Action Ответы SB
Action Ответы SB
Action Ответы SB
Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova
Уважаемые учителя английского языка, работающие по УМК
обновленного содержания образования по английскому языку
международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов
составления данных планов. В зависимости от уровня учащихся,
требований администрации вашей школы и по пожеланию учителя
поурочные планы подлежат корректировке самим учителем,
преподающим в данной параллели.
С уважением, методисты международного образовательного
центра «EDU Strеam».
in the 11th grade – Aspect 11 for Kazakhstan-3 hours a week, 102 hours a year
Grade 11
1) Content. Speaking and listening skills to solve problems creatively and
cooperatively in groups; to provide sensitive feedback to peers. Respect differing points
of view. Evaluate and respond constructively to feedback from others; use feedback to set
personal learning objectives. Develop and sustain a consistent argument when speaking
or writing. Develop intercultural awareness through reading and discussion. Use
imagination to express thoughts, ideas, experiences and feelings. Use talk or writing as a
means of reflecting on and exploring a range of perspectives on the world.
2) Listening. Understanding the main points, specific information, the detail of an
argument implied meaning; recognizing the attitude or opinion of the speaker(s) in
unsupported extended talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics. Deducing meaning from context in unsupported
extended talk on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics; understanding speaker viewpoints and extent of
explicit agreement between speakers; recognizing inconsistencies in argument in
extended talk on a range of general and curricular subjects, including some unfamiliar
topics.
3) Speaking. Using formal and informal language registers in talk. Asking and
responding with appropriate syntax and vocabulary to open-ended higher-order thinking
questions. Explaining and justifying own and others’ point of view; evaluating and giving
comments on the views of others in a growing variety of talk contexts; interacting with
peers to make hypotheses and evaluate alternative proposals on a range of familiar and
some unfamiliar general and curricular topics; navigating talk and modifying language
through paraphrase and correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics. Using appropriate subject-specific vocabulary
and syntax to talk about a range of familiar and some unfamiliar general and curricular
topics.
4) Reading. Understanding complex and abstract main points in extended
texts; specific information and detail in extended texts. Skimming a range of lengthy
texts with speed to identify content meriting closer reading on a range of more complex
and abstract, general and curricular topics. Reading a wide range of extended fiction and
non-fiction texts on a variety of more complex and abstract general and curricular topics.
Deducing meaning from context in extended texts; recognising the attitude, opinion or
tone of the writer and patterns of development in lengthy texts [inter-paragraph level] in
extended texts on a range of more complex and abstract general and curricular topics.
Selecting and evaluating paper and digital reference resources to check meaning and
extend understanding. Recognising inconsistencies in argument in extended texts on a
range of more complex and abstract general and curricular topics.
5) Writing. Planning, writing, editing and proofreading at text level
independently on a wide range of general and curricular topics using a wide range of
vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
writing with grammatical accuracy on a wide range of general and curricular topics using
style and register to achieve an appropriate degree of formality in a wide variety of
written genres on general and curricular topics. Developing with minimal support
coherent arguments supported when necessary by examples and reasons for a wide range
of written genres in familiar general and curricular topics. Writing coherently at text level
using a variety of connectors on a wide range of familiar general and curricular topics.
Using independently appropriate layout at text level on a wide range of general and
curricular topics. Communicating and responding to news and feelings in correspondence
through a variety of functions on a wide range of general and curricular topics.
Punctuating written works at text level and a wide range of general and curricular topics
with a good degree of accuracy.
6) Use of English. Using a variety of past modal forms to express
appropriate functions; a variety of near modal structures including supposed to, bound
to, due, willing to on a wide range of general and curricular topics; a variety of dependent
prepositions with less common nouns, adjectives and verbs; a growing variety of more
complex prepositional phrases including those relating to concession and respect; a
variety of multi-word verbs of different syntactic types on a wide range of general and
curricular topics; a growing variety of more complex conjunctions to express condition
concession and contrast on a wide range of general and curricular topics; a variety of
pre- and post- modifying noun structures on a wide range of general and curricular topics;
a variety of determiners relating to nouns for generic uses, some appositional uses and
textual reference on a wide range of general and curricular topics; a variety of adjectives
complemented by that, infinitive and wh- clauses, affixes with appropriate meaning and
correct spelling on a wide range of general and curricular topics; a range of transitive and
intransitive verb complementation patterns, a growing variety of impersonal and cleft
structures on a wide range of general and curricular topics; a wide variety of simple
perfect active and passive forms and a variety of perfect continuous forms on a wide
range of general and curricular topics; a wide variety of future forms, including future
perfect forms on a wide range of general and curricular topics, a wide variety of present
and past forms, including a growing number of more nuanced contrasts [past and
perfective aspect/simple and progressive aspect] on a wide range of general and
curricular topics, a wide variety of reported statement, command and question forms on a
wide range of general and curricular topics, a wide variety of pre-verbal, post-verbal and
end-position adverbs/adverbial phrases on a wide range of general and curricular topics,
use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide
range of general and curricular topics
This is the substantive knowledge of the programme and comprises what we know
in the subject and how we gain that knowledge. Knowledge in the subject is organized
into strands of learning. Strands are further broken down into sub-strands, which will be
at the level of a skill or topic, knowledge or understanding. Sub-strands, when expressed
as grade-related expectations, form the learning objectives for a subject.
6. The learning objectives demonstrate the progression within each sub-strand
allowing teachers to plan and assess, sharing with learners the next steps they should take.
7. Strand 1: Content. Learners develop skills needed for success in a range of
academic subjects such as using speaking and listening skills to solve problems,
organizing information clearly for others and developing intercultural awareness through
reading and discussion.
8. Strand 2: Listening. A learner understands the main ideas of authentic texts of a
range of genres, conversations on familiar and partially unfamiliar topics recognizes
functionally important meanings, including details and specific information to fill in
forms, tables, schemes understands the meaning of terms and the key units of texts on a
range of curricular topics and general topics; distinguishes between a fact and an opinion
recognizes and compares inconsistencies in medium-length texts of a range of genres and
styles on general and curricular topics, deduces the meanings of unfamiliar words using
the context.
9. Strand 3: Speaking. A learner participates in a conversation in situations of
formal and informal everyday communication correctly formulates utterances using the
lexical and grammatical resources of the language expresses an emotional and evaluative
attitude to the reality using a previously suggested strategy of oral communication
analyses and compares texts providing arguments to support their point of view reasons
evaluating events, opinions, and problems makes conclusions and suggests ways to solve
a given problem.
10. Strand 4: Reading. A learner understands the main ideas of fiction and non-
fiction texts in a range of genres and styles on Humanities uses a range of reading
strategies identifies the time and cause-effect connections of events and phenomena
analyses and compares the meanings of words using paper and digital resources critically
evaluates the content of texts of a range of genres and styles.
11. Strand 5: Writing. A learner plans and makes a brief outline of a written text,
edits and proofreads texts of a range of genres and styles; observes spelling and grammar
rules; provides arguments in a written text based on media information; writes business
letters and other documents; writes discursive texts expressing an opinion of an issue on a
range of topics, including those related to social studies and humanities.
12. Strand 6: A learner expresses themselves using a good lexical range and variety
of language with a generally high degree of accuracy. A learner develops an ability to use
a wide range of past, present and future forms, modals, active and passive verb forms,
direct and reported speech patterns.
(Starter урок отдельно не вынесен, по возможности учитель может сделать план
урока отдельно)
Action Resources во время проведения урока учитель выбирает сам опираясь на
техническое оснащение урока (учитывая индивидуальные особенности учащихся)
Домашнее задание так же прописывается практикующим учителем.
Данное планирование дается как образец – учитель может вносить свои
корректировки
Суммативные задания по завершению каждого модуля можно найти в Teachers
Recourse Pack (диск для учителя)
Module 1
LESSON: Module 1 Lesson 1 (2) School:
Making Connections in Biology +
Starter
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
that this lesson is which is spelt accurately
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
11.1.6 - organize and present information clearly to others
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.5.5 - develop with minimal support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and
curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Value links To present/revise vocabulary for celestial bodies, human anatomy and chemical
elements, to read for coherence & cohesion, to talk about an academic new year’s
resolution Vocabulary: Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star,
planet, dwarf planet);
Cross - curricular Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs,
links spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon,
silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality,
organisation, intelligence, exploration, universe, fossil, engineering, biology, system,
pesticides)
ICT skills Using videos& pictures, working with URLs
Previous learning Previous year
Plan
Planned timings Planned activities (replace the notes below with your planned Action
activities) Resources
What is in the Module?
BEGINNING THE Read the title of the module Starter and ask Ss to suggest what they
LESSON think it means. Go through the topic list and stimulate a discussion to
prompt Ss' interest in the module.
PRESENTATION Ex. 1 p. 5 To present/revise vocabulary related to celestial
AND PRACTICE bodies SB
11.5.2 • Ask Ss to look at the pictures and read the definitions.
• Give Ss time to complete the task and then check Ss’ answers.
Answer Key
1 B 3 D 5 E 7 I 9 F
2 A 4 G 6 C 8 H
11.5.2 Ex. 2 p. 5 To present/revise vocabulary related to human
anatomy
• Ask Ss to read the list of organs/parts of the body and look at
the diagram and complete the labels.
• Give Ss time to complete the task and then check Ss’ answers.
• Elicit more organs/parts of the body from Ss (e.g. large
intestine, colon, bladder, small intestine, nerves, spinal column, etc.)
Answer Key
1 arteries 5 stomach 9 liver
2 veins 6 gall bladder 10 spleen
3 heart 7 kidneys 11 pancreas
4 lungs 8 larynx
11.5.2
Ex. 3 p. 5 To present/revise vocabulary related to chemical
elements
Go through the lists of chemical symbols and elements.
Give Ss time to match them to each other and then check Ss’ answers
around the class.
Answer Key
1c 3 d 5 a 7 g
11.4.3 2f 4 h 6 b 8 e
11.5.2
Ex. 4 p. 6 a) To read for coherence & cohesion
• Go through the list of words and explain/ elicit the meanings of
any that Ss are unsure of.
• Give Ss time to read the online forum and complete the gaps and
then check Ss’ answers.
Answer Key
1 brain 9 universe
2 system 10 engineering
3 organisation 11 intelligence
4 sources 12 biology
5 fossil 13 system
6 crops 14 nanotechnology
7 pesticides 15 reality
8 exploration
Discussion Did you know? To expand the topic Read out the Did you
know? Box and elicit whether Ss were aware of this information or
not.
ENDING THE SB
LESSON Page 6 ex.4b (Home Task)
Additional information
Module 1
LESSON: Module 1 Lesson 2 School:
Modern Genetics
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
that this lesson is which is spelt accurately
contributing to 11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.1.6 - organize and present information clearly to others
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended 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
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems
Value links Modern Genetics
Cross - curricular Biology
links
ICT skills Using videos& pictures, working with URLs
Previous learning Connections in Biology
Plan
Planned timings Planned activities (replace the notes below with your planned Action
activities) Resources
Vocabulary & Reading
BEGINNING THE Ex. 1 p. 8 To introduce key vocabulary from a text
LESSON • Read out the list of words and give Ss time to use them to complete
11.5.2 the diagram. • Play the recording. Ss listen and check their answers.
Answer Key
1 seed 4 pod 7 stem 2 seed 5 pod 3 flower 6 flower
• Refer Ss to the Check these words box and ask Ss to look them up
in the Word List.
• Play the video for Ss and elicit their comments
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Plan
Planned timings Planned activities (replace the notes below with your planned Action
activities) Resources
BEGINNING THE To revise pre- and post-modifying noun structures
LESSON Check Ss’ answers
11.6.1
PRESENTATION Ex. 2 p. 12 To introduce the topic; to listen and read for gist
AND PRACTICE • Read out the questions and elicit answers from Ss around the class.
• Play the recording. Ss listen and read to find out.
11.4.3 Suggested Answer Key
Karl Landsteiner was a scientist. He discovered blood groups and his
work allowed blood transfusions to become possible.
ENDING THE • Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson.
Suggested Answer Key
Dear Mrs Jones, It is with great pleasure that I write to you to invite
you and your students to participate in a Science Fair at our school
in Nur-Sultan. I’ve heard that your students are some of the country’s
brightest, and I, the president of the school science club, would be
honoured to have you as our guests. The Science Fair will take place
on Saturday 4th May from 10 am to 4 pm on campus in Nur-Sultan.
Activities will include a display of science projects and various talks
on different scientific topics by guest speakers. In my experience,
students learn a lot by attending such events. If you have any
questions, do not hesitate to ask. I genuinely hope that you will
accept my invitation. I look forward to hearing your response. Yours
sincerely, Berik Iskakov
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in productive monitor learners’ Values links
tasks by preparing prompt or sentence pronunciation of new words
starter cards and ask learners to mark word
stress
challenge more able learners to link themes in this folktale to themes in others they know
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
monitor learner question writing in groups monitor learner questions for Values links
and highlight for less able learners where accuracy and encourage them
they should self-correct errors to self-correct
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
ENDING THE • Alternatively, assign the task as HW and ask Ss to give their
LESSON presentations in the next lesson.
11.1.8 11.4.8 Suggested Answer Key
11.5.1 11.5.2 Cloning technology is constantly moving forward. This is because
11.5.5 11.6.3 scientists are developing new techniques and systems all the time. In
recent years, there have been some significant breakthroughs in the
field of cloning. One example is the new ‘ZeBRa’ system developed
by scientists at the university of Bayreuth in Germany. When we
clone genetically engineered bacteria in order to produce a medicine
or substance, not all of the clones are successful. What’s more, an
expensive and time-consuming screening process is required to
identify and eliminate unsuccessful clones. ZeBRa solves this issue. It
ensures that successful clones are able to grow and even produce
colonies, meaning that cloning can be done more quickly and
efficiently. Cloning and genetic engineering are incredibly useful in
that they allow us to quickly produce life-saving medicines, such as
insulin, in a more ethical way. Furthermore, cloning can also be used
to grow new human tissue, which has a variety of applications in
surgical procedures. That said, we are unsure whether there will be
any negative consequences. For example, its potential effects on the
food chain, ecosystem and gene pool are largely unknown, and this is
something that should be kept in mind. Not everyone is in agreement
when it comes to the topic of cloning. However, there’s no denying
that it certainly is an interesting topic!
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final techniques
challenge more able learners to structure
final writing to include key words
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
11.6.4 Ex. 4 p. 18 To practise word formation Explain the task and give
Ss time to complete it and then check Ss’ answers.
Answer Key
1 inheritance 4 evolution 2 recipients 5 immunology 3 hybridisation
ENDING THE Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson.
Suggested Answer Key
11.5.1 11.5.2 Dear Mrs Aliyeva, It is with great pleasure that I write to invite you
11.5.3 11.5.4 as a guest speaker to give a talk at a Biology Day to be held at the
11.5.5 International School of Almaty. We would be honoured if you would
accept. The Biology Day will take place on the 12th June from 10 am
to 4 pm on campus at Sypatay Batyr Street in Almaty. The topic of
your talk would be entirely your decision. However, it should be
science-related. We specifically asked you to give a talk because we
admire and respect your work. Moreover, you were a former student
of the school and therefore your presence would be inspiring to the
students. If you have any questions, do not hesitate to ask. I genuinely
hope that you will accept my invitation. I look forward to hearing
your response. Yours sincerely, Anna Ospanov Check your Progress
Ask Ss to assess their own performance in the unit by ticking the
listed activities according to how competent they feel for each one.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Plan
Planned timings Planned activities (replace the notes below with your planned Action
activities) Resources
What is in the Module?
BEGINNING THE Read the title of the module The Animal World and ask Ss to
LESSON suggest what they think it means. Go through the topic list and
stimulate a discussion to prompt Ss' interest in the module.
PRESENTATION Ex. 1 p. 21 Vocabulary To introduce vocabulary related to our
AND PRACTICE natural world • Direct Ss’ attention to the pictures and elicit what
11.3.5 each one shows choosing from the words/phrases in the list.
• Play the recording. Ss listen and check their answers and then repeat
chorally and/or individually.
Answer Key
1 a river 2 a forest 3 wild animals 4 birds 9 a desert 5 mountains 6
the ocean 7 a lake 8 a waterfall
• Play the video for Ss and elicit their comments.
b) To read for gist Elicit which natural feature each text refers to
from Ss around the class.
Answer Key
A – forest B – ocean C – desert
11.1.1 11.1.3 Ex. 7 p. 23 To express an opinion and expand on the topic Give
11.1.7 11.1.10 Ss time to consider their answers to the questions and then ask
11.2.3 11.2.5 various Ss around the class to share their answers with the rest of
11.3.1 11.3.4 the class.
11.3.5 11.3.6 Suggested Answer Key
We should protect endangered species like golden eagles around the
world because it is our fault that they are endangered. Human
actions threaten their survival. We should do everything we can to
undo the damage we have done and help them to survive and live
their lives as they should. We can help by reducing the amount of
energy we use and the amount of rubbish we produce. We can join an
environmental organisation and we can donate to a conservation
charity
ENDING THE • Ask Ss to present their poster to the class. Have the class perform
LESSON peer assessment and give feedback for Ss to use to improve their
performance.
Suggested Answer Key
ICT Suggested Answer Key In Kazakhstan there are a number of
eagle species. The golden eagle is one of the most well-known.
However, other species of eagle include the steppe eagle, the
imperial eagle and the booted eagle. The steppe eagle is around 62-
81 cm long and has a wingspan of around 165-200 cm. Adult steppe
eagles weigh between 2 kg and 3.9 kg. It can be found on mountain
peaks, as well as grasslands and semi-desert environments. It feeds
on small mammals such as squirrels and mole rats. Steppe eagles are
endangered. The imperial eagle is 72-83 cm long and its wingspan is
180-215 cm. The adult birds weigh between 2.4 - 4.5 kg. Their
habitat includes forests and grasslands. They eat rabbits, birds, fish
and insects. Imperial eagles are a vulnerable species and their
population is in decline. The booted eagle is one of the smallest types.
It is 42-50 cm long with a wingspan of 113-134 cm. Adult booted
eagles weigh between 635 g and 1.2 kg. They live in forests and
grasslands and feed on birds and small mammals. They are not
regarded as being a threatened species right now. Aren’t the eagles
of Kazakhstan amazing?
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final writing techniques
task
challenge more able learners to structure
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
provide support for less able learners in monitor learner language for Values links
recounting task in the form of a plot line accuracy in opinion feedback
template task and ask other learners to
peer correct errors
Module 2
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
b) To listen and make notes Play the recording again. Ss listen and
11.1.1 11.3.1 make notes under the headings.
11.2.8 11.1.7 Suggested Answer Key
11.2.5 Threats: caught in fishing nets, collisions with boats, poisoned by
plastic or chemical waste Solutions: make sure rubbish doesn’t end
up in the sea, participate in beach clean-ups, buy fish marked as
‘dolphin saf
11.5.5 11.5.7 Ex. 2 p. 28 To analyse a model essay for structure and content
• Give Ss time to read the model and match the paragraphs to their
contents in the list. • Check Ss’ answers.
Answer Key
A – the writer’s opinion B – the writer’s first viewpoint and
example/reason C – the writer’s second viewpoint and
example/reason D – an opposing viewpoint and example/reason E –
the writer’s opinion restated
Reflection Use the space below to reflect on your lesson. Answer the
Were the lesson objectives/learning most relevant questions from the box on the left about your
objectives realistic? lesson
Did I stick to timings?
What changes did I make from my plan
and why?
Module 2
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
monitor learner question writing in groups monitor learner questions for Values links
and highlight for less able learners where accuracy and encourage them
they should self-correct errors to self-correct
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Plan
Planned timings Planned activities (replace the notes below with your planned Action
activities) Resources
BEGINNING THE Revision the Module 2
LESSON
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
provide support for less able learners in monitor learner language for Values links
recounting task in the form of a plot line accuracy in opinion feedback
template task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
11.4.1 11.4.3 Ex. 2 p. 40 Listening & Reading To introduce the topic; to listen
and read for gist • Read out the title and the first sentences of each
paragraph in the text. • Elicit Ss’ guesses as to what the text is
about. • Play the recording. Ss listen and read to find out.
Suggested Answer Key
I think the text is about memory and how we can improve our brain
function using different tips and techniques.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in productive monitor learners’ Values links
tasks by preparing prompt or sentence pronunciation of new words
starter cards and ask learners to mark word
stress
challenge more able learners to link themes in this folktale to themes in others they know
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final techniques
challenge more able learners to structure
final writing to include key words
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Ex.3 p.53
11.4.7- recognize patterns of development in lengthy texts [inter- Student’s
paragraph level] on a range of more complex and abstract general and book,
curricular topics; IWB,
Aim: to listen and read for cohesion and coherence (missing Class Cd
sentences) Track
Give Ss time to read the sentences A-F and then read the text again and 2.16, DVD
use them to fill the gaps to make a cohesive text.
• Play the recording. Ss listen and check their answers.
Answer Key
1D2F3A4B5E
• Refer Ss to the Check these words box and ask Ss to look them up in
the Word List.
• Play the video for Ss and elicit their comments.
Ex.4 p.53
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics; Student’s
Aim: to consolidate new vocabulary book,
• Explain the task. Give Ss time to complete it using the Word List or IWB
their dictionaries to help them as necessary.
• Check Ss’ answers around the class.
Answer Key
origins = beginnings
bodies = objects
phases = stages
rituals = practices
Waxing = expanding
movements = positions
Waning = shrinking counterparts = equivalents
Ex.5 p.53
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics; Student’s
Aim: to consolidate information in a text book
Read out the task and elicit answers from Ss around the class.
Suggested Answer Key
I have learnt that the seven-day week can be traced back to the
Babylonians and also that the days of the week are named after the
planets, gods and goddesses and the Sun and the Moon.
10 minutes Idioms with times-Collocations Ex.6-7 p.53 Student’s
11.5.2- use a wide range of vocabulary, which is appropriate to topic and book,
genre, and which is spelt accurately; IWB
Aim: to learn idioms with time
• Explain the task and give Ss time to complete the sentences using the
idioms in the list.
• Check Ss’ answers.
Answer Key
1 against the clock 2 at the 11th hour 3 beat the clock 4 third time is a
charm 5 a matter of time 6 a race against time
Ex.7 p.53
Aim: to learn collocations relating to time
• Explain the task.
• Give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 wasting 2 lose 3 pass 4 marking
Listening & Speaking Student’s
Ex.8 A book,
11.2.2- understand specific information in unsupported extended talk on IWB,
a wide range of general and curricular topics, including talk on a Class Cd
growing range of unfamiliar topics; Track
11.2.3- understand the detail of an argument in unsupported extended 2.17
talk on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of
unfamiliar topics;
Aim: to listen for specific information (multiple choice)
• Ask Ss to read the questions and answer choices.
• Then play the recording and ask Ss to complete the task by choosing
the correct answers according to what they hear.
• Check Ss’ answers.
Answer Key: 1 B 2 A 3 B
Ex.8 B
11.2.2- understand specific information in unsupported extended talk on
a wide range of general and curricular topics, including talk on a Student’s
growing range of unfamiliar topics; book,
Aim: to consolidate information in a listening task IWB,
• Play the recording again and then have Ss discuss the questions in Class Cd
pairs. Track
• Elicit answers from Ss around the class. 2.17
Answer Key
A: True Solar Time is the time according to the position of the sun in the
sky.
B: That’s right and in 1884, Universal Time and different time zones
around the world were established at the International Meridian
Conference.
Ending the lesson Speaking & Writing Student’s
Ex.9 p.53 book
10 minutes 11.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.1.3- respect differing points of view;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
Aim: to expand the topic and develop critical thinking skills
• Ask Ss to work in small groups and talk about calendars in the ancient
world answering the questions in the rubric.
• Monitor the activity around the class, and then ask some groups to
report back to the class.
• Ask Ss to conduct peer assessment, evaluate each other’s
performance, and give feedback.
Suggested Answer Key
A: Why do you think various calendars existed in the ancient world?
B: Well, I think different civilizations chose to measure the passing of
time in different ways. For example, the Babylonians focused on the
Lunar phases for their calendar. But some civilizations used the sun
instead.
C: I agree. Plus, different cultures wanted to use different calendars to
mark special events and celebrations. But what do you think made
people change the way they calculated time?
A: Well, I think some people found early calendars inaccurate, as they
didn’t know when to hold important celebrations. Also, knowledge
increased and they were able to use more advanced methods of
measuring time.
B: That makes sense.
Ex.10 p.53
11.1.6- organize and present information clearly to others;
11.1.10- use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.4.8- select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics
Ex.1 B p. 54
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics ;
Aim: to expand the topic
Ask Ss to work in pairs and think of two more Dos and Don’ts. Then ask
various Ss to tell the class.
Suggested Answer Key
Do
• use contrasting colours so your text is easy to read
• practise your presentation
Don’t
• include too much information on each slide,
• use too many colours on one slide
Main Activities Listening & Reading Student’
15 minutes Ex.2 p.54 s book,
11.4.3- skim a range of lengthy texts with speed to identify content IWB,
meriting closer reading on a range of more complex and abstract, Class
general and curricular topics; CD,
Aim: to introduce the topic; to listen and read for gist Track
• Read out the title of the text and the subheadings and elicit how 2.18
these tips can help make an effective slideshow from Ss around the
class.
• Play the recording. Ss listen and read to find out.
Suggested Answer Key
The tips can help your audience understand the material you’re
presenting, make your presentation look more professional and get
your message across.
Ex.3 p.55
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics; Student’
Aim: to read for specific information (comprehension questions) s book
• Ask Ss to read the questions.
• Then give them time to read the text and answer them according to
what they read.
• Check Ss’ answers.
Answer Key
1 You should use slides with bullet points to reinforce important points.
Use up to five lines of text, each up to five words.
2 Animations can increase the impact of messages when used wisely.
Overuse can distract the audience and make the presentation appear
unprofessional.
3 They may not be able to clearly read the slides. You should use clear
fonts, large enough to be seen from a distance. Font should stand out
from the background, so use contrasting colours.
• Refer Ss to the Check these words box and ask Ss to look them up in
the Word List.
Ex.4 p.55
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics; Student’
Aim: to consolidate new vocabulary s book
• Read out the words in bold and give Ss time to match them to their
meanings in the list using their dictionaries to help them if necessary.
• Check Ss’ answers.
Answer Key
facilitate = help
stimulate = encourage
generating = creating
complement = add to
conveying = communicating
incorporating = including
emerging = appearing
decipher = make out
Ex.5 p.55
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar Student’
general and curricular topics ; s book
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics ;
Aim: to consolidate information in a text
• Ask Ss to discuss what they have learnt in pairs and say how it will
help them with their next presentation. Tell Ss to compare answers
with their partner.
• Then ask various Ss to share their answers with the class.
Suggested Answer Key
A: I have learnt not to put too many words on my slide and to use a
larger font size. I usually try to include too much information on my
slides so next time, I will definitely remember these tips.
B: I learnt to be careful with using animation in a presentation
because it can be distracting if done badly. I also learnt to use
contrasting colours for the background and the text to make the slides
easier to read from a distance.
Ex.6 B p.55
11.6.6- use a growing variety of impersonal and cleft structures on a
wide range of general and curricular topics;
Aim: to practise cleft sentences
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Answer Key
1 before his presentation was check the equipment
2 when the speech on ancient calendars took place was Monday
3 where the presentation was held was at the company’s headquarters
4 why a sighting tool was used was so that the merkhet would be
aligned correctly
5 minutes Listening & Speaking Student’
Ex.7 p.55 s book,
11.2.3- understand the detail of an argument in unsupported extended IWB
talk on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
11.2.6- deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.2.8- recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects, including some unfamiliar
topics;
Aim: to listen for specific information (gap fill)
• Ask Ss to read the gapped text and think about what the missing
information could be.
• Play the recording. Ss listen and fill the gaps.
• Check Ss’ answers.
Answer Key
1confident 2 research 3 mirror 4 open 5 attention 6 fact 7 address
8 visuals
5 minutes Asking for/Giving/Responding to Advice Student’
Ex.8 p.55 s book,
11.1.7- develop and sustain a consistent argument when speaking or IWB,
writing; Class
11.2.3- understand the detail of an argument in unsupported extended CD,
talk on a wide range of general and curricular topics, including talk on a Track
growing range of unfamiliar topics; 2.19
11.2.6- deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.2.8- recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects, including some unfamiliar
topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: to roleplay a dialogue asking for/ giving/responding to advice
• Ask Ss to work in pairs. Play the recording again and tell Ss to make
notes and compare them with their partner.
• Then have Ss act out a dialogue to ask for and give advice on how to
make an effective presentation using their notes and the useful
language in the box to help them.
• Monitor the activity around the class.
Answer Key
A: I want to give a successful slideshow presentation. There’s a lot of
information. What do you think I should do?
B: Well, why don’t you use visuals such as a graph or chart to represent
your data?
A: Do you really think that would work?
B: Definitely. If you put the information into a chart, it will be much
easier to understand and you won’t have to spend so much time talking
about it either.
A: I suppose you’re right. Thanks.
B: No problem. etc
Ending the lesson Writing & Speaking Student’
10 minutes Ex.9 p.55 s book,
11.1.2- use speaking and listening skills to provide sensitive feedback to IWB
peers;
11.1.4- evaluate and respond constructively to feedback from others;
11.5.1- plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.6.7- use a wide variety of simple perfect active and passive forms and
a variety of perfect continuous forms on a wide range of general and
curricular topics
Aim: to write rules for how to give a successful slideshow
presentation
• Explain the task and give Ss time to research online and find more
information about giving slideshow presentations and make notes under
the headings and then write a set of rules.
• Ask various Ss to read their text to the class.
• Alternatively, assign the task as HW and ask Ss to share their
answers in the next lesson.
• Have Ss perform peer assessment and evaluate each other’s texts and
give feedback.
Suggested Answer Key
If you’ve ever given a presentation, you’ll know that things don’t
always go to plan. It happens to the best of us, regardless of how
successful you are. Perhaps you had been practising all week, only to
find at the last minute that one of your slides had been deleted somehow.
Maybe you simply spoke a little too quickly for your audience to follow.
Whatever the issue, these simple tips will help you keep your next
presentation on track.
Body Language
– Use open body language when giving a presentation. Stand up straight
and don’t fold your arms.
– Remember to look up at the audience while you are speaking and not
look at the screen or read from your notes.
Layout
– Keep the layout of your presentation simple. Don’t overcrowd slides
with too much information.
– Use a maximum of five bullet points each with up to five words.
Ensure that only the most important information has been included.
Graphics & Design
– Use visuals to help get your message across without the use of words.
– Choose an appropriate colour scheme that makes your slideshow
seem more professional and attractive.
Extra material
– Embed music and videos in your slideshow if it is relevant, but make
sure it works before you give the presentation.
– Provide your audience with handouts if you feel it would be helpful.
This will provide them with the main points so that they aren’t too busy
writing notes to listen.
Extra tips
– Practise your presentation in front of a mirror, a friend or family
member or even record yourself to help you improve.
– Research your topic well so that you are equipped to take questions
from your audience.
– Take opportunities to include your audience in your presentation – a
simple opinion poll or question can really help grab the audience’s
attention.
So that’s it. Just keep these points in mind, and that presentation
you’ve been stressing over is sure to be a breeze!
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning? Cross-
do you plan to give curricular
more support? How Learners have met the learning objective if they can: links
do you plan to learn vocabulary relating to slideshow presentations, listen & read for
challenge the more gist, ICT links
able learners? read for specific information (comprehension questions), learn/revise Values
provide support for impersonal & cleft sentences, to listen for specific information (gap links
less able learners fill), practise asking for / giving and responding to advice, write rules
through sentence about slideshow presentations
starters in their written
task
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic? Did I stick to timings?
What changes did I make from my plan and why?
Module 4 “Timekeeping Devices” 4D
Additional information
Differentiation – how do you plan to give more Assessment – how are you Cross-
support? How do you plan to challenge the planning to check learners’ curricular
more able learners? learning? links
support less able learners in doing the tasks by Learners have met the learning
encouraging them to scan text quickly to find a objective if they can: Values links
section of the text that contains the answer. write a for-and-against essay
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 4 “Timekeeping Devices” 4 E
Date: Class: 11
Teacher’s name:
Learning objectives 11.1.8- develop intercultural awareness through reading and discussion;
that this lesson is 11.3.5- interact with peers to make hypotheses and evaluate alternative proposals
contributing to on a range of familiar and some unfamiliar general and curricular topics;
11.4.1- understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and curricular
topics;
11.4.2- understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.3.6- navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics ;
11.1.6- organize and present information clearly to others;
11.1.10- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.4.8- select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
Lesson objectives All learners will be able to:
read for specific information;
Most learners will be able to:
read for specific information, listen & read for cohesion and coherence (open
cloze);
Some learners will be able to:
read for specific information, listen & read for cohesion and coherence (open
cloze), write about an important observatory/science museum in Kazakhstan
Vovcabulary Verb: navigate;
Nouns: observatory, hemisphere;
Adjective: refracting
Assessment criteria Learners have met the learning objective if they can:
read for specific information, listen & read for cohesion and coherence (open
cloze), write about an important observatory/science museum in Kazakhstan
Value links Explore the themes of museums in UK and Kazakhstan
Cross – curricular Science/ICT
links
ICT skills Using videos& pictures, working with URLs
Previous learning Writing a For-and-against essay
Plan
Planned timings Planned activities Excel
Resources
Beginning the lesson Ex.1 p.58 Student’s
10 minutes 11.1.8- develop intercultural awareness through reading and book
discussion;
11.3.5- interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.4.1- understand complex and abstract main points in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify
content meriting closer reading on a range of more complex and
abstract, general and curricular topics;
Ex.3 p.59
11.2.1- understand the main points in unsupported extended talk on Student’s
a wide range of general and curricular topics, including talk on a book, IWB,
growing range of unfamiliar topics; Class CD,
11.3.6- navigate talk and modify language through paraphrase and Track 2.22
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
Aim: to consolidate information in a text
Play the recording. Ss listen and read the text again. Elicit what Ss
have learnt from the text from various Ss around the class.
Suggested Answer Key
I learnt that atomic clocks are very accurate. I also learnt that parts
of Antarctica use the same time as the UK, and that there are more
than 24 time zones.
Ex.4 p.59
11.1.1- use speaking and listening skills to solve problems
creatively and cooperatively in groups; Student’s
11.1.6- organize and present information clearly to others; book, IWB
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.3.5- interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics;
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics
Aim: to expand the topic; to develop critical thinking skills; to
express an opinion
• Give Ss time to research online and collect information about
countries with more than one time zone. Then give Ss time to
consider the advantages and disadvantages of living in these
countries and write a short text expressing their opinions.
• Then ask various Ss to share their answers with the class.
• Alternatively, assign the task as HW and ask Ss to share their
answers in the next lesson.
Suggested Answer Key
Some countries around the world that have more than one time
zone include Kazakhstan, the USA, Canada, Brazil and Russia.
The main advantage of having multiple time zones is that all
people benefit from having the maximum amount of daylight during
the day. This helps people to be more productive during their
natural waking hours, and also gives them access to a natural source
of vitamin D.
The disadvantage of having multiple time zones is that it can make
trade and communication more difficult for businesses. People who
work in companies that trade or communicate with other parts of the
country will need to consider the different zones as it can make it
very difficult to organise national events which have to take place
at the same time, such as meetings.
Overall, I feel that although multiple time zones in one country
can make life a little difficult, they are important because people
need to conduct their daily routines and business activities in
daylight.
20 minutes Summative Assessment for Module 4 Sts do the tasks Copies of SA
4
Ending the lesson Did you know? Student’s
5 minutes Aim: to expand the topic book
Read out the Did you know? box and elicit whether Ss were aware
of this information or not.
Additional information
Differentiation – Assessment – how are you planning to check learners’ learning? Cross-
how do you plan to curricular
give more support? links
How do you plan to
challenge the more ICT links
able learners? Values links
monitor learner monitor learner questions for accuracy and encourage them to self-
question writing in correct
groups and highlight
for less able learners
where they should
self-correct errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives /learning objectives realistic?
Ex.2 p. 60
11.6.13- use a variety of dependent prepositions with less Student’s
common nouns, adjectives and verbs on a wide range of general book, IWB
and curricular topics;
Aim: to practise prepositional phrases
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 from 2 on 3 into 4 to 5 on 6 of
Main Activities Collocations Student’s
5 minutes Ex.3 p.60 book, IWB
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to practise collocations
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 perfect 2 visual 3 standardised 4 sighting 5 well-executed
10 minutes Word Formation Student’s
Ex.4 p.60 book, IWB
11.6.4- use a range of affixes with appropriate meaning and
correct spelling on a wide range of general and curricular
topics;
Aim: to practise word formation
Explain the task and give Ss time to complete it and then check
Ss’ answers.
Answer Key
1 ineffective 2 alignment 3 rotation 4 uselessness
5 embellishments
Ex.3 A p.64
11.4.5- deduce meaning from context in extended texts on a wide range Student’s
of familiar and unfamiliar general and curricular topics; book,
Aim: to consolidate new vocabulary through antonyms IWB
• Read out the list of words and then give Ss time to find the antonyms in
the text.
• Check Ss’ answers.
Answer Key
Text A: unambitious ≠ aspiring
poverty-stricken ≠ wealthy
Text B: order ≠ chaos
loss ≠ profit
Text C: immovable ≠ portable
increasing ≠ reducing
Ex.3 B p.64
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics; Student’s
Aim: to consolidate new vocabulary book,
• Ask Ss to work in pairs and explain the meaning of the highlighted IWB
phrases in the text using their dictionaries to help them.
• Elicit answers from Ss around the class.
Suggested Answer Key
to get stuck in a rut = to be unable to break a pattern or routine
see the bigger picture = to have a clear overview
Grammar Verb complementation Student’s
Ex.4 p.65 book,
11.6.5 - use a range of transitive and intransitive verb complementation IWB
patterns on a wide range of general and curricular topics;
Aim: to learn/revise verb complementation
• Ask Ss to look at the underlined examples in the text and elicit the type
of verb complementation pattern.
• Refer Ss to the Grammar Reference section to check their answers.
Answer Key
has a luxurious home: transitive verb + direct object
enjoyed learning about computers: transitive verb + - ing phrase
opened (a brick-and-mortar store) in his local town: transitive verb
(+direct object) + adverb/adverbial phrase (open is also intransitive e.g.
The shop has just opened. – no object)
allows people to grow plants indoors without soil: transitive verb +
indirect object + infinitive phrase
think that you need capital: transitive verb + clause (think is also
intransitive e.g. I’m sorry, I wasn’t thinking clearly. – no object)
graduated in modern history: intransitive verb + prepositional phrase
(no object)
has (since) started another company: verb + direct object (start is both
transitive and intransitive – in this case it’s transitive BUT also
intransitive e.g. What time does the seminar start? – no object)
seem ludicrous: linking verb + subject complement (adjective)
Speaking Ex.5 p.65 Student’s
11.1.9 - use imagination to express thoughts, ideas, experiences and book,
feelings; IWB
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
Aim: to talk about advantages/ disadvantages of jobs; to express an
opinion
• Ask Ss to work in pairs and discuss what they think are the
advantages/disadvantages of the jobs in the texts.
• Then ask various Ss to share their answers with the class.
Suggested Answer Key
A: I think that in text A, the advantages are that his businesses are
successful and he is making money.
B: Yes, and he is also making a difference to Kazakhstan by introducing
new technology that will have a positive impact. However, he didn’t get
any help in the beginning. What about the advantages in text B?
A: I think the advantages are that he received lots of investment from his
friends and family and created a carbon-neutral taxi business and made
a lot of profit. But what about the disadvantages?
B: Hmm, probably just that he doesn’t have time to enjoy his hobbies.
What about text C?
A: Well, the good things are that he has helped to reduce plastic waste and
has helped communities in Africa get access to water.
B: Definitely, although unfortunately, he doesn’t make much money from
his work.
Ex.6 A p.65
11.1.8 - develop intercultural awareness through reading and discussion;
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: to find specific information in a text
• Give Ss time to read the texts again to find each person’s inspiration
and make some notes.
• Ask various Ss to explain using their own words.
Suggested Answer Key
Arman Toskanbayev’s inspiration for starting his business was that he
understood his talent was related to computers and technology.
Nicko Williamson’s inspiration for his company was his love of cars Student’s
and seeing a garage that offered environmentally-friendly car conversions. book,
Edwin Broni-Mensah’s inspiration was the realization that he was IWB
spending a lot of money on bottled water when tap water is free.
Ex.6 B p.65
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings;
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
11.5.8 - communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range of general
and curricular topics;
Aim: to personalise the topic
• Refer to the four young entrepreneurs and read out the questions.
• Give Ss a few minutes to think of their answers, then ask various Ss to
tell the class.
Suggested Answer Key
The person that impressed me the most was Edwin Broni-Mensah
because he uses his business to help those in need and that he managed to
do it while still studying. The secret to his success is his time management
skills to make sure he spent time on his business and still completed his
education.
Ex. 3 p.67
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics; Student’s
Aim: to read for specific information (T/F/DS) book,
• Ask Ss to read the sentences 1-5 and then give them time to read the IWB,
text again and decide on their answers. DVD
• Check Ss’ answers around the class.
Answer Key
1 DS 2 T 3 F 4 DS 5 F
• Refer Ss to the Check these words box and ask Ss to look them up in
the Word List.
• Play the video for Ss and elicit their comments.
Ex. 4 p.67
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and Student’s
genre, and which is spelt accurately; book,
11.5.3 - write with grammatical accuracy on a wide range of general and IWB
curricular topics;
11.5.4 - use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
Aim: to consolidate new vocabulary and practise collocations
• Explain the task and give Ss time to fill in the words to make phrases.
• Then give Ss time to use the phrases to write sentences based on the
text.
• Elicit answers from Ss around the class.
Answer Key
1 dissections 2 Renaissance 3 intellectual 4 accurate 5 detailed 6 seek
Suggested Answer Key
Da Vinci carried out dissections to aid his study of human anatomy.
A lot of da Vinci’s work demonstrates Renaissance philosophy.
His intellectual capabilities allowed him to design successful inventions.
He had a talent for drawing accurate maps.
He drew lots of detailed illustrations along with his notes.
He studied a lot because he was always seeking knowledge.
Ex. 5 p.67
11.1.7 - develop and sustain a consistent argument when speaking or
writing;
11.1.8 - develop intercultural awareness through reading and discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences and Student’s
feelings; book,
11.1.10 - use talk or writing as a means of reflecting on and exploring a IWB
range of perspectives on the world;
11.2.7 - understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics, including
some unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety
of talk contexts on a wide range of general and curricular topics, including
some unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: to express an opinion
Give Ss time to consider their answers to the questions and then ask
various Ss to share their opinion with the rest of the class.
Suggested Answer Key
The achievements that impress me the most are the designs for a canal
system and bridges which have been built and work. I was also impressed
by the design for the robotic knight. This is because his
design worked despite being created so long before we had the technology
to create a robot.
Ex.7 A p.67
11.6.14 - use a growing variety of more complex prepositional phrases Student’s
including those relating to concession and respect; use a variety of multi- book,
word verbs of different syntactic types on a wide range of general and IWB
curricular topics;
Aim: to practise clauses of concession
• Explain the task and give Ss time to complete it.
• Elicit answers from Ss around the class.
Suggested Answer Key
1 Leonardo da Vinci designed a lot of machines, though few were ever
actually built.
2 15 of da Vinci’s works can still be seen today, but most of them have
been lost.
3 Da Vinci was a successful engineer and architect, yet he is mainly
remembered as a painter.
4 Even though he lived over 500 years ago, da Vinci is still one of the
world’s most famous artists.
5 While few of da Vinci’s designs were built in his lifetime, several have
been built in the 21st century.
Ex.7 B p.67
11.6.14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect; use a variety of multi- Student’s
word verbs of different syntactic types on a wide range of general and book,
curricular topics; IWB
Aim: to practise multi-word verbs
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 did away with 2 got round to 3 came up with 4 fell back on about 5
brought
5 minutes Grammar Pre-and Post-modifying noun structures Student’s
Ex.8 A p.67 book,
11.6.1 - use a variety of pre- and post- modifying noun structures on a IWB
wide range of general and curricular topics;
Aim: to learn/revise pre- and post- modifying nouns structures
• Explain the task and give Ss time to read the summary and find and
underline examples.
• Check Ss’ answers.
Suggested Answer Key
Pre-modifying noun structures: Renaissance period, fourteen-year-old
boy, painting apprenticeship, leather notebooks,
Post-modifying noun structures: woman with a haunting smile, people
who come from all over the world
Ex.8 B p.67
11.6.1 - use a variety of pre- and post- modifying noun structures on a Student’s
wide range of general and curricular topics; book,
Aim: to identify types of pre-/post- modifying noun structures IWB
• Read out the list of types of pre-/post-modifying noun structures and
have Ss match the underlined ones from Ex. 7a to them.
• Check Ss’ answers.
Answer Key
1 (woman) with a haunting smile
2 painting apprenticeship
3 fourteen-year-old boy
4 people who come from all over the world
5 Renaissance period
6 leather notebooks
5 minutes Listening & Speaking Student’s
Ex.9 p.67 book,
11.1.2 - use speaking and listening skills to provide sensitive feedback to IWB,
peers; Class Cd
11.1.3- respect differing points of view; Track 3.3
11.1.5 - use feedback to set personal learning objectives;
11.1.6- organize and present information clearly to others;
11.2.2 - understand specific information in unsupported extended talk on
a wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
Aim: to listen and make notes
• Play the recording and ask Ss to make notes and then ask ss to use their
notes to present da Vinci to the class.
• Have the class perform peer assessments and give feedback for Ss to
use to improve their performance.
Suggested Answer Key
Leonardo da Vinci was a man of many talents who mastered a huge
variety of subjects. Let’s take a look at some of those areas where da
Vinci excelled.
Painting
Da Vinci started painting at age 15 and became so good that he later
produced the ‘Mona Lisa’ which is one of the most famous paintings in
the world. He also is the painter of the world’s most expensive piece of
art, ‘Salvator Mundi’, which was sold in 2017 for a huge $450.3 million.
Engineering and Architecture
We can thank da Vinci for Florence’s canal system and also for a
bridge built in Norway in 2001, but these aren’t his only achievements in
this field. He designed lots of buildings and working machines during his
life.
Science
Da Vinci had a keen interest in human anatomy and through his
dissections and study he was able to produce the ‘Vitruvian Man’ which
is possibly the most well-known drawing in the world.
Inventions
Da Vinci’s notes contain designs for a number of inventions including
flying machines, a robot, a calculator and a bicycle. Despite these notes
being written so long ago, they can still be clearly understood. In fact, in
2002 a scientist used da Vinci’s design for a ‘robotic knight’ and
produced a working robot!
Study
Da Vinci studied lots of different subjects such as art, engineering,
botany, geology, music and many more. This just goes to show what a
genius da Vinci was. It’s no wonder that he is still regarded as one of the
most intelligent and interesting people who ever lived.
Ending the lesson Writing & Speaking Student’s
Ex.10 p.67 book
5 minutes 11.1.8 - develop intercultural awareness through reading and;
11.4.8- select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.4 - use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.5.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.6.3 - use a variety of adjectives complemented by that, infinitive and
wh- clauses on a wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics;
11.6.14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect; use a variety of multi-
word verbs of different syntactic types on a wide range of general and
curricular topics
Aim: to prepare a presentation on another scientist with many talents
• Give Ss time to research online and collect information about another
scientist with many talents and make notes under the headings provided.
Then give them time to prepare a presentation.
• Ask Ss to give their presentations to the class.
• Assign the task as HW and ask Ss to give their presentations in the
next lesson.
Suggested Answer Key
Benjamin Franklin
Benjamin Franklin was born on 17th January 1706 in Boston, in the
USA. He had 16 siblings and was the 15th child in a poor family.
Franklin started to read at a very young age, but, despite doing well in
school, left at age 10 to help out in his father’s candle and soap making
business. Other than this, he had no formal education.
Franklin achieved many things throughout his life. His work in
science is based in electricity. Despite risking his life during his
experiments, Franklin was determined to continue his research. He
invented the lightning rod and noted lots of phenomena surrounding
electricity, even creating new words such as ‘battery’, ‘charge’ and
‘conductor’. Franklin was also an excellent writer and began writing
pieces that were featured in a newspaper from the age of 12. He
eventually opened his own print shop and featured proverbs, witty writing
and poetry in his work. He later went on to print money. In addition to
doing all of this, Franklin enjoyed inventing new things. He is known for
the Franklin stove, bifocal lenses, the armonica, the rocking chair and
even the American penny. In fact, the armonica, his musical instrument,
was so successful that even Beethoven composed a piece to be played on
it! Finally, Franklin was also a well-known political figure. He helped
draw up the American Declaration of Independence, the US Constitution
and the Treaty of Paris.
I think we can all agree that Benjamin Franklin was a man with many
talents whose contributions have made a huge impact on the world.
During his life his political work helped to end a war and his inventions
still play a valuable part in today’s world.
Additional information
Differentiation – how Assessment – how are you planning to check Cross-curricular links
do you plan to give learners’ learning? History
more support? How Learners have met the learning objective if they ICT
do you plan to can: Values links
challenge the more earn vocabulary relating to special talents, listen
able learners? and read for specific information, read for specific
challenge more able information (T/F/DS), revise clauses of concession
learners to explain and multi-word verbs, learn/revise pre-and post-
connections between modifying noun structures, listen and make notes,
different elements write/give a presentation on a scientist with many
talents who left their mark on history
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Ex.3 p.68
11.4.5- deduce meaning from context in extended texts on a wide range of Studen
familiar and unfamiliar general and curricular topics; t’s
Aim: to consolidate new vocabulary book
• Read out the words in bold in the text and the words/phrases in the list
and ask Ss to match them using their dictionaries if necessary.
• Check Ss’ answers.
Answer Key
stunned = shocked
decode = solve
promising = likely to be successful
portable = easily moved
potential = capability
sanitise = clean
Ending the lesson Ex.4 p.68 Studen
10 minutes 11.1.8 - develop intercultural awareness through reading and discussion; t’s
11.1.9 - use imagination to express thoughts, ideas, experiences and book,
feelings; IWB
11.1.10 - use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
Aim: to develop critical thinking skills; to express an opinion
• Give Ss time to consider their answers and then write a few sentences in
response.
• Ask various Ss to share their answer with the class.
Suggested Answer Key
I admire Derreck Kayongo. He is successful because he heard
something that shocked him and tried to do something about it and make a
difference. We can be inspired by him to make a change in world, to help
others and to be more resourceful by trying to reuse or recycle materials
rather than being wasteful and throwing them away.
Additional information
Differentiation – Assessment – how are you planning to check learners’ learning? Cross-
how do you plan curricul
to give more Learners have met the learning objective if they can: ar links
support? How do listen and read for gist, read for specific information (multiple matching)
you plan to ICT
challenge the links
more able Values
learners? links
provide support for
less able learners
through sentence
starters in their
written task
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Ex. 2 p74
11.6.13- use a variety of dependent prepositions with less common
nouns, adjectives and verbs on a wide range of general and
curricular topics;
Aim: to practise prepositional phrases
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key 1 in 2 from 3 to 4 to
Main Activities Collocations Student’s
5 minutes Ex. 3 p74 book, IWB
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to practise collocations
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 potential 2 aspiring 3 joint 4 collaborative
5 minutes Word Formation Student’s
Ex.4 p.74 book, IWB
11.6.4- use a range of affixes with appropriate meaning and correct
spelling on a wide range of general and curricular topics
Aim: to practise word formation
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 evaporation 2 conversion 3 wasteful 4 perseverance
5 minutes Words often confused Student’s
Ex.5 p.74 book, IWB
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to consolidate words which are often confused
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 survive 2 rejection 3 achieve 4 proportions
Ending the lesson Kazakhstan in Action! Student’s
10 minutes Aim: to present interesting information relating to inventions book, IWB
and simulated job interviews in Kazakhstan
• Have Ss read the text and fill the gaps with the correct words.
• Check Ss’ answers.
Answer Key
1 at 2 Their 3 for 4 of 5 been 6 by 7 have 8 which/ that 9 their
10 has 11 from 12 with 13 which 14 of 15 In 16 won/ earned
Ending the lesson Summing up the results of the lesson, giving and getting feedback
5 minutes
Additional information
Differentiation – Assessment – how are you planning to check learners’ learning? Cross-
how do you plan to Learners have met the learning objective if they can: curricular
give more support? present/practise phrasal verbs, practise prepositional phrases, to links
How do you plan to practise collocations, practise word formation, to consolidate words
challenge the more often confused Values links
able learners?
prompt less able
learners to engage in
whole class checking
and plenary activity
with supportive
questioning
provide sentence
starters for final
challenge more able
learners to structure
final writing to
include key words
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 5 “Work and Inventions”
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Vocabulary
Ex.2 p.77 Student’
11.5.2- use a wide range of vocabulary, which is appropriate to topic and s book,
genre, and which is spelt accurately; IWB,
Aim: to introduce vocabulary related to STEM DVD
• Direct Ss’ attention to the text and ask them to read the words in the list.
• Then have Ss read the text and use the vocabulary to fill the gaps.
• Play the recording. Ss listen and check their answers.
Answer Key
1 science 2 developer 3 network 4 engineer 5 advisor
• Play the video for Ss and elicit their comments.
Ex.3 p.77
11.1.2 - use speaking and listening skills to provide sensitive feedback to
peers; Student’
11.2.1 - understand the main points in unsupported extended talk on a s book,
wide range of general and curricular topics, including talk on a growing IWB
range of unfamiliar topics;
11.2.7 - understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics, including
some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a range
of general and curricular subjects, including some unfamiliar topics;
11.3.1 - use formal and informal language registers in talk on a range of
general and curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics ;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
and curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to consolidate information in a text
• Ask Ss to work in pairs to prepare a presentation about STEM using the
information in the pie chart.
• Ss give their presentations and provide feedback to other pairs.
Suggested Answer Key
STEM is a group of subjects in the fields of science, technology,
engineering and mathematics. STEM helps us to develop ideas about the
world around us and create something new. It also helps us to understand
and analyse various phenomena.
Employment in STEM fields has grown in recent years with the USA
showing an increase of 79% since 1990. There are lots of jobs in STEM
fields, from laboratory-based jobs such as biochemists and forensic
science technicians to financial advisors and accountants.
The most common area is computer occupations with 45% of STEM
employment falling into this area. However, other areas such as
engineering and architecture come in second place, with 29% of STEM
employment. The lowest areas of employment in STEM fields, according
to the US Bureau of Labor Statistics, are college and university teachers
and mathematical occupations.
However, looking into the future, it is estimated that around 75% of
careers will require STEM skills, which means that studying a STEM
subject is more important than ever before!
Ex.4 p.77
11.1.9- use imagination to express thoughts, ideas, experiences and
feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a Student’
range of perspectives on the world; s book,
11.3.2 - ask and respond with appropriate syntax and vocabulary to open- IWB
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;
Aim: to expand the topic; to develop critical thinking skills
• Ask Ss to talk in pairs and discuss which of the STEM careers in the
text are popular in Kazakhstan and around the world.
• Monitor the activity around the class and then ask some pairs to share
their answers with the class.
Suggested Answer Key
A: What do you think are the most popular STEM jobs here in
Kazakhstan?
B: Hmm … I think probably mathematical careers such as accountants
and financial advisors. Especially in areas such as Nur-Sultan where we
have the Astana International Financial Centre.
A: That’s true. I also think engineering and technology careers are
popular too. For example, my dad is a computer programmer, and it’s a
very popular job.
B: Yes, I agree. The technology industry is definitely growing in
Kazakhstan. I also heard that careers relating to nanotechnology are
becoming more popular. I think that's probably a global trend.
A: Yes, technology jobs are getting more popular around the world.
Ending the lesson OVER TO YOU! p.77 Student’
15 minutes 11.1.9- use imagination to express thoughts, ideas, experiences and s book
feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-
ended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety
of talk contexts on a wide range of general and curricular topics, including
some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.5.6-- write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing
number of more nuanced contrasts [past and perfective aspect/simple and
progressive aspect] on a wide range of general and curricular topics
Aim: to personalise the topic
Ask Ss to work in pairs to create a survey asking their classmates which
STEM career(s) they would be interested in and why. Ss present their
findings to the class.
Suggested Answer Key
There are plenty of STEM careers to choose from but what types of
STEM careers are people in our class interested in? I asked my classmates
if they had ever considered a STEM career, and if so, which one.
Well, five students, or 25% of the class, have told me they’d be interested
in a computer occupation. This is because they enjoy working with
computers and think it is an exciting area that has been developing rapidly
in recent years. However, this wasn’t the most popular choice in this
class. 40% of the students said they are interested in a STEM career as a
scientist or science technician. The reasons for this were a love of
working in a lab and the desire to discover new things.
Three students chose the teaching option because they were interested in
education, two chose engineering and only one student said they had been
thinking of choosing a mathematical occupation. This was because they
enjoy analysing data. No one in the class opted for STEM sales.
Personally, I am interested in science. I would love to be a biomedical
scientist because I want to research information about illnesses and
medicines in the lab. I think it would be an amazing job!
Additional information
Differentiation – Assessment – how are you planning to check learners’ learning? Cross-
how do you plan to Learners have met the learning objective if they can: curricular
give more support? provide an overview of the module; to listen and read for coherence links
How do you plan to & cohesion
challenge the more ICT links
able learners? Values links
challenge more able
learners to come up
with a strategy for
effectively recording
different types of
vocabulary presented
in this lesson
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 6 “STEM” 6A
Ex.2 p.78
11.1.9 - use imagination to express thoughts, ideas, experiences and Student’
feelings; s book,
11.3.2 - ask and respond with appropriate syntax and vocabulary to open- IWB
ended higher-order thinking questions on a range of general and curricular
topics, including some unfamiliar topics;
11.3.3- explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
Aim: to develop critical thinking skills
• Ask Ss to look at the picture and elicit which types of renewable energy
wind turbines and photovoltaic cells use. (Wind power and solar power).
• In groups, Ss discuss how the other renewable energy sources from Ex.
1 are produced.
• Monitor the activity around the class and then ask some groups to share
their answers with the class.
Suggested Answer Key
A: I know hydroelectric power is produced using dams, waterfalls or in
any place where water flows downhill. But I don’t know anything about
geothermal energy.
B: Geothermal energy is produced using the heat from the Earth’s core. It
heats up water, turns it into steam and turns a turbine.
C: That’s fascinating! I think I once saw machines in the sea that help
generate energy using wave power. Every time there was a wave, the
machine moved and turned a turbine.
A: I’ve never seen that. Although, I do know a little bit about biomass and
biofuels. They are both produced using organic matter from plants.
C: I don’t know much about biogas, but I know they have a biogas tank at
the local farm. The farmer puts the waste in there and it's broken down by
bacteria to produce a really smelly gas.
Main Activities Listening & Reading Student’
25 minutes Ex.3 p.78 s book,
11.2.1 - understand the main points in unsupported extended talk on a IWB,
wide range of general and curricular topics, including talk on a growing Class
range of unfamiliar topics; CD,
11.2.2 - understand specific information in unsupported extended talk on Track
a wide range of general and curricular topics, including talk on a growing 3.10
range of unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics;
11.4.3- skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
and curricular topics;
Aim: to introduce the topic; to listen and read for specific
information
• Read out the definition and elicit whether Ss have heard of 'energy
storage' before.
• Ask Ss to write down two questions they have about energy storage.
• Play the recording. Ss listen and check if they can answer their
questions.
• Ask various Ss to share their questions and answers with the class.
Suggested Answer Key
1 How can we store energy? (We can use batteries such as lithium-
ion batteries.)
2 What are the benefits of using energy storage? (We can have
energy any time we need it.)
Ex.4 A p.79
11.4.2- understand specific information and detail in extended texts on a
wide range of familiar and unfamiliar general and curricular topics; Student’
11.4.6 - recognize the attitude, opinion or tone of the writer in extended s book,
texts on a range of more complex and abstract general and curricular IWB
topics;
Aim: to read for specific information (multiple choice)
• Ask Ss to read the questions 1-5 and the possible answers.
• Then give Ss time to read the text and choose their answers according
to what they read.
• Check Ss’ answers around the class.
Answer Key
1D2B3A4C5B
Ex.4 B p.79
11.4.6 - recognize the attitude, opinion or tone of the writer in extended
texts on a range of more complex and abstract general and curricular
topics;
11.2.7 - understand speaker viewpoints and extent of explicit agreement Student’
between speakers on a range of general and curricular topics, including s book,
some unfamiliar topics; IWB,
Aim: to read for writer's opinion DVD
• Ask Ss to read the text again and think about whether the writer is in
favour of or against energy storage.
• Then give Ss time to find justifications for their answers in the text.
• Elicit answers from Ss around the class.
Suggested Answer Key
I believe that the writer is in favour of energy storage because they use
strong language such as ‘High capacity energy storage is imperative…’
and share a positive view about pumped hydro storage when they say that
‘Despite being the oldest form of energy storage technology, they are still
efficient today.’ The writer also refers to lithium-ion batteries as ‘the ideal
candidate’.
• Refer Ss to the Check these words box and ask Ss to look them up in
the Word List.
• Play the video for Ss and elicit their comments.
Ex.5 p.79
11.4.5- deduce meaning from context in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
Aim: to consolidate new vocabulary through synonyms
• Direct Ss to the words in bold in the text and give them time to match
them to their synonyms in the list using their dictionaries to help them if Student’
necessary. s book,
• Check Ss’ answers around the class. IWB
Answer Key
generated – produced
offshore – not on land
grid – a network of electricity
fluctuate – change
outweighs – is more than
reliable – stable
reservoirs – places where water is stored
capacity – available space
supply – quantity produced
demand – quantity required
overheating – becoming too warm
Grammar Verb complementation Student’
Ex.6 p.79 s book,
11.6.5 - use a range of transitive and intransitive verb complementation IWB
patterns on a wide range of general and curricular topics;
To revise verb complementation
Refer Ss to the Grammar Reference section to review the theory on verb
complementation.
Then read the sentences and ask Ss to identify the type of verb
complementation used in the underlined words/phrases.
• Check Ss’ answers around the class.
Answer Key
1 transitive verb + direct object
2 transitive verb + indirect object + infinitive phrase
3 transitive verb + -ing phrase
4 transitive verb + direct object + adverbial phrase
5 intransitive verb (no object) (BUT ‘enter’ is also transitive e.g. They
entered the building by the side door. – direct object: the building)
Present/Past tenses Student’
Ex.7 p.79 s book,
11.6.9 - use a wide variety of present and past forms, including a growing IWB
number of more nuanced contrasts [past and perfective aspect/simple and
progressive aspect] on a wide range of general and curricular topics;
Aim: to revise present and past tenses
• Refer Ss to the Grammar Reference section to review the theory on
present and past tenses.
• Then elicit examples in the text (had already discovered, has evolved,
are committing, are moving, have been using, have developed) and
when/how we use different present/past tenses.
• Give Ss time to complete the email with the correct present/past tense.
• Check Ss' answers around the class. Ss justify their answers.
Answer Key
1 received (past simple, action happened at a stated time – last week)
2 have been researching (present perfect continuous, emphasis on the
duration of an action that started in the past and continues up to the
present – for three days now)
3 had been looking into (past perfect continuous, an action which started
and finished in the past, before another action – before my company's
lithium-ion battery production took off)
4 had expressed (past perfect, an action which finished before another
past action – prior to our expansion in this field)
5 hadn’t considered (past perfect, an action which finished before
another past action – before I read your proposal)
6 are thinking (think is a stative verb – when used in a continuous tense it
means ‘consider’)
7 want (present simple, stative verb in the present)
8 had intended (past perfect, an action which finished in the past and
whose result was visible at a later point in the past – but the weather
forced me to cancel it)
9 forced (past simple, an action which happened at a stated time in the
past – a few hours ago)
10 hasn’t arrived (present perfect – an action which started in the past and
continues up to the present – the time word 'yet')
Ending the lesson Speaking & Writing Student’
10 minutes Ex.8 p.79 s book,
11.1.2 - use speaking and listening skills to provide sensitive feedback to IWB
peers;
11.1.4 - evaluate and respond constructively to feedback from others;
11.2.8 - recognize inconsistencies in argument in extended talk on a range
of general and curricular subjects, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety
of talk contexts on a wide range of general and curricular topics, including
some unfamiliar topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to consolidate understanding of a text
• Ask Ss to read the text and write three questions based on it.
• Ss swap papers with a partner, answer each other's questions and
evaluate the answers.
• Monitor the activity around the class.
Suggested Answer Key
1 What is the oldest energy storage solution?
(Pumped hydroelectric facilities are the oldest energy storage solution.
They involve pumping water uphill from one area to another and
generating energy as it flows downhill again.)
2 Why are lithium-ion batteries considered one of the best energy storage
solutions? (They can store and deliver energy and are very efficient. They
are also becoming less expensive to produce and purchase.)
3 How has the problem of overheating been addressed? (Experts have
developed software that regulates the speed of charging.)
Ex.9 p.79
11.4.8- select and evaluate paper and digital reference resources to check Student’
meaning and extend understanding; s book,
11.5.1 - plan, write, edit and proofread work at text level independently IWB
on a wide range of general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range
of general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general
and curricular topics with a good degree of accuracy;
11.6.8 - use a wide variety of future forms, including future perfect forms
on a wide range of general and curricular topics
Aim: to expand the topic
• Give Ss time to research online and find out more information about
energy storage benefits. Then give them time to use this information to
prepare a presentation.
• Then ask various Ss to give their presentations to the class.
• Assign the task as HW and ask Ss to share their answers in the next
lesson.
Suggested Answer Key
The world is finally embracing green energy; yet by the end of decade
we will still have spent trillions on wasted energy. Producing lots of
energy from renewable sources is good, however, being able to store that
energy for use at a later time is also very important. So, what are the
benefits of energy storage solutions?
Well, to begin with, it’s better for the environment. Using energy
storage solutions will allow us to store energy rather than waste it, which
leads to a reduction in the use of fossil fuels and greenhouse gas
emissions.
Secondly, energy storage can reduce electricity bills and save us
money. Many electricity companies charge extra for electricity used at
peak times.
However, energy storage allows the grid to use stored energy to help
improve the supply and meet the high demand.
Finally, energy storage can provide us with a backup supply in times of
power outages when power stations are unable to generate energy. For
example, if there is no wind, then there will be no reliable supply of
energy from wind farms. In this case, the energy storage solutions will be
able to release their energy until the regular supply can be resumed as
they will have been holding surplus energy for such a situation.
All things considered, the usefulness of energy storage solutions is
beyond question, as they provide a variety of benefits while solving
potential issues in numerous areas. It seems clear that we are all going to
start using them before long.
Additional information
Differentiation – Assessment – how are you planning to check Cross-curricular links:
how do you plan to learners’ learning? ICT
give more support? Learners have met the learning objective if they can:
How do you plan to listen for specific information (answer questions), read
challenge the more for specific information (multiple choice), revise verb
able learners? complementation and present/past tenses, give a
prompt less able presentation about energy storage benefits
learners to engage in
whole class checking
and plenary activity
with supportive
questioning
provide sentence
starters for final
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Ex. 3 p.80
11.4.7 - recognize patterns of development in lengthy texts [inter- Student’
paragraph level] on a range of more complex and abstract general and s book,
curricular topics; IWB,
Aim: to read for cohesion and coherence (missing sentences) Class
• Ask Ss to read the statements A-F and think about the key words. CD,
• Give Ss time to read the text and choose the correct sentence for each Track
gap. 3.11,
• Check Ss’ answers. DVD
Answer Key
1E2B3F4A5D
• Refer Ss to the Check these words box and ask Ss to look them up in
the Word List.
• Play the video for Ss and elicit their comments.
Ex. 4 p.81
11.5.2- use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
Aim: to consolidate new vocabulary
• Explain the task. Give Ss time to complete the sentences using the
words from the list. Student’
• Check Ss’ answers around the class. s book,
Answer Key IWB
1 electricity 2 impact 3 energy 4 capacity 5 consumption 6 excess
7 access 8 ambient
Ex.5 B p.81
11.6.8 - use a wide variety of future forms, including future perfect forms Student’
on a wide range of general and curricular topics; s book,
Aim: to revise/practise future tenses IWB
• Explain the task.
• Give Ss time to complete it.
Suggested Answer Key
1 will have been working (future perfect continuous, to emphasise the
duration of an action up to a certain time in the future – for three years),
won’t give up (future simple, future prediction – I'm sure)
2 will be using (future continuous, action in progress at a stated future
time – this time next week), will certainly make (future simple, future
prediction – with 'certainly')
3 will you be staying (future continuous, asking politely about sb's plans
for the near future – Excuse me, sir), won’t be leaving (future continuous,
action which will definitely happen as a result of an arrangement – at 6
o'clock)
4 Will they have finished (future perfect, an action finished before a
stated time in the future – by he end of the week), will have been testing
(future perfect continuous, to emphasise the duration of an action up to a
certain time in the future – for almost a month)
5 won’t have edited (future perfect, an action finished before a stated
time in the future – by tomorrow morning), Will you have completed
(future perfect, an action finished before a stated time in the future – by
then)
5 minutes Listening Student’
Ex.6 p.81 s book,
11.2.1 - understand the main points in unsupported extended talk on a IWB,
wide range of general and curricular topics, including talk on a growing Class
range of unfamiliar topics; CD,
11.2.7 - understand speaker viewpoints and extent of explicit agreement Track
between speakers on a range of general and curricular topics, including 3.12
some unfamiliar topics;
11.2.8 - recognize inconsistencies in argument in extended talk on a range
of general and curricular subjects, including some unfamiliar topics;
Aim: to listen for specific information (multiple matching)
• Ask Ss to read the sentences A-F.
• Play the recording. Ss listen and match the speakers to the sentences.
• Check Ss’ answers.
Answer Key 1 C 2 D 3 A 4 F 5 E
5 minutes Speaking Student’
Ex.7 p.81 s book,
11.1.9 - use imagination to express thoughts, ideas, experiences and IWB
feelings;
11.3.2 - ask and respond with appropriate syntax and vocabulary to 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;
Aim: to expand and personalize the topic; to develop critical thinking
skills
• Ask Ss to work in pairs and think of other energy storage solutions and
which ones they use in their everyday lives.
• Monitor the activity around the class, then ask some pairs to report back
to the class.
Suggested Answer Key
A: Can you think of any other energy storage solutions?
B: Well, I read something about chemical energy storage. It’s a little
similar to hydrogen energy storage, but I don’t use this in my everyday
life.
A: The only energy storage solutions I use in my everyday life are
batteries. I use lithium-ion batteries in my smartphone and my digital
camera.
B: Me too. I also use alkaline batteries in my TV remote control. My
parents have got a lead battery in their car too.
Ending the Writing & Speaking Student’
lesson Ex.8 p.81 s book
11.1.2 - use speaking and listening skills to provide sensitive feedback to
5 minutes peers;
11.1.10 - use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.5.1- plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.6.8 - use a wide variety of future forms, including future perfect forms
on a wide range of general and curricular topics;
11.6.9 - use a wide variety of present and past forms, including a growing
number of more nuanced contrasts [past and perfective aspect/simple and
progressive aspect] on a wide range of general and curricular topics
Ex.3 p.82
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk Studen
about a range of familiar and some unfamiliar general and curricular topics; t’s
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and book,
genre, and which is spelt accurately; IWB
Aim: to practise collocations
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 common 2 scientific 3 technical 4 sentence 5 objective 6 personal
Ending the lesson Ex.4 p.83 Studen
10 minutes 11.1.2- use speaking and listening skills to provide sensitive feedback to t’s
peers; book,
11.1.10- use talk or writing as a means of reflecting on and exploring a IWB
range of perspectives on the world;
11.3.1- use formal and informal language registers in talk on a range of
general and curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about
a range of familiar and some unfamiliar general and curricular topics
Aim: to consolidate understanding of a text
• Ask Ss to write two things they have learnt from the text.
• Ss swap papers with a partner and compare their answers.
• Monitor the activity around the class.
Suggested Answer Key
A: I see that you have learnt that lots of prefixes and suffixes originate
from the Latin or Greek languages. I already knew this, but I discovered
that the rules surrounding forming plurals are different for many words in
STEM subjects.
B: Yes, I knew about that from words such as 'bacteria' and 'algae', but we
both learnt that we should avoid words like 'almost', 'about' and 'nearly' in
scientific texts because they suggest inaccuracy.
Additional information
Differentiation – Assessment – how are you planning to check learners’ learning? Cross-
how do you plan curricul
to give more Learners have met the learning objective if they can: ar links
support? How do listen and read for specific information (answer questions)
you plan to ICT
challenge the links
more able Values
learners? links
provide support for
less able learners in
answering
questions
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Ex.8 A p.83
11.2.2 - understand specific information in unsupported extended Student’s
talk on a wide range of general and curricular topics, including talk book, IWB,
on a growing range of unfamiliar topics; Class CD,
Aim: to identify phrases in a dialogue for giving reasons, Track 3.15
highlighting and introducing an opposing point
• Give Ss time to read the phrases in the Useful Language box.
• Play the recording again. Ss listen and mark which phrases they
can hear.
• Check Ss' answers.
Answer Key
‘The main reason is…’
‘As a matter of fact…’
‘owing to the fact that…’
‘While you have a point, I nevertheless think that...’
‘I take your point, but…’
‘I strongly believe that…’
‘Another equally important reason...’
‘In reality, …’
‘...on the other hand,’
‘Consequently, ...’
Ex.8 B p.83
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world; Student’s
11.3.1 - use formal and informal language registers in talk on a book, IWB
range of general and curricular topics, including some unfamiliar
topics;
11.3.2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general
and curricular topics, including some unfamiliar topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
Aim: to practise language for giving reasons, highlighting and
introducing an opposing point
• Read the Study Skills box and the rubric aloud. Remind Ss to use
phrases from the Useful Language box.
• Give Ss time to complete the task in pairs.
• Monitor the activity around the class and then ask some pairs to
share their dialogues with the class.
Suggested Answer Key
A: Have you got any ideas about the best ways to teach scientific
language to students?
B: Hmmm, well, I think that playing memory games might help,
owing to the fact that it will help them remember more vocabulary.
In fact, it’s probably the way I find most effective.
A: I agree. I feel that using picture dictionaries is very effective too,
due to the fact that it helps visual learners to learn words more
easily.
B: I respect your point, but I think that maybe it’s better to use
props to help students grasp new vocabulary.
A: That’s a good idea, but it could be expensive. I strongly believe
that teaching students scientific prefixes and suffixes could really
help them to recognise and understand a whole range of terms.
B: I agree that teaching them the roots of scientific words would be
helpful too. Maybe it’s better to teach the students how to
understand scientific words rather than teaching keywords one by
one.
A: I definitely agree.
Ending the lesson Writing & Speaking Student’s
25 minutes Ex.9 p.83 book, IWB
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11.5.1 - plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.3- write with grammatical accuracy on a wide range of general
and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors
on a wide range of familiar general and curricular topics;
11.6.4 - use a range of affixes with appropriate meaning and correct
spelling on a wide range of general and curricular topics;
11.6.5- use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics;
Aim: to expand the topic; to give a presentation on scientific
language/writing
• Read the rubric aloud and give Ss time to research online and
collect information on other characteristics of scientific language/
writing.
• Ask Ss to give their presentations to the class.
• Assign the task as HW and ask Ss to share their answers in
the next lesson.
Suggested Answer Key
What do scientific articles, research papers and science reports all
have in common? That’s right, they are all types of scientific
writing. This means that they also have some common
characteristics.
For example, a lot of scientific literature references the work of
other scientists when it makes claims or states scientific facts. This
helps scientists back up what they are saying with evidence and also
allows readers to find out more about the topic if they wish.
Another characteristic is that scientific writing is impartial. This
means that the writer doesn’t tend to state their opinion. The writing
is usually more informative than it is persuasive, and the writer
doesn’t tend to use imagery or strong adjectives to evoke emotion in
the reader, but rather states facts.
Finally, scientific writing will often include some type of visuals,
whether that is a diagram, a chart or even a photograph. Scientific
texts are often accompanied by pictures in order to help readers
understand better, especially as some scientific phenomena,
experimental procedures or processes are difficult to describe
without the use of visuals.
So, now that we know even more about scientific texts, are we
willing to give writing one of them a try?
Additional information
Differentiation – how do you plan to give more Assessment – how are you Cross-
support? How do you plan to challenge the more planning to check learners’ curricular
able learners? learning? links:
support less able learners by encouraging them to Learners have met the ICT
listen and read for specific information (answer learning objective if they can: Values links
questions), learn/revise affixes (prefixes and suffixes), listen and read for specific
listen for specific information (gap fill), practise giving information (answer questions),
reasons, highlighting and introducing an opposing learn/revise affixes (prefixes and
point, write about characteristics of scientific suffixes), listen for specific
language/writing. information (gap fill), practise
giving reasons, highlighting and
introducing an opposing point,
write about characteristics of
scientific language/writing.
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Ex.3A p.86
11.5.2 - use a wide range of vocabulary, which is appropriate to Student’s
topic and genre, and which is spelt accurately; book, IWB
Aim: to consolidate new vocabulary
Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 field 2 medicines 3 challenges 4 solution 5 disorders 6 worlds 7
facilities 8 gene 9 funding 10 applications
Ex.3B p.86
11.3.1 - use formal and informal language registers in talk on a Student’s
range of general and curricular topics, including some unfamiliar book, IWB
topics;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
Aim: to practise collocations
• Explain the task and give Ss time to think of sentences using the
phrases from Ex. 3a.
• Ask various Ss to share their sentences with the class.
Suggested Answer Key
MIT receives an enormous number of student applications each
year. It is popular because the research facilities at MIT are state-of-
the-art. Students at MIT do a lot of field work during their research
projects, and they also receive funding for research. MIT is using
technology to develop medical solutions. Scientists at MIT want to
use AI to test medicines, and using CRISPR will make it easier to
detect disorders. It's possible that gene editing will soon be used to
treat a variety of disorders.
MIT's researchers are also trying to help deal with energy
challenges in Egypt, and working on space technology. It is hoped
that we can find other habitable worlds in the future, perhaps using
some of MIT's inventions.
Ending the lesson Ex.4 p.86 Student’s
10 minutes 11.1.6- organize and present information clearly to others; book
11.1.8 - develop intercultural awareness through reading and
discussion;
11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.5.1- plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors
on a wide range of familiar general and curricular topics;
11.6.4 - use a range of affixes with appropriate meaning and correct
spelling on a wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics;
Aim: to write about an institute of technology in Kazakhstan
• Explain the task and give Ss time to research online to find out
information about an institute of technology in Kazakhstan and
write a short text.
• Ask various Ss to read their text to the class.
Suggested Answer Key
The International Information Technology University – IITU
The International Information Technology University, or IITU, is
located in the Almaty region of Kazakhstan and was founded in
April 2009. It is one of the leaders in training IT experts in Central
Asia.
The university accepts student applications from all over the
world and offers a range of courses across seven different
departments including information systems, mathematical and
computer modelling, and computer engineering and
telecommunications.
The university has also got state-of-the-art labs, well-equipped
computing facilities and an extensive library.
Students and staff can choose independently to become involved
with research at the institute, with previous projects creating
‘EcoStation’ – a smart bus station – and ‘Starbus’ which have been
successfully used in Kazakhstan. As well as research, one in eight
students chooses to take part in apprenticeships and work
placements during their undergraduate studies.
All in all, IITU ranks among the best universities in the world.
With such great facilities and opportunities, students are guaranteed
the best chance of entering their chosen career after graduation!
Additional information
Differentiation – Assessment – how are you planning to check learners’ learning? Cross-
how do you plan to Learners have met the learning objective if they can: curricular
give more support? read for specific information, listen and read for cohesion and links
How do you plan to coherence (missing sentences), write a text about an institute of
challenge the more technology in Kazakhstan ICT links
able learners? Values links
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives /learning objectives realistic?
Additional information
Differentiation – Assessment – how are you planning to check learners’ learning? Cross-
how do you plan Learners have met the learning objective if they can: curricular
to give more listen and read for specific information, read for specific information links
support? How do (multiple matching), research and present types of energy ICT
you plan to Values links
challenge the
more able
learners?
prompt less able
learners to listen
and read for
specific
information, read
for specific
information
(multiple
matching),
research and
present types of
energy
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Assessment criteria Learners have met the learning objective if they can:
present/practise phrasal verbs and prepositions, practise collocations, practise word
formation, consolidate words often confused
Value links Science achievement of Kazakhstani students
ICT skills Using pictures, working with URLs
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Additional information
Differentiation – Assessment – how are you planning to check Cross-curricular links:
how do you plan to learners’ learning? World Literature
give more support? monitor for spoken accuracy in consolidation
How do you plan to information in a text and use a range of oral correction
challenge the more techniques
able learners?
prompt less able
learners to engage in
whole class checking
and plenary activity
with supportive
questioning
provide sentence
starters for final
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning? Cross-
do you plan to give curricul
more support? How Learners have met the learning objective if they can: ar links
do you plan to monitor learner language for accuracy in opinion feedback task and ask
challenge the more other learners to peer correct errors ICT
able learners? links
provide support for Values
less able learners links
through sentence
starters in their written
task
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic? Did I stick to timings?
What changes did I make from my plan and why?
Module 7 “Reading for Pleasure”
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 “Recent Advances in Technology”
Date: Class: 11
Teacher’s name:
Learning objectives 11.1.10- use talk or writing as a means of reflecting on and exploring a range of
that this lesson is perspectives on the world;
contributing to 11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.3.6- navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics ;
11.4.2- understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.3- skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and curricular
topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
higher-order thinking questions on a range of general and curricular topics,
including some unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics;
11.1.6 - organize and present information clearly to others;
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics;
11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics.
Lesson objectives All learners will be able to:
provide an overview of the module;
Most learners will be able to:
provide an overview of the module; listen and read for coherence & cohesion
( cloze text); discuss how technological advances can change the world;
Some learners will be able to:
provide an overview of the module; listen and read for coherence & cohesion
( cloze text), discuss how technological advances can change the world; present
the information about other technological advances .
Vocabulary Verb: track
Nouns: spreadsheet; cryptocurrency; ledger , realm
Assessment criteria Learners have met the learning objective if they can:
provide an overview of the module; listen and read for coherence & cohesion
( cloze text), discuss how technological advances can change the world; present
the information about other technological advances .
Value links Explore the vocabulary related to technological advances
Cross – curricular Science/ICT
links
ICT skills Using videos& pictures, working with URLs
Previous learning Frankenstein
Plan
Planned timings Planned activities ACTION
Resources
Beginning the lesson Module Objectives Student’s
5 minutes Read the title of the module Recent advances in technology and book
ask Ss to suggest what they think the module will be about (the
module is about technological advances, mobile applications for
educational, personal and professional use and digital natives and
future careers). Go through the objectives list to stimulate Ss’
interest in the module.
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning? Cross-
do you plan to give monitor learner language for accuracy and range in their final curricular
more support? How tasks links:
do you plan to Learners have met the learning objective if they can: ICT links
challenge the more read for specific information, listen & read for cohesion and Values links
able learners? coherence ( cloze text),
monitor less able
groups and participate
and prompt in their
brainstorming activity
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 « Recent Advances in Technology » 8 A
Date: Class: 11
Teacher’s name:
Learning objectives 11.1.10- use talk or writing as a means of reflecting on and exploring a range of
that this lesson is perspectives on the world;
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;
11.4.2- understand specific information and detail in extended texts on a wide range
of familiar and unfamiliar general and curricular topics;
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of more complex and abstract, general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.1.3 - respect differing points of view;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
higher-order thinking questions on a range of general and curricular topics,
including some unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics;
11.6.10 - use a wide variety of reported statement, command and question forms on
a wide range of general and curricular topics;
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.1.7 - develop and sustain a consistent argument when speaking or writing;
11.1.6 - organize and present information clearly to others;
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.5.7 - use independently appropriate layout at text level on a wide range of general
and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics;
11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics.
Lesson objectives All learners will be able to:
learn vocabulary relating to the topic, listen and read for gist;
Most learners will be able to:
learn vocabulary relating to the topic, listen and read for gist; practise reported
speech read for specific information ( multiple matching);revise and practise
reported speech;
Some learners will be able to:
learn vocabulary relating to the topic, listen and read for gist; practise reported
speech read for specific information ( multiple matching);revise and practise
reported speech; listen for specific information( gap fill) and design a classroom
app.read for specific information, read for cohesion and coherence (missing
sentences), write about countries with multiple time zones and the
advantages/disadvantages of living there
Vocabulary Verbs: confine, (be) integrated (into), detract (from), enhance
Nouns: curriculum
Assessment criteria Learners have met the learning objective if they can:
learn vocabulary relating to the topic, listen and read for gist; practise reported
speech read for specific information ( multiple matching);revise and practise
reported speech; listen for specific information( gap fill) and design a classroom
app.
Value links Explore the Apps in Education
Cross – curricular ICT, Science
links
ICT skills Using videos& pictures, working with URLs
Previous learning
Plan
Planned timings Planned activities ACTION
Beginning the Vocabulary Resources
Student’s
lesson Speaking &Functions : Ex.1 p.98 book, IWB
5 minutes 11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.3.6- navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics;
Aim: to introduce key vocabulary relating to the topic
. • Direct Ss to the pictures and read out the phrases relating to
online education.
• Explain/Elicit the meanings of any unknown items and then elicit
which of them Ss have experience of from various Ss around the
class.
Suggested Answer Key
I have never taken an online course, but I have downloaded some
educational apps. I have no experience of online counselling or
distance learning, but I know people who have. I have used a cloud
library before. I have experienced creative teaching because my
school uses various technology in the lessons including interactive
whiteboards. I have no experience of virtual education, but I have
taken many online tests.
Main Activities Reading &Listening: Answering questions Ex.2 p.98 Student’s
15 minutes 11.4.2- understand specific information and detail in extended texts book, IWB,
on a wide range of familiar and unfamiliar general and curricular DVD
topics;
11.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to listen and read for gist
• Ask Ss to look at the picture and the title of the text. Elicit what, if
anything, Ss know about the four Cs.
• Ss listen to and read the text and say how education apps can be
used in a classroom to develop the four Cs.
Suggested Answer Key
The four Cs are Critical thinking, Creativity, Collaboration and
Communication. Education apps can be used in different ways to
develop the four Cs. For example, turning lessons into games can
develop critical thinking and creativity, or sharing class content Student’s
using apps can help to promote collaboration and communication. book, IWB,
Class CD,
Choosing the correct answer Ex.3 p.98
11.4.2- understand specific information and detail in extended texts
on a wide range of familiar and unfamiliar general and curricular
topics;
To Aim: read for specific information (multiple matching)
• Ask Ss to read the questions 1-6.
• Then give Ss time to read the text again and decide which
sentences refer to which apps.
• Check Ss’ answers around the class.
Suggested Answer Key
1B 2A 3D 4B 5D 6C
• Refer Ss to the Check these words box and ask Ss to look them
up in the Word List.
• Play the video for Ss and elicit their comments.
Student’s
Completing the sentences ex.4, p.99 book, IWB
11.5.2 - use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to consolidate new vocabulary
• Explain the task and give Ss time to complete the gaps using the
words in the list and referring back to the text if necessary.
• Check Ss’ answers
Answer Key
1 develop 4 bring 7 integrate
2 exercise 5 distribute 8 collaborate
3 grasp 6 upload
Additional information
Differentiation – how Assessment – how are you planning to check learners’ Cross-
do you plan to give learning? curricular
more support? How do Learners have met the learning objective if they can: links
you plan to challenge
the more able learners? Values links
prompt less able learners
to engage in whole class
checking and plenary
activity with supportive
questioning provide
sentence starters for final
challenge more able
learners to structure final
writing to include key
words
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 « Recent Advances in Technology » 8 C
Vocabulary Nouns: digital natives, tech savvy, adblocker, affinity, recruit ( noun/verb),
mindset
Verb:monetise
Value links Explore the topic of how Generation C affects the world economy
Cross – curricular links Social life
ICT skills Using videos& pictures, working with URLs
Previous learning Apps for Personal and Professional Use
Plan
Planned timings Planned activities ACTION
Resources
Beginning the lesson Vocabulary. Filling in words Ex.1 p.102 Student’s
5 minutes 11.5.2- use a wide range of vocabulary, which is appropriate to book, IWB,
topic and genre, and which is spelt accurately;
Aim: to introduce vocabulary relating to the topic
• Direct Ss’ attention to the text and ask them to read the words
in the list. Tell them to look up the meanings of any unknown
ones in the Word List or in their dictionaries.
• Give Ss time to use the new vocabulary to fill
the gaps.
• Check Ss' answers
Answer Key
1 users 4 recommendations
2 content 5 media
3 posts
Main Activities Reading & Listening Ex. 2 p.102 Student’s
5 minutes 11.4.3 - skim a range of lengthy texts with speed to identify book, IWB,
content meriting closer reading on a range of more complex Class CD
and abstract, general and curricular topics;
Aim: to listen for specific information (multiple matching)
• Read the question aloud and elicit guesses from Ss around the
class.
• Then play the recording. Ss listen and find out if their guesses
were correct.
Answer Key
Generation C is affecting the world’s economy greatly because
of its effect on the tech industry. The members of Generation C
are spending more money on technology and are working in
tech careers.
5 minutes Matching sentences to the gaps ex.3 p.103
11.2.3- understand the detail of an argument in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics;
11.4.7 - recognize patterns of development in lengthy texts
[inter-paragraph level] on a range of more complex and abstract
general and curricular topics;
Aim: To read for cohesion and coherence (missing
sentences)
• Explain the task and give Ss time to read through the text
again and match the sentences in the list to the gaps in the text
• Check Ss' answers around the class.
Answer Key
1B 2E 3A 4C
• Refer Ss to the Check these words box and ask Ss to look
them up in the Word List.
• Play the video for Ss and elicit their comments
Assessment criteria Learners have met the learning objective if they can: give a presentation on
careers for digital natives
Value links Explore the themes of Digital Natives & Future Careers
Cross – curricular links Science, ICT, Social life
ICT skills Using videos& pictures, working with URLs
Previous learning Digital Natives & Future Careers
Plan
Planned timings Planned activities ACTION
Beginning the lesson Prepositions (with nouns/verbs/adjective) ex.6 p.103 Resources
Student’s
5 minutes 11.6.13 - use a variety of dependent prepositions with less book, IWB
common nouns, adjectives and verbs on a wide range of general
and curricular topics;
Aim: To practise prepositions with nouns/adjectives/verbs
• Refer Ss to the Appendix to revise prepositions.
• Then explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 to 2 for 3 of 4 with 5 in
Main Activities Grammar.
20 minutes Prepositional Phrases – Clauses of Concession – Multi-word
Verbs Ex.7 p.103
11.6.14 - use a growing variety of more complex prepositional
phrases including those relating to concession and respect; use
a variety of multi-word verbs of different syntactic types on a
wide range of general and curricular topics;
Aim: to practise prepositional phrases, clauses of concession
and multi-word verbs.
• Refer Ss to the Grammar Reference section to revise clauses
of concession and multi-word verbs.
• Then explain the task and give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 in 3 of 5 with
2 on 4 of 6 out
Speaking & Functions.
Discussing the interview ex. 8 p.103
11.2.2 - understand specific information in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics;
Aim: to listen for specific information
• Read the questions in the rubric.
• Play the recording. Ss listen and decide on the answers.
• Elicit answers from Ss around the class.
Answer Key
Jane is currently a computer support specialist. She is being
interviewed for a job as a network administrator.
Discussing the interview ex. 9 p.103
11.2.2 - understand specific information in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics;
a) Aim: to identify phrases in a dialogue for interviewing
and replying
• Give Ss time to read the phrases in the Useful Language
box. • Play the recording again. Ss listen and mark which
phrases they can hear.
• Ss check their answers in pairs.
Answer Key
Have a seat. So, tell me a little about yourself.
Why should I consider you for …?
Do you have any relevant experience?
When can you start?
11.3.2 - ask and respond with appropriate syntax and
vocabulary to open-ended higher-order thinking questions on a
range of general and curricular topics, including some
unfamiliar topics;
11.3.3 - explain and justify own and others’ point of view on a
range of general and curricular topics, including some
unfamiliar topics;
11.3.6 - navigate talk and modify language through paraphrase
and correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics;
b) Aim:to practise language for interviewing and replying
• Read the rubric aloud. Remind Ss to use phrases from the
Useful Language box.
• Give Ss time to complete the task in pairs.
• Monitor the activity around the class and then ask some pairs
to share their dialogues with the class.
Suggested Answer Key
A: Please take a seat.
B: Thank you.
A: So, tell me about yourself.
B: I’m 23 years old and I’ve studied computer programming
and web development at university.
A: And why should we consider you for this job?
B: I’m hardworking and serious, but also kind and friendly.
A: Why do you want to work here?
B: Well, I’ve always been interested in web development and
want to further improve my skills.
A: And do you have any relevant experience?
B: Yes, I have done a work experience placement for a tech
company in Almaty.
A: When can you start?
B: Right away
Ending the lesson Writing & Speaking: Collecting and presenting information
15 minutes about Career Options ex.10 p.103
11.1.8 - develop intercultural awareness through reading and
discussion;
11.1.10 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.4.4 - read a wide range of extended fiction and non-fiction
texts on a variety of more complex and abstract general and
curricular topics;
11.4.8 - select and evaluate paper and digital reference
resources to check meaning and extend understanding;
11.5.1 - plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of
general and curricular topics;
11.5.5 - develop with minimal support coherent arguments
supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a
wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and
curricular topics;
11.6.13 - use a variety of dependent prepositions with less
common nouns, adjectives and verbs on a wide range of general
and curricular topics.
Aim: to expand the topic; to give a presentation on careers
for digital natives.
• Read the rubric aloud and give Ss time to research online and
collect information on other careers that would interest digital
natives.
• Ask Ss to give their presentations to the class.
• Alternatively, assign the task as HW and ask Ss to share their
answers in the next lesson.
Suggested Answer Key
Good morning. I'm Damir Ospanov. With Generation C’s
desire for connectivity, the number of jobs in the tech industry
is constantly growing. But what types of jobs are suitable for
these digital natives?
Well, of course computer programmers are always in demand
because of their ability to write code for all types of software,
websites and apps. Web developers also can help build,
maintain and fix websites. Then, there are SEO specialists who
optimise coding on websites and also add tag words to promote
a site when a search engine makes use of certain terms.
If you aren’t keen on building websites or writing code, you
can become a digital or social media marketer. This job will
allow you to market products through social media, manage
social media presence and analyse consumer statistics.
If you’d rather work for yourself, you can always become a
digital entrepreneur and make money for yourself, whether
you’re offering a service, monetizing your blog, becoming a
social media influencer or coming up with the next big idea for
an app.
To sum up, there are plenty of jobs which are perfect for the
tech-savvy members of Generation C, and this sector will keep
on expanding. Do you think you have a future in this field?
Thank you for listening. Are there any questions?
Additional information
Differentiation – how do Assessment – how are you planning to check learners’ Cross-
you plan to give more learning? curricular
support? How do you monitor learner language for accuracy in opinion feedback task links
plan to challenge the and ask other learners to peer correct errors Health and
more able learners? safety check
monitor learner question ICT links
writing in groups and Values links
highlight for less able
learners where they
should self-correct errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 “Recent Advances in Technology ” 8 D
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 8 “Recent Advances in Technology” 8E
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning? Cross-
do you plan to give monitor learner language for accuracy and range in their final curricular
more support? How tasks links:
do you plan to Learners have met the learning objective if they can: ICT links
challenge the more read for specific information, listen & read for cohesion and Values links
able learners? coherence (open cloze), present a technology company in
monitor less able Kazakhstan.
groups and participate
and prompt in their
speaking activity
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Ending the lesson Writing: Collecting and presenting information about Student’s
Holography Ex.6 p.107 book
10 minutes 11.1.10- use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world;
11.5.1- plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of
general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics;
11.6.13 - use a variety of dependent prepositions with less common
nouns, adjectives and verbs on a wide range of general and
curricular topics.
Aim: to give a presentation on how holography could change
our lives
• Explain the task and ask Ss to work in pairs or small groups.
• Ask Ss to collect information from the Internet and then report
back to the class.
• Alternatively, assign the task as HW and ask Ss to present
their information in the next lesson.
Suggested Answer Key
Holography could change our lives in the future because firstly, it
may be used for all types of entertainment. Films, music concerts
and computer games will all be able to appear in our living rooms,
gardens or anywhere we can dream of. Holographic technology will
also become interactive. This means that we will be able to change
the holographic environment. This way we will be able to operate
machines, use the Internet and even meet our friends without
anyone leaving their house.
Additional information
Differentiation – Assessment – how are you planning to check learners’ learning? Cross-
how do you plan to curricular
give more support? links
How do you plan to
challenge the more ICT links
able learners? Values links
monitor learner monitor learner questions for accuracy and encourage them to self-
question writing in correct
groups and highlight Learners have met the learning objective if they can:
for less able learners give a presentation on how holography could change our lives.
where they should
self-correct errors
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives /learning objectives realistic?
Date: Class: 11
Teacher’s name:
Learning objectives that Summative Assessment-Speaking
this lesson is 11.4.2 - understand specific information and detail in extended texts on a wide
contributing to range of familiar and unfamiliar general and curricular topics;
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
Lesson objectives All learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft
structures on a wide range of general and curricular topics; use a wide variety of
simple perfect active and passive forms and a variety of perfect continuous
forms on a wide range of general and curricular topics;
Most learners will be able to:
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
Some learners will be able to:
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Assessment criteria Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft
structures on a wide range of general and curricular topics; use a wide variety of
simple perfect active and passive forms and a variety of perfect continuous
forms on a wide range of general and curricular topics;
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Value links Explore the theme of the tech of tomorrow.
Cross – curricular links Social life, Science, ICT.
ICT skills Using videos& pictures, working with URLs
Previous learning Language in Use
Plan
Planned timings Planned activities ACTION
Resources
Beginning the lesson Summative Assessment-Speaking
20 minutes
Main Activities Reading &Listening: Choosing the correct answer. Student’s
15 minutes Ex. 1p.109 book, IWB
11.4.2 - understand specific information and detail in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics;
Aim: to read for specific information (multiple matching)
• Ask Ss to read the questions 1-6 and think about the key
words.
• Give Ss time to read the text and match the technological
advances to each question.
• Check Ss’ answers.
Answer Key
1B 2E 3D 4B 5C 6A
Ending the lesson . Summing up the results of the lesson, giving and getting feedback
5 minutes
Additional information
Differentiation – how Assessment – how are you planning to check learners’ Cross-
do you plan to give learning? curricular
more support? How do Learners have met the learning objective if they can: links
you plan to challenge use a wide range of vocabulary, which is appropriate to topic Values links
the more able learners? and genre, and which is spelt accurately; use a growing variety
monitor learner question of impersonal and cleft structures on a wide range of general
writing in groups and and curricular topics; use a wide variety of simple perfect active
highlight for less able and passive forms and a variety of perfect continuous forms on
learners where they a wide range of general and curricular topics;
should self-correct errors plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Date: Class: 11
Teacher’s name:
Learning objectives that Summative Assessment-Speaking
this lesson is 11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
contributing to and which is spelt accurately;
11.6.10 - use a wide variety of reported statement, command and question
forms on a wide range of general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics;
11.6.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics;
11.5.1- plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.5- develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in
familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics.
Lesson objectives All learners will be able to:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft
structures on a wide range of general and curricular topics; use a wide variety of
simple perfect active and passive forms and a variety of perfect continuous
forms on a wide range of general and curricular topics;
Most learners will be able to:
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
Some learners will be able to:
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Assessment criteria Learners have met the learning objective if they can:
use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately; use a growing variety of impersonal and cleft
structures on a wide range of general and curricular topics; use a wide variety of
simple perfect active and passive forms and a variety of perfect continuous
forms on a wide range of general and curricular topics;
plan, write, edit and proofread work at text level independently on a wide range
of general and curricular topics;
develop with minimal support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
Value links Explore the theme of writing an information leaflet for students
Cross – curricular links Social life
ICT skills Using videos& pictures, working with URLs
Previous learning The Tech of Tomorrow
Plan
Planned timings Planned activities ACTION
Resources
Beginning the lesson Speaking &Functions: Filling in words
10 minutes Ex. 3 p.109
11.5.2- use a wide range of vocabulary, which is appropriate to Student’s
topic and genre, and which is spelt accurately; book, IWB
Aim: to consolidate vocabulary from the module
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 to have designed that app
2 he would drop by the university library later that day
3 if/whether Aizhan was going to spend her holidays with her
cousins in Almaty the following summer
4 how all those icons had appeared on her desktop
5 not to touch the screen
6 visiting Nur-Sultan that day
7 breaking my keyboard
Main Activities Grammar: Reported Speech Ex.4 p.110 Student’s
10 minutes 11.6.10 - use a wide variety of reported statement, command book
and question forms on a wide range of general and curricular
topics;
Aim: to practise reported speech
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 to have designed that app
2 he would drop by the university library later that day
3 if/whether Aizhan was going to spend her holidays with her
cousins in Almaty the following summer
4 how all those icons had appeared on her desktop
5 not to touch the screen
6 visiting Nur-Sultan that day
7 breaking my keyboard
10 minutes Verb Complementation Ex.5 p.110 Student’s
11.6.5 - use a range of transitive and intransitive verb book, IWB
complementation patterns on a wide range of general and
curricular topics;
Aim: to practise verb complementation
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1b 2d 3c 4a
1 transitive verb + clause
2 transitive verb + -ing phrase
3 linking verb + adjective
4 transitive verb + indirect object + direct object +
adverb/adverbial phrase
Choosing the correct items Ex.6 p.110
11.6.13 - use a variety of dependent prepositions with less
common nouns, adjectives and verbs on a wide range of general
and curricular topics;
Aim: To practise prepositional phrases
• Explain the task.
• Ss complete the task.
• Check Ss’ answers.
Answer Key
1 in 2 by 3 in 4 on 5 of
Ending the lesson Writing: An Information Leaflet
10 minutes Ex.7 p.110
11.5.1- plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.5- develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in
familiar general and curricular topics;
11.5.7 - use independently appropriate layout at text level on a wide range of
general and curricular topics.
Aim: to write an information leaflet
• Explain the task and give Ss time to plan and complete their work following
the rubric and then check Ss’ answers.
• Alternatively, assign the task as HW and check Ss’ answers in the next
lesson.
Suggested Answer Key
Welcome to Kokshetau!
About your visit
To help you to get the most out of your upcoming visit to Kokshetau, we have
included information about the local area, places to visit and how to behave
while you're there.
The city Kokshetau is in northern Kazakhstan, 300 km north-west of the
country's capital, Nur-Sultan. The city gets extremely cold in the winter, and
during our stay in April, temperatures will probably be between 0 and 10° C, so
bring appropriate clothing.
Places to visit
The city is close to two beautiful national parks: Burabai and Kokshetau. We
will visit both of these to see the incredible range of plants, animals and birds,
as well as the stunning scenery. There are also several interesting museums in
the city, and we will pay a visit to the theatre.
Local etiquette
Kokshetau has a long and interesting history, and many traditional ways are
still preserved in this modern city. As visitors, we must respect the local culture
and behave courteously to all the people we meet. We will, after all, be
representing our school.
Enjoy the trip!
We hope you have a very educational and fun stay in Kokshetau!
Additional information
Differentiation – how Assessment – how are you planning to check learners’ Cross-
do you plan to give learning? curricular
more support? How do Learners have met the learning objective if they can: links
you plan to challenge use a wide range of vocabulary, which is appropriate to topic Values links
the more able learners? and genre, and which is spelt accurately; use a growing variety
monitor learner question of impersonal and cleft structures on a wide range of general
writing in groups and and curricular topics; use a wide variety of simple perfect active
highlight for less able and passive forms and a variety of perfect continuous forms on
learners where they a wide range of general and curricular topics;
should self-correct errors plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics;
develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Additional information
Differentiation – how Assessment – how are you planning to check learners’ learning? Cross-
do you plan to give curricul
more support? How Learners have met the learning objective if they can: ar links
do you plan to learn vocabulary relating to what materials are used in the
challenge the more manufacturing of clothing in Kazakhstan ,read for specific ICT
able learners? information ,listen and read for cohesion and coherence (missing links
provide support for sentences), revise apposition/textual referencing, listen for specific Values
less able learners information and express an opinion, act out a dialogue discussing an links
through sentence issue and expressing concern/hope and write/give a presentation about
starters in their written the fashion/clothing industry in Kazakhstan.
task
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives/learning objectives realistic? Did I stick to timings?
What changes did I make from my plan and why?
Module 9 “T The Chemistry of Clothes ” 9 D
Ex.2 B p.56
11.5.5- develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of Student’s
written genres in familiar general and curricular topics; book, IWB
Aim: to analyse a model for structure
• Ask Ss to read the model again and match the paragraphs to their
contents.
• Check Ss’ answers.
Answer Key
A3B4C2D1
Replacing words with formal expressions
Ex.3 p.118
11.3.7 - use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and Student’s
curricular topics; book, IWB
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.4- use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and
curricular topics.
Aim: to practise formal language
• Ask Ss to read the extract and the formal expressions in the list.
• Give Ss time to replace the informal expressions in the extract
with the formal ones.
• Check Ss’ answers.
Answer Key
1 It is estimated
2 In terms of recent statistics
3 cultivation
4 globally
5 serious consequence Student’s
6 an alarming increase book, IWB
7 prompt action is taken
Ending the lesson Structuring paragraphs. Student’s
20 minutes Expanding prompts into sentences book, IWB
Ex.4 p. 119
a) 11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to practise structuring paragraphs
• Ask Ss to read the prompts and expand them into full sentences.
• Then give Ss time to reorder the sentences to form a cohesive
paragraph.
• Ask various Ss to read their answers to the class.
Answer Key
A Most processes are very wasteful, with optimistic estimates
putting the figure at 40 billion square metres of waste per year.
B On the other hand, processes exist which are essentially zero
waste, and these are to be applauded and replicated.
C While some manufacturing processes are efficient, other
processes are not.
D Moreover, this does not take into account other waste products,
for example CO2 and polluted water.
While some manufacturing processes are efficient, other processes
are not. Most processes are very wasteful, with optimistic estimates
putting the figure at 40 billion square metres of waste per year.
Moreover, this figure does not take into account other waste
products, for example CO2 and polluted water.
On the other hand, processes exist which are essentially zero waste,
and these are to be applauded and replicated.
b)11.3.7 - use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to practise writing supporting sentences
• Read out the topic sentences and then give Ss time to write
appropriate supporting sentences using the ideas listed and the
Useful Language box to help them.
• Ask various Ss to share their answers with the class
Suggested Answer Key
Without a doubt, the amount of waste the fashion industry produces
is a serious concern, yet the problem does have a solution. Firstly,
waste is very high. For example, some Asian countries produce 60
billion garments annually, but 10% becomes waste.
Moreover, the global demand for clothing is rising. The 62 million
tonnes produced today is predicted to become 102 million tonnes by
2030. However, if waste materials are put back into production, 6
billion extra garments could be produced in some Asian countries
alone.
Additional information
Differentiation – how do you plan to give more Assessment – how are you Cross-
support? How do you plan to challenge the more planning to check learners’ curricular
able learners? learning? links
support less able learners by encouraging them to Learners have met the Values links
practise formal language, structuring paragraphs in learning objective if they can:
writing section. analyse a rubric, analyse a model
text and read for gist (match
headings to paragraphs)essay,
practise formal language,
structuring paragraphs and
writing supporting sentences.
Reflection Use the space below to reflect on your lesson.
Were the lesson objectives/learning objectives Answer the most relevant questions from the
realistic? box on the left about your lesson
Did I stick to timings?
Ending the Discussion of the structure of a report or summing up the results of the lesson,
lesson giving and getting feedback.
5 minutes
Additional information
Differentiation – how do you plan to give more Assessment – how are you Cross-
support? How do you plan to challenge the planning to check learners’ curricular
more able learners? learning? links
support less able learners by encouraging them to Learners have met the learning
practise formal language, structuring paragraphs objective if they can: Values
in writing a report prepare for a writing task, practise links
Useful language; write a report.
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Module 9 “The Chemistry of Clothes” 9 E
Date: Class: 11
Teacher’s name:
Learning objectives 11.4.3- skim a range of lengthy texts with speed to identify content meriting
that this lesson is closer reading on a range of more complex and abstract, general and curricular
contributing to topics;
11.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.4.2- understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.4.5- deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics ;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics;
11.4.8- select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11.5.1- plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
11.5.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics;
11.5.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy.
Lesson objectives All learners will be able to:
read for specific information, read for cohesion and coherence (multiple choice
cloze );
Most learners will be able to:
read for specific information, read for cohesion and coherence (multiple choice
cloze ), consolidate new vocabulary through synonyms and comprehension of a
text;
Some learners will be able to:
read for specific information, read for cohesion and coherence (multiple choice
cloze ), consolidate new vocabulary through synonyms and comprehension of a
text, prepare a presentation on the national costume in Kazakhstan.
Vovcabulary Verb: fulfill
Nouns: gown, apron, shawl, breeches, preservation, spark
Adjective: distinctive
Assessment criteria Learners have met the learning objective if they can:
read for specific information, read for cohesion and coherence (multiple choice
cloze ), consolidate new vocabulary through synonyms and comprehension of a
text, prepare a presentation on the national costume in Kazakhstan.
Value links Explore the Welsh national costume and the national costume in Kazakhstan
Cross – curricular Social life, Fashion, ICT
links
ICT skills Using videos& pictures, working with URLs
Previous learning Writing a report
Plan
Planned timings Planned activities ACTION
Resources
Beginning the lesson Reading & Listening: Discussing the picture and the title Student’s
10 minutes Ex.1 p.120 book
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;
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson
Were the lesson objectives/learning objectives realistic?
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson
Were the lesson objectives /learning objectives realistic?
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson