job! I
and elicit responses around the class. answers. 1.10 like it!
Answer Keys Answer Key
fishing net (n): an object used for catching fish 1 F ( … I love animals,sea creatures in particular.I got so upset
collision (n): the crashing together of two or more whenever I read about a dolphin caught in a fishing net, injured
things supposedly (adv): according to what you have in a collision with a boat, or poisoned by plastic or chemical
been told (often used to imply that you don’t believe waste. I wanted to help them.[…] I studied Marine Biology at
something to be true) chemical waste (n): the waste or university, and then I went to work for Open Ocean.)
by-product that is made from harmful chemicals bring 2 T 3 T 4 T 5 F (… what about your campaign? Can you tell us
in (money) (phr v): make a profit beneficial (adj): about that? - Yes, it's called Stay Wild and it's a movement to
helpful, advantageous campaign (n): organised encourage zoos, aquariums and sanctuaries like Open Ocean to
activities that are working towards a specific outcome release their healthy animals into the wild,…)
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.

Ex. 7 p. 29 To listen for specific information Suggested Answer Key Ss evaluate each other and Whiteboard
(note taking) Notes Threats: dolphins are caught in fishing nets, hit by boats, encourage classmate with phrases Pupils Book
• Explain the task and ask Ss write down the headings poisoned by plastic or chemical waste, and kept for like: Poster.
‘Threats’ and ‘Solutions’ in their notebooks. • Play the entertainment/profit Solutions: make sure rubbish doesn’t end Well done! Brilliant! Good job! I
recording again and Ss take notes. • Ask Ss to read up in the sea, participate in beach clean-ups, buy ‘dolphin safe’ like it!
their notes to the class. 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 [Link] major problem is [Link]
plastic and chemical waste that humans throw into the ocean
can harm and even kill [Link] 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 [Link] 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 [Link] 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 b) To practise making suggestions and agreeing/disagreeing Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • • Explain the task and give Ss time to complete it. • Check Ss’ encourage classmate with phrases Pupils Book
Play the recording and Ss check their answers. answers. like: Poster.
Answer Key Suggested Answer Key Well done! Brilliant! Good job! I
1 know 2 for 3 need 4 start 5 about How about planting: Let’s plant / Maybe we could plant / Why like it!
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 Suggested Answer Key Ss evaluate each other and Whiteboard
about how to save dolphins A: Did you know that dolphins are in danger? encourage classmate with phrases Pupils Book
• Explain the task and ask pairs of Ss to take roles and B: Really? I didn’t realise they were in trouble. like: Poster.
act out a dialogue similar to the one in Ex. 8a. Remind A: The waste that ends up in the ocean is extremely harmful for Well done! Brilliant! Good job! I
Ss to use their notes from Ex. 7 and the phrases in the them. B: How terrible! like it!
language box to help them. • Write this diagram on the A: I know, we should try to help them. Have you got any ideas?
board for Ss to follow. • Give Ss time to act out their A B Express interest. Express concern. Make a suggestion.
 dialogues in pairs. • Monitor activity around the class Disagree. Give a reason why. Agree. Ask B if they know about a
and then ask some pairs to act out their dialogue in threat to dolphins. Give more details. Suggest trying to help and
front of the class. 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.

Ex. 10 p. 29 To collect information on a specific Alternatively, assign the task as HW and have Ss present their Ss evaluate each other and Whiteboard
topic and present it to the class findings in the next lesson. encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • Suggested Answer Key like: Poster.
Have Ss present their fact files in class. • Ask Ss to FACT FILE appearance:pink colour,adults between 1.5 and 2.5 Well done! Brilliant! Good job! I
evaluate each other’s presentation and provide m in length, very long snout,rounded head habitat: the Amazon like it!
feedback so as to improve weaknesses (if any). and Orinoco rivers in [Link] 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
[Link] have very long snouts and big, rounded heads. An
adult is usually between 1.5 and 2.5 metres in [Link]
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 [Link]
Amazon river dolphin is not endangered but they do face threats
such as overfishing and habitat pollution.

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according to the Ss evaluate each other and Whiteboard
clear or not. Use the stickers. lesson encourage classmate with phrases Pupils Book
Reflection Green- I understood like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish the
lesson.
 Module 2

LESSON: Module 2 Lesson 9 School:

An opinion essay

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives that this lesson is 11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics
contributing to 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
11.5.6 - 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 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

Previous learning Passive Forms

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T Envelop with shapes
Warming-up [Link]. with good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create praise» method is used to
10 min. 3groups. friendly atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process.

25 min SB Ex. 1 p. 30 To analyse a rubric Ex. 2 p. 30 To analyse a model essay Ss evaluate each other and Whiteboard
• Ask Ss to read the rubric and answer the questions. • Ask Ss to read the model and then elicit which encourage classmate with phrases Pupils Book
Check Ss answers. paragraph matches what content from Ss around the like: Poster.
Answer Key class. Well done! Brilliant! Good job! I
1 A and B 2 I should use formal style. This means full Answer Key like it!
forms, passive voice, advanced vocabulary and linking 1B2A3E4C5D
words/phrases.

Ex. 3 p. 30 To identify and practise using appropriate Ex. 4 p. 30 a) To categorise linkers according to Ss evaluate each other and Whiteboard
topic sentences their usage encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • Check • Ask Ss to copy the table into their notebooks and like: Poster.
Ss’ answers. complete it with the linkers in bold in the model. • Well done! Brilliant! Good job! I
Answer Key Check Ss’ answers. like it!
Topic sentences: To start with, zoos can save endangered Answer Key
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

b) To categorise linkers according to their usage Ex. 5 p. 30 To practise linkers Ss evaluate each other and Whiteboard
Elicit which linkers go in which category and check Ss’ • Explain the task and give Ss time to complete it. • encourage classmate with phrases Pupils Book
answers. Check Ss’ answers. like: Poster.
Answer Key Well done! Brilliant! Good job! I
1 In addition 2 All things considered 3 However 4 as a like it!
result 5 Besides

Ex. 6 p. 31 To expand notes into supporting Ex. 7 p. 31 To practise expressing opinions Ss evaluate each other and Whiteboard
sentences using appropriate linkers Read out the statements and elicit sentences expressing encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it using the opinion using the useful language from Ss around the like: Poster.
prompts and phrases from the Useful Language box. • class. Well done! Brilliant! Good job! I
Check Ss’ answers. Suggested Answer Key Suggested Answer Key like it!
It is expensive to keep wild animals in captivity. To start In my opinion, keeping animals as pets is cruel.
with, they have to eat a special diet. People argue that all Personally, I think that human beings are the reason
animals should be free. In addition, they say that animals that animals become endangered or extinct.
don’t belong in cages

Ex. 8 p. 31 a) To match viewpoints to b) To practise joining viewpoints to Ss evaluate each other and Whiteboard
reasons/examples reasons/examples using appropriate linkers. encourage classmate with phrases Pupils Book
• Give Ss time to read the viewpoints 1-5 and the • Explain the task and give Ss time to complete it. • like: Poster.
reasons/examples a-e and complete the task. • Elicit Check Ss’ answers. Well done! Brilliant! Good job! I
answers from various Ss around the class. Suggested Answer Key like it!
Answer Key To start with, large mammals need to run free in their
1e2d3b4a5c 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.

Ex. 9 p. 31 To write an opinion essay Alternatively, assign the task as HW and check Ss’ Ss evaluate each other and Whiteboard
• Give Ss time to complete the task using the Useful answers in the next lesson. Suggested Answer Key encourage classmate with phrases Pupils Book
Language box and their answers from Ex 8. • Remind Ss to Some people believe that animals are always better off like: Poster.
follow the plan, not to use short forms and to start each in the wild. Personally, I have always believed that it is Well done! Brilliant! Good job! I
main body paragraph which a topic sentence. • Check Ss’ better for animals to live in their natural habitats, but like it!
answers. 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 [Link] 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.
 Module 2

LESSON: Module 2 Lesson 10 School:

Unbelievable bees

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Learning objectives(s) that this lesson 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
is contributing to 11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics
11.4.1 - 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 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

Previous learning An opinion essay

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with At the organization moment T Envelop with shapes
Warming-up [Link]. good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create praise» method is used to
10 min. 3groups. friendly atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning» method was
used to give students a choice in order to make them interested
in learning process.

25 min SB Ex. 1 p. 32 To introduce the topic/read & listen for gist Ex. 2 p. 32 To read for specific information Ss evaluate each other and Whiteboard
• Direct Ss’ attention to the picture and the title and elicit how • Ask the Ss to read the sentences and then give them time encourage classmate with Pupils Book
the Ss think these numbers are connected to bees. • Elicit to read the text again and complete the sentences. • Check phrases like: Poster.
answers from various Ss around the class. Ss’ answers. Well done! Brilliant! Good
• Play the recording and ask Ss to listen, read and check. Answer Key job! I like it!
Answer Key 1 … 1,500 eggs a day. 2 … 500 grams of honey. 3 …
1,500: the number of eggs a queen bee lays a day. 500 grams: almost their own weight. 4 … a hexagonal cell of wax. 5
the amount of honey a worker bee can make after visiting … the egg to develop into a full-grown bee.
millions of flowers. • Refer Ss to the Check these words box and explain/elicit
2 million: the number of flowers a worker bee must visit in the meaning of the words or ask Ss to use their
order to make 500 grams of honey. 230: the number of times a dictionaries and look them up.
second a worker bee has to beat their wings to fly with a heavy colony (n): a group of animals (e.g. ants, bees) that live
 load of pollen or nectar. 1.6 mm: the length of a bee egg 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.

Ex. 3 p. 32 To practise asking and answering questions Ex. 4 p. 32 To research a topic and prepare a Ss evaluate each other and Whiteboard
based on a text presentation encourage classmate with Pupils Book
• Explain the task and give Ss time to discuss the text in pairs. • • Explain the task and ask Ss to look up information in phrases like: Poster.
Monitor around the class. various sources about the importance of bees to the Well done! Brilliant! Good
Suggested Answer Key environment and prepare a presentation on it. job! I like it!
A: The queen bee. How many bees are there in a colony? • Ask Ss to give their presentations to the class. •
B: There are around 80,000 members. What is their home Alternatively, assign the task for HW and ask Ss to give
called? their presentations in the next lesson.
A: The bees’ home is called a hive. etc 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 [Link] should
all try to help bees by planting seeds in our gardens and
creating bee-friendly environments

Culture Spot 2 To personalise and expand on the topic Ss evaluate each other and Whiteboard
1 To listen and read for gist • Explain the task and give Ss time to use the Internet or encourage classmate with Pupils Book
• Read the question aloud and elicit from Ss what they know (if other sources to collect more information about the phrases like: Poster.
anything) about the national animal and the national bird of the national animal/bird of their country. • Ask Ss to write a Well done! Brilliant! Good
USA. • Play the recording. Ss listen and read to answer the short paragraph about the national animal/bird of their job! I like it!
question. • Check Ss’ answers. country. 1.13 • Check Ss’ answers and ask various Ss to
Answer Key tell the class.
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.

Ending the lesson Traffic light method is used to find out was the lesson clear or Ss use their stickers to show their knowledge according to Ss evaluate each other and Whiteboard
not. Use the stickers. the lesson encourage classmate with Pupils Book
Reflection Green- I understood phrases like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good
10 min. Red-I need a help. job! I like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish
the lesson.
 Module 2

LESSON: Module 2 Lesson 12 School:

Progress Check

Date: Teacher name:

CLASS: 11 Number present: absent:

Learning objectives(s) that this lesson 11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics
is contributing to 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics
11.4.4 - 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 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

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with At the organization moment T tries Envelop with shapes
Warming-up [Link]. good wishes to each other. to award active Ss. «The praise»
Team work T give them different shapes and ask them to divide The aim: To develop Ss speaking skills and create friendly method is used to evaluate Ss with
10 min. into 3groups. atmosphere phrases like:
I-circle Efficiency: By wishing each other they feel better and feel “Good job!
II -square the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.

25 min SB Ex. 1 p. 33 To read for specific information Answer Key Ss evaluate each other and Whiteboard
• Ask Ss to read the questions 1-5 and the possible 1 B para A: …many people still believe they only exist in encourage classmate with phrases Pupils Book
answers and give them time to read the text and choose children’s stories) like: Poster.
the correct answers. • Check Ss’ answers around the 2 A (para B: …they have survived from ancient times with Well done! Brilliant! Good job! I
class and ask Ss to justify their answers with examples only very small changes in their body structure and like it!
from the text. 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.

Ex. 2 p. 33 To revise everyday English expressions Ex. 3 p. 34 To listen for specific information Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • • Explain the task and ask Ss to read the statements 1-5. • encourage classmate with phrases Pupils Book
Check Ss answers. Play the recording. Ss listen and mark the statements like: Poster.
Answer Key accordingly. • Check Ss’ answers. Well done! Brilliant! Good job! I
1a2b3a Answer Key like it!
1F2F3T4T5F

Ex. 4 p. 34 To revise using reported speech Ex. 5 p. 34 To revise cleft sentences Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • • Explain the task and give Ss time to complete it. • Check encourage classmate with phrases Pupils Book
Check Ss’ answers. Ss’ answers. like: Poster.
Answer Key Answer Key Well done! Brilliant! Good job! I
1 Ruslan said that Gulya had seen a bear in the wild. 2 1 What 2 who 3 me 4 it like it!
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.

Ex. 6 p. 34 To consolidate vocabulary from the Ex. 7 p. 34 To write an opinion essay Ss evaluate each other and Whiteboard
module • Explain the task and give Ss time to complete it. • Check encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • Ss’ answers. like: Poster.
Check Ss’ answers. Suggested Answer Key Well done! Brilliant! Good job! I
Answer Key Some people think that it is beneficial for every person to like it!
1 mate 2 hatched 3 detect 4 carnivores 5 breed 6 spot 7 have a pet. In my opinion, everyone should have a pet as
hooked 8 full-grown 9 dived 10 soar long as they are able to look after it properly. To start with,
studies suggest that having a pet can reduce stress and
[Link] 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 [Link] 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
[Link] 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 [Link] 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.

Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according to Ss evaluate each other and Whiteboard
clear or not. Use the stickers. the lesson encourage classmate with phrases Pupils Book
Reflection Green- I understood like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish the
lesson.