Action Ответы SB

Sample lesson plans
for Kazakhstan Grade 11
ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК
Жалпы бiлiм беретiн мектептiњ 11 -сыныбына

арналѓаноќулыќ Экспресс Паблишин баспасы
2020
Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova
Уважаемые учителя английского языка, работающие по УМК
обновленного содержания образования по английскому языку
международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов
составления данных планов. В зависимости от уровня учащихся,
требований администрации вашей школы и по пожеланию учителя
поурочные планы подлежат корректировке самим учителем,
преподающим в данной параллели.
С уважением, методисты международного образовательного
центра «EDU Strеam».
Organization of the content of the subject of "The English language"
in the 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
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.
• 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
b) To talk about one’s academic new year’s resolution

Give Ss time to consider their answers and then ask various Ss
around the class to share their resolution with the rest of the class.
Suggested Answer Key
I’d really like to study conservation biology at university because I
want to help protect endangered species and stop them from
becoming extinct. I would also like to do some volunteer work at a
wildlife park in order to learn more about the conservation efforts
being made here in Kazakhstan. I hope one day I can work in
countries all around the world helping to protect lots of different
animals and plants.
(Ss' own answers)
Read the title of the module Making Connections in Biology and ask
Ss to suggest what they think the module will be about (the module is
about biology, genetics, taxonomy, blood types, archaea and cloning).
Go through the objectives list to stimulate Ss’ interest in the module.
To listen and read for gist

Ask Ss to look at the pictures and then elicit what, if anything, Ss
know about these races.
Elicit a variety of questions about them from Ss around the class and
11.4.3 11.5.2 write three of them on the board.
Play the recording. Ss listen and read and see if their questions are
answered.
SB Ex. 1 p. 7 Vocabulary To introduce vocabulary related to

biology • Direct Ss’ attention to the timeline and ask them to read the
11.1.6 words in the list. • Then have Ss read the timeline and use the new
11.1.7 vocabulary to fill the gaps. • Play the recording. Ss listen and check
11.3.7 their answers.
11.5.2 Answer Key
11.5.5 1 taxonomy 7 helix 2 evolution 8 structure 3 pasteurisation 9 domain
4 inheritance 10 fertilisation 5 transfusion 11 clone 6 crystallography
12 Genome • Play the video for Ss and elicit their comments.
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.
1.2 OVER TO YOU! To discuss and expand the topic • Ask Ss to

work in pairs or small groups and put the events in the timeline in
order of importance. • Elicit answers and explanations from various
pairs/groups around the class. Suggested Answer Key (From most to
least important) 1900 Karl Landsteiner, 1862 Louis Pasteur, 1951 and
1953 DNA structure discovery, 1978 first test-tube baby was born,
1996 Dolly the sheep, 1865 Gregor Mendel’s laws of inheritance,
1859 Charles Darwin’s Theory of Evolution, 2003 the Human
Genome Project, 347 BCE Aristotle, 1977 Carl Woese. I think the
most important event is Karl Landsteiner’s discovery of blood types
because it helps to save people’s lives. I think Carl Woese’s
discovery is the least important because it doesn’t affect many
people’s daily lives. Although it does help scientists to classify new
organisms.
• Ss research online for other important discoveries in the field of
biology.
ENDING THE Ss present their findings to the class.
LESSON Suggested Answer Key
There are lots of other important discoveries in the field of biology.
For example, in 1663, Robert Hooke discovered the first cell while he
was examining some tree bark using a microscope. In 1879, Louis
Pasteur developed the principles of vaccination and discovered that
by using an inactive or weakened form of a virus immunity was
attained. Then, in 1928, Alexander Fleming discovered penicillin
which is a life-saving antibiotic all over the world given to people
with bacterial infections.
Page 7 SB
Prepare a presentation about discoveries in the field of Biology
Home Task (at Teacher’s discretion)
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in check pronunciation of new Values links
whole class checking and plenary activity words and reinforce with
with supportive questioning drilling where necessary
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented in
this lesson
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Did I stick to timings?
What changes did I make from my plan

and why?
LESSON: Module 1 Lesson 1 School:
Starter (Sample)
contributing to 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
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:
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) Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star, planet, dwarf planet); Human
anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs, spleen, larynx, kidneys);
Chemical elements (oxygen, sodium, nitrogen, iron, carbon, silver, hydrogen, gold); Nouns (nanotechnology,
sources, brain, crops, reality, organisation, intelligence, exploration, universe, fossil, engineering, biology,
system, pesticides)

Previous learning Previous year
Plan
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.
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.
• 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
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
b) To talk about one’s academic new year’s resolution

Give Ss time to consider their answers and then ask various Ss
around the class to share their resolution with the rest of the class.
I’d really like to study conservation biology at university because I
want to help protect endangered species and stop them from
becoming extinct. I would also like to do some volunteer work at a
wildlife park in order to learn more about the conservation efforts
being made here in Kazakhstan. I hope one day I can work in
countries all around the world helping to protect lots of different
animals and plants.
(Ss' own answers)
Read the title of the module Making Connections in Biology and ask
Ss to suggest what they think the module will be about (the module is
about biology, genetics, taxonomy, blood types, archaea and cloning).
Go through the objectives list to stimulate Ss’ interest in the module.
To listen and read for gist

Ask Ss to look at the pictures and then elicit what, if anything, Ss
know about these races.
11.4.3 11.5.2 Elicit a variety of questions about them from Ss around the class and
write three of them on the board.
Play the recording. Ss listen and read and see if their questions are
answered.
ENDING THE SB
LESSON Page 6 ex.4b (Home Task)
Module 1
Modern Genetics
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
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
11.3.2 - 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
use most target vocabulary successfully in opinion tasks, read effectively for gist and
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
Previous learning Connections in Biology
Plan
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
PRESENTATION Ex. 2 p. 8 To listen and read for specific information

AND PRACTICE • Read out the questions. • Then elicit Ss’ guesses in answer to
11.4.1 them. • Play the recording. Ss listen and read the text to find out if
11.4.2 their guesses were correct.
11.4.3 Suggested Answer Key
Gregor Mendel is a scientist who carried out experiments using pea
plants to demonstrate the inheritance of traits. He discovered how
traits were passed from one generation to the next and came up with
laws of inheritance that explain his findings. He is considered the
‘father of genetics’ because his work has helped us to understand
how genetic information is passed down between generations.
Ex. 3 p. 8 To read for specific information (T/F/DS)

11.4.2 • Ask Ss to read the sentences 1-5.
• Then give Ss time to read the text and mark the statements
according to what they read. • Check Ss’ answers around the class.
Answer Key
1 DS 2 T 3 T 4 F 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
11.5.2 Ex. 4 p. 8 To consolidate new vocabulary (collocations)

• Read out the Study Skills box and then give Ss time to complete the
phrases using the words in the list and make sentences with them.
• Check Ss’ answers around the class.
Answer Key
1 offspring 3 breeding 5 model 2 variation 4 allele 6 inheritance
To practise new vocabulary (collocations)
The first offspring generation in Mendel’s experiments were
heterozygous. Mendel conducted experiments on variation in plants.
He used selective breeding. Dominant alleles tend to be expressed
more often. Mendel’s primary model system was the pea plant.
Mendel discovered the fundamental principles of inheritance.
11.4.5 Ex. 5 p. 9 To consolidate new vocabulary

11.5.2 • Ask Ss to read the text and choose the correct words in bold using
their dictionaries or the Word List to help them if necessary.
Answer Key
1 genes 4 trait 7 generation 2 dominance 5 dominant 3 alleles 6
passed
ENDING THE Ex. 6 p. 9 Speaking To consolidate comprehension of a text
LESSON Ask Ss to work in pairs and prepare a short presentation taking turns
to present the information. Then ask various pairs to make their
11.1.6 presentations in front of the class.
11.3.7 A: Gregor Mendel was an Austrian monk who performed experiments
on pea plants in order to understand genetic inheritance. He chose
pea plants because they grew quickly and had various observable
traits. From his series of experiments, Mendel came to three
conclusions. He called these the laws of inheritance. B: The first law
states that when gametes are formed, they only contain one randomly
selected allele for each gene from the parents. A: The second law
explains that the genes we inherit for different traits are inherited
independently of one another and these are unchanged. This is why
we have some parts that are more similar to our mother and parts
more similar to our father. B: The third law explains that for each
gene there are a number of alleles and some alleles are dominant
over others. This means that if the offspring inherits two different
alleles for a particular trait, only the dominant one will be expressed
in the organism. But this doesn’t mean that the recessive allele
cannot be passed on to the next generation. A: Mendel’s work was
our first real understanding of genetics which is why he became
known as the ‘father of genetics’.
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final writing techniques
task
challenge
Reflectionmore able learners to structure Use the space below to reflect on your lesson. Answer the

and why?
Module 1
Grammar Adjective complements
Learning objectives 11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
that this lesson is a wide range of general and curricular topics
contributing to 11.1.4 - evaluate and respond constructively to feedback from others
11.1.8 - develop intercultural awareness through reading and discussion
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk
on a wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
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
curricular topics
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
of familiar general and curricular topics with some support;
of familiar general and curricular topics without support;
Previous learning Modern Genetics
Plan
Revision vocabulary from the previous lesson
BEGINNING THE Grammar revision adjectives complements
LESSON
Ex. 7 p. 9 To present/revise adjective complements
PRESENTATION • Direct Ss to the Grammar Reference section and tell them to study
AND PRACTICE the theory. • Then elicit examples from the text. Suggested Answer
Key Examples in the text: he was happy that, was curious what, he
11.6.3 was confident to, it was sad that
Ex. 8 p. 9 To practise adjective complements
• Explain the task and give Ss time to complete it.
11.6.3 • Check Ss’ answers.
Answer Key
11.1.4 1c2e3d4a5f6b
11.1.6 Ex. 9 p. 9 Writing To expand the topic
11.1.8 • Give Ss time to research online and find out more information about
11.2.5 Gregor Mendel and his experiments and theories. Then give them
11.3.2 time to use this information to prepare a presentation.
11.3.5 • Ask Ss to present their information to the class. The rest of the
11.5.1 class should ask questions and the Ss presenting should answer them.
11.5.2 Have the class perform peer assessment and evaluate each other’s
11.5.5 performance.
ENDING THE Suggested Answer Key
LESSON Gregor Mendel was born on 22nd July 1822 in a rural area of
Hynčice in the Czech Republic. He was very intelligent as a child and
his parents sent him away to study. After school, he studied a two-
year philosophy programme where he excelled in the areas of
mathematics and physics. In 1850, Mendel continued his study of
mathematics and science at the University of Vienna. He worked
alongside some of the most notable scientists of that time; Christian
Doppler, a physicist, Andreas von Ettinghausen, a mathematical
physicist and Franz Unger, a botanist. He then became a secondary
school teacher in Brno in the Czech Republic. Between 1854 and
1856, Mendel carried out his experiments in hybridization,
performing tests with 34 varieties of pea plant. These experiments led
him to develop his laws of inheritance. He was able to understand a
lot about inheritance, including the presence of dominant and
recessive alleles and the way in which they are inherited. He also was
able to analyse data to produce ratios of traits visible in the offspring
and calculate different ratios for both the expected phenotype and
genotype of the next generation. His findings underpin our
understanding of inheritance and are the reason he is referred to as
the ‘father of genetics’.
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

and why?
Module 1
Taxonomy
Learning objectives 11.2.1 - understand the main points in unsupported extended talk on a wide range of
that this lesson is general and curricular topics, including talk on a growing range of unfamiliar topics
contributing to 11.2.2 - understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
reading on a range of more complex and abstract, general and curricular topics 11.1.8
unfamiliar topics
unfamiliar topics
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics 11.5.2 - use a wide range of
vocabulary, which is appropriate to topic and genre, and which is spelt accurately
curricular topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of
general and curricular topics
Assessment Learners have used variety of reported speech forms for statements, questions and
criteria commands, using in their own sentences.
Previous learning Grammar Adjective complements
Plan
BEGINNING THE Ex. 1 p. 10 Vocabulary & Reading To introduce the topic; to
LESSON listen and read for specific information
11.2.1 • Direct Ss to the diagram and read out the definition and the
11.2.2 questions. Elicit Ss’ answers/ guesses.
11.4.1 • Play the recording. Ss listen and read the text and find out if their
11.4.2 guesses were correct. (Ss’ own answers)
11.4.3 Answer Key - genus and (unique) species (name)
Ex. 2 p. 10 To read for specific information (comprehension
PRESENTATION questions)
AND PRACTICE • Ask Ss to read the text and the questions and then give them time to
answer them. • Elicit answers from Ss around the class.
11.1.8 Answer Key
11.2.5 1 He created the field of taxonomy to describe and organise life
11.3.2 forms. 2 the ‘father of botany’ 3 Because optical lenses were invented
11.3.5 then. 4 ‘Methodus Plantarum Nova’ in 1682 5 All the old names
11.4.1 became invalid.
11.5.2 • Refer Ss to the Check these words box and ask Ss to look them up
11.5.5 in the Word List.
• Play the video for Ss and elicit their comments.
Ex. 3 p. 10 To consolidate new vocabulary/ information in a

11.5.2 text; to complete a summary
• Explain the task. Give Ss time to complete it using the words from
the Check these words box.
Answer Key
1 classify 2 attributes 3 vertebrate/invertebrate 4 invertebrate/
vertebrate 5 optical 6 taxonomists 7 binomial 8 genus
11.6.1 Ex. 4 p. 11 a) To identify and classify pre- and post-

modifying noun structures
• Explain the task and give Ss time to read through the text again and
identify and classify the modifying noun structures it contains.
• Refer Ss to the Grammar Reference section at the back of their
books for more detail.
Answer Key
species names – two nouns together details of over 18,000 plant
species – a prepositional phrase naming system – a noun ending in -
ing
b) To identify and classify modifying noun structures; to practise

modifying noun structures
• Explain the task. • Give Ss time to complete it.
• Check Ss’ answers.
Answer Key
1 university laboratory – to indicate sth is part of sth else
2 glass case – to describe what material sth is made of
3 two-year course – a measurement
4 drawing book – a noun ending in -ing
5 system which revolutionised taxonomy – a relative clause
ENDING THE Suggested Answer Key
LESSON The steppe eagle is also known as Aquila nipalensis. Linnaeus
studied taxonomy which began with Aristotle. The path from
11.6.1 Aristotle’s system to Linnaeus’ was a two-thousand-year process. We
classify living things according to the Linnaean system.
peer correct errors

and why?
Module 1
Grammar Pre- and Post-modifying
noun structures
Learning objectives 11.2.1 - understand the main points in unsupported extended talk on a wide range of
unfamiliar topics
11.1.4 - evaluate and respond constructively to feedback from others
unfamiliar topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
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
Previous learning Taxonomy
Plan
BEGINNING THE To revise pre- and post-modifying noun structures
LESSON Check Ss’ answers
11.6.1
PRESENTATION Ex. 5 p. 11 To listen for specific information (multiple choice)

AND PRACTICE • Ask Ss to read the questions and answer choices.
11.2.1 • Then play the recording and ask Ss to complete the task by
11.2.2 choosing the correct answers according to what they hear.
Answer Key 1 B 2 A 3 C 4 B
11.1.4 Ex. 6 p. 11 Speaking & Writing To consolidate information in

11.2.5 a text; to develop critical thinking skills
11.3.2 • Ask Ss to work in small groups and talk about taxonomy answering
11.3.5 the questions in the rubric.
• Monitor the activity around the class, then ask some pairs to report
back to the class.
• Ask Ss to conduct peer assessment and evaluate each other’s
performance and give feedback.
A: Taxonomy helps scientists study the natural world because it
means they can categorise living things in a way that is universally
understandable. This means it's easier to read and understand the
work and research of other scientists, and it's easier to collaborate.
B: Yes, and taxonomy also helps scientists understand how different
species evolve and adapt, and gives them information about the
history of life on our planet.
C: Right, and it's very important for the biodiversity in particular
areas of our planet too. With taxonomy, scientists can identify
invasive species that might be causing a problem for local
ecosystems.
A: It's necessary for conservation of plant and animal species – we
need to identify each species and its needs in order to protect it.
B: Scientists think they've only identified 2 million out of the
estimated 10-12 million plant and animal species on Earth, though. If
they don't hurry, it could be too late for lots of these species, as
extinctions are occurring at faster rates than ever.
C: That's why taxonomy is so important: we need to classify living
11.1.2 things so we can see how and where the worst effects are happening,
11.1.4 and try to stop them.
11.1.6
Ex. 7 p. 11 To prepare a presentation on the Linnaean system
11.1.8 of classification
11.4.8 • Read the rubric aloud and give Ss time to research online and find
11.5.1 out more information about the Linnaean system of classification and
11.5.2 prepare their presentations.
11.5.5 • Ask Ss to give their presentations to the class.
11.5.7
11.5.9
ENDING THE • Then ask Ss to perform peer assessment and evaluate each other’s
LESSON presentations and give feedback.
Did you know that over 800,000 of the world’s species are estimated
11.1.4 to live in Australia and New Zealand? Out of those 800,000, only
11.1.6 30% have been identified and given a scientific name. Scientific
11.1.8 names are only made up of an individual name and the genus of the
11.4.8 organism, but each named organism also has been classified in all
11.5.1 seven categories of the Linnaean system of classification. ICT For
example, modern humans like you and I have the taxonomy Kingdom:
11.5.2 Animalia, Phylum: Chordata, Class: Mammalian, Order: Primates,
11.5.5 Family: Hominidae, Genus: Homo and our unique name: sapiens –
11.5.7 giving us the scientific name, Homo sapiens. The different groups in
11.5.9 each category help to classify and define each organism. For
example, a new organism found that ingests food, has many cells and
no cell walls is considered to be in the kingdom animalia. Next, if the
animal has a spinal cord, it is considered to be in the Phylum
Chordata. This continues for each of the seven categories. This
method of classifying living organisms helps us group similar
organisms together and even analyse any possible ancestral links. In
fact, Sir David Attenborough, the famous British broadcaster and
naturalist once said, “We cannot understand the natural world
without the taxonomic system.”
support less able learners in in oral explanation of themes Values links
comprehension task by encouraging them in the story monitor use of
to scan text quickly to find a section of the linkers for delayed corrective
text that contains the answer. feedback to whole class on
board

and why?
Module 1
Blood Types

Learning objectives 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
that this lesson is reading on a range of more complex and abstract, general and curricular topics
contributing to 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
unfamiliar topics
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
use appropriately an increased variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with support;
familiar general and curricular topics using phrasal verbs with some support;
familiar general and curricular topics using phrasal verbs without support;
Previous learning Grammar Pre- and Post-modifying noun structures
Plan
BEGINNING THE Ex. 1 p. 12 Vocabulary To present new vocabulary; to read for
LESSON coherence and cohesion; to listen for specific information
• Read out the list of vocabulary. Tell Ss to look up the meanings of
11.4.3 any unknown words in their dictionaries.
11.5.2 • Then give them time to complete the gaps in the text with the
words.
• Play the recording for Ss to check their answers.
Answer Key
1 platelets 3 Antibodies 2 plasma 4 Antigens Listening & Reading 2
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.
Karl Landsteiner was a scientist. He discovered blood groups and his
work allowed blood transfusions to become possible.
11.4.5 Ex. 3 p. 12 To read for specific information (sentence

completion)
• Ask Ss to read the sentences stems. • Then give them time to read
the text and complete the sentences according to what they read.
Answer Key
1 the University of Vienna 2 Professor of Pathological Anatomy 3 his
discovery of blood groups 4 different types of blood react when they
are mixed 5 antigens and antibodies
in the Word List.

• Read out the words in the list and ask Ss to look up their meanings
in their dictionaries if necessary.
• Then give Ss time to complete the sentences. • Check Ss’ answers.
Answer Key
1 Immunology 3 transfusions 5 paternity 2 reaction 4 Recipients
11.2.5
11.3.2 Ex. 5 p. 13 To evaluate the most important information in a
11.3.4 text
11.3.5 • Ask Ss to discuss the questions in small groups.
ENDING THE • Then ask various groups to share their answers with the class.
We think the most important information in the text is in paragraphs
3 and 4 because this gives details about his discovery and how it
helps people.
Values links
support less able learners in in oral explanation of themes
board

and why?
Module 1
Grammar Determiners: Articles –
Generic use
CLASS: Number present: absent:
Learning objectives 11.6.2 - use a variety of determiners relating to nouns for generic uses, some
that this lesson is appositional uses and textual reference on a wide range of general and curricular topics
contributing to 11.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.2 - understand specific information in unsupported extended talk on a wide range
unfamiliar topics
curricular topics
Previous learning Blood Types
Plan
BEGINNING THE Revise articles the previous knowledge (a / an / the / zero)
LESSON
11.6.2
PRESENTATION Ex. 6 p. 13 Grammar To identify determiners (articles –

AND PRACTICE generic use)
11.6.2 • Refer Ss to the Grammar Reference section to read the theory on
determiners. • Then give Ss time to complete the task.
• Check Ss answers.
Answer Key
1 An 2 – 3 the 4 A 5
11.6.2 Ex. 7 p. 13 To identify apposition and textual referencing

• Explain that apposition is when we use two nouns or noun phrases
in the same sentence to refer to the same person or thing. We can use
commas to separate the two noun phrases depending on what kind of
information we want to convey.
• Explain that textual referencing is when we use demonstratives to
avoid repetition and make a piece of writing easier to follow.
• Refer Ss to the Grammar Reference section for more information.
• Tell Ss to read the underlined sentences and identify which shows
apposition and which shows textual referencing.
• Give Ss time to complete the task.
Apposition – A blood transfusion … (a common but lifesaving
procedure) … are checked carefully. Textual referencing – On closer
inspection, … them = blood cells … A, B, AB and O.
11.6.2 Ex. 8 p. 13 a) To practise apposition • Explain the task and read

out the example.
• Give Ss time to complete the task and then ask various Ss around
the class to share their answers with the rest of the class. Answer Key
2 Paul and Stephen, some of the most experienced immunologists at
the facility, carried out the research. 3 Haemophilia, a serious blood
disorder, is a hereditary condition. 4 Charles Darwin, one of the most
famous biologists in history, was born in 1809.
b) To practise textual referencing Explain the task and give Ss time to

complete it and then ask various Ss around the class to share their
answers with the rest of the class. Suggested Answer Key 1 Free
healthcare will become a reality for many citizens soon, although it
has been the norm for some of us for many years. 2 Joseph Lister
made many fascinating discoveries, although he is mainly
remembered for promoting sterile surgery. 3 Pierre and Marie Curie
conducted research into radioactivity and they won the Nobel Prize
for it in 1903.
11.2.1 Ex. 9 p. 13 Listening To listen for specific information (T/F)

11.2.2 • Ask Ss to read the statements 1-5 and think about what they key
11.2.5 words might be. • Play the recording. Ss listen and complete the
task. • Check Ss’ answers.
Answer Key
1F2F3T4T5F
11.1.6
11.1.8 Ex. 10 p. 13 Writing To write about recent discoveries in
11.4.8 blood groups • Explain the task and give Ss time to research on the
11.5.1 Internet more information about recent discoveries in blood groups
11.5.2 11.5.5. and then write a short text.
ENDING THE • Ask various Ss to read their text to the class. Suggested Answer Key
LESSON There have been some interesting discoveries in blood groups
recently. Firstly, research has shown that a type of enzyme found in
the gut is able to ICT 1.9 break down antigens in the blood. This
effectively means that, using this enzyme, we could convert any blood
type into type O. As this is the ‘universal donor’ type, this
development would have farreaching consequences for hospitals and
blood banks, and the potential to save lives. Secondly, there is the
discovery of new systems. Socalled ‘golden blood’ or Rh-null type
blood does not have any of the 61 antigens in the Rh system. Until
1961, it was thought that no one could survive birth with this blood
type, but now we know of 43 adults who are living with this type of
blood. Recently, it has come to light that there are other blood types
that are not part of the Rh system. In 2012, the Langereis and Junior
blood systems were identified and in 2013, the Vel system was
discovered. The antibody people make against Vel is very dangerous
for transfusion patients, because it means their bodies will reject any
donation containing Vel antigens. For a while it was impossible to
screen for Vel-negative blood, but now that the genetic mutation
responsible for the missing antibody has been identified, a simple
DNA test can show us, and ensure a safe transfusion.
monitor less able groups and participate monitor learner language for Values links
and prompt in their brainstorming activity accuracy and range in their
final three tasks. Note
particularly where they
struggle to express connections
between story frames and
events. Give whole class
feedback

and why?
Module 1
Formal/Informal writing
Date: Teacher’ s name:
Learning objectives 11.5.3 - write with grammatical accuracy on a wide range of general and curricular
that this lesson is topics
contributing to 11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range of
unfamiliar topics
topics
11.6.2 - use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and curricular topics
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
a wide range of general and curricular topics
understanding of the appropriate text;
use most target vocabulary successfully in opinion tasks and show some gist
identify all specific information of the text;
Assessment Learners have used vocabulary, read effectively and worked in pair researching online,
criteria prepared their own reports about stadiums.
Previous learning Grammar Determiners: Articles – Generic use
Plan
BEGINNING THE Ex. 1 p. 14 Writing To understand the difference between
LESSON formal/informal style • Ask Ss to read the Writing Tip box.
11.5.3 • Explain any points Ss are unsure about. Then read through the list
11.5.4 of possible emails. Elicit which style (informal/formal) is appropriate
for each one from Ss around the class.
Answer Key
Formal: 1, 3, 5 Informal: 2, 4, 6, 7
PRESENTATION Ex. 2 p. 14 a) To analyse a rubric
AND PRACTICE • Ask Ss to read the rubric and identify and underline the key words.
11.5.3 • Give Ss time to answer the questions and then check Ss’ answers.
11.5.4 Answer Key Key words:
your school, Science Week, your teacher, a scientist from a university
abroad, inviting them to attend the science week and give a talk, give
details about where and when event will take place, why you chose to
ask him/her, email (120-180 words) 1 a scientist from a university
abroad 2 to invite him/her to attend our school Science Week and
give a talk 3 formal 4 two – details of event and why we chose to ask
him/her
11.4.1 Ex. 2 p. 15 b) To read a model email and substitute informal

11.4.5 language for formal language
11.5.3 • Give Ss time to read the model and the phrases a-g. • Tell Ss to
11.5.4 replace the bold phrases with their correct formal equivalents.
Answer Key
1e3b5g7d2f4c6a3
11.2.1 Ex. 3 p. 15 To role play inviting – accepting/ declining

11.2.2 • Ask Ss to work in pairs and explain the situation. Elicit what style
11.3.2 Ss should use (informal style).
11.3.4 • Have Ss role play inviting a friend to the event in the poster using
11.5.4 the phrases in the useful language box. The other S should accept or
decline. • Monitor the activity around the class and then ask some
pairs to ask and answer in front of the class.
A: Would you like to come to the Science Fair at Lime Tree College
with me? It’s on Saturday 27th April from 10 am to 4 pm. There will
be amazing science experiments to watch and try as well as lots of
food and refreshments. Plus, there will also be a competition to build
the best double helix. Tickets are only £3. B: That sounds great! I’d
love to.
11.1.2 Ex. 4 p. 15 To prepare for a writing task • Ask Ss to read the

11.1.4 rubric and underline the key words. Then give Ss time to answer the
11.4.5 questions. • Check Ss’ answers around the class.
11.5.3 Answer Key Key words:
you are president of school science club, school is holding a Science
fair, write email to head teacher of a school abroad inviting them to
participate, give details of time, place and activities, 120-180 words
1 I am the president of the school science club. I am writing to the
head teacher of a school abroad.
2 I will write in formal style because he/she is in an official position.
3 B – because it is formal and I know the name of the recipient.
4 I should include descriptions of the science projects, what will
happen at the Science Fair, when and where the Science Fair will take
place
11.5.1 11.5.3 Ex. 5 p. 15 To write an email • Give Ss time to complete the

11.5.4 11.6.1 task using the plan and the useful language on p. 14 to help them.
11.6.2 11.6.3 • Check Ss’ answers.
ENDING THE • Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson.
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
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

and why?
Module 1
Culture Corner Carl Woes’
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 on a
contributing to range of familiar and some unfamiliar general and curricular topics
unfamiliar topics
unfamiliar topics
topics
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
Previous learning Formal/Informal writing
Plan
BEGINNING THE Ex. 1 p. 16 To read for gist
LESSON • Ask S to look at the pictures and read the title of the text. Then ask
Ss to look up the meanings of any unknown words in the Word List.
Elicit what, if anything, Ss know about Carl Woese and archaea and
11.1.8 then have Ss discuss them pairs.
• Give Ss time to read the text to find out about them.
11.4.3 A: I know that Carl Woese is the man who discovered Archaea. B:
Yes, Archaea is a whole new domain of life. A: Are Archaea like
small animals? B: They are microbes and are quite similar to
bacteria.
PRESENTATION Ex. 2 p. 16 To read for cohesion and coherence (open cloze); to

AND PRACTICE listen and read for confirmation • Give Ss time to read the text
again and complete each gap with an appropriate word.
11.4.2 • Play the recording. Ss listen and read and check their answers.
Answer Key
1 which 4 out 7 more 10 like 2 to 5 by 8 or 11 from 3 no 6 to 9 into
12 lot
in the Word List.
Ex. 3 p. 16 To consolidate new vocabulary
11.4.5 • Explain the task and give Ss time to complete it.
Answer Key
bacteria = a microorganism ribosomes = cell organelles that contain
genetic information and help us make proteins nucleus = a part of a
cell where the DNA is contained (in eukaryotes) genetic makeup = an
organism’s genetic information
11.2.5
11.3.2 Ex. 4 p. 16 To consolidate information in a text; to develop
critical thinking skills
11.3.4 • Ask Ss to read the questions and give them time to consider their
11.3.5 answers. • Have Ss discuss the questions in pairs or ask individual Ss
to share their answers with the class.
I think this discovery is very important because it has led to the
discovery of a whole new domain of life and many microbiological
11.1.6 11.1.8 species. I also think it can help the scientific world by expanding the
area of taxonomy and phylogenetics.
11.4.8 11.5.2
11.5.5 11.5.6 Ex. 5 p. 16 To write about a scientist
11.6.3 • Explain the task and give Ss time to research online to find out
information about a scientist from Kazakhstan and prepare a
presentation on them including all the points in the rubric.
ENDING THE • Ask various Ss to present him/her to the class.
Valentina Obodovskaya is a biologist from Northern Kazakhstan. She
was born in the early 1940s, and went on to become a plant biologist
who specialises in breeding trees. In 2017, at the age of 75, she won
the Online-EXPO competition, which focused on energy efficiency
and environmental protection. She did so by creating a special
variety of the poplar tree. The tree normally produces a white fluff
which gets blown into the air and can be a problem for people with
allergies. However, through careful breeding and selection she
managed to eliminate this trait, which means that poplar trees are no
longer being cut down in cities. Thanks to Ms Obodovskaya, the
quality of life in Nur-Sultan has been improved by the presence of
these unique poplar trees. They clean more pollutants from the air
than other types of trees, and produce several times more oxygen
than similar trees, such as the spruce. What’s more, she is hopeful
that she will be able to clone them in the future, and therefore they
might be efficiently integrated into urban environments.
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

and why?
Module 1
Curricular: Biology Cloning

Learning 11.1.6 - organize and present information clearly to others
objectives(s) that 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
this lesson is reading on a range of more complex and abstract, general and curricular topics 11.5.2 -
contributing to use a wide range of vocabulary, which is appropriate to topic and genre, and which is
spelt accurately
unfamiliar topics
unfamiliar topics
curricular topics
Previous learning Culture Corner Carl Woese
Plan
BEGINNING THE Ex. 1 p. 17 To introduce the topic; to read for specific
LESSON information
11.1.6 • Direct Ss to the diagram and give them time to look up the
11.4.3 meanings of any unknown words/phrases in their dictionaries. • Elicit
11.5.2 questions about cloning from various Ss around the class and write
some of them on the board. • Give Ss time to read the text and see if
they can answer the questions.
Can we make clones of plants? (Yes, we can.) What was the first
animal to be successfully cloned? (Dolly the sheep in the UK) Is
cloning safe? (Not really – not very successful and animals have
short lives)
PRESENTATION Ex. 2 p. 17 To read for gist (matching headings to paragraphs)

AND PRACTICE • Ask Ss to read the headings A-E and give them time to read the text
11.2.1 and match them to the paragraphs 1-4.
11.4.2 Answer Key
1D2A3E4B
in the Word List. • Play the video for Ss and elicit their comments.
11.2.5 Ex. 3 p. 17 To listen for author’s attitude; to express an opinion

• Read out the questions and play the recording. • Elicit how the
author feels about cloning. Then ask various Ss to share their
feelings/opinion about cloning with the class.
I think the author is neither for nor against cloning. He/She has
written a balanced article describing the process and mentioning the
benefits and drawbacks of cloning. I am against cloning. I think it is
unnecessary.
Ex. 4 p. 17 To summarise a text

11.1.2 • Ask Ss to work in pairs and summarise the text. • Have Ss perform
11.1.4 peer assessment and evaluate each other’s summaries and give
11.1.6 feedback.
11.3.5 A clone is a genetically identical copy of a living organism. Scientists
11.5.2 use tissue culture to produce cloned plants and they extract DNA and
use it to create an animal clone such as Dolly the sheep. Cloning
could be beneficial in the production of new medicines, agriculture or
conservation efforts in the future. However, cloning is not perfect and
cloned animals have defects and a shortened lifespan.
11.1.8 11.4.8 Ex. 5 p. 17 To give a presentation on cloning

11.5.1 11.5.2 • Give Ss time to research online and find out more information about
11.5.5 11.6.3 cloning for all the points listed and prepare a presentation. Ask
various Ss to present their information to the class.
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!
provide sentence starters for final techniques
challenge more able learners to structure
final writing to include key words

and why?
Module 1
SAT 1 Language in Use
Date: Teacher name:
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives(s) that which is spelt accurately
this lesson is 11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
contributing to and verbs on a wide range of general and curricular topics
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
Previous learning Curricular: Biology Cloning
Plan
BEGINNING THE Revision of Module 1
LESSON
PRESENTATION Writing work SA 1 Module 1
AND PRACTICE
Ex. 1 p. 18 To present and practice phrasal verbs

11.5.2 • Explain the task and ask Ss to use the phrasal verbs in the diagram
to complete it. • Give Ss time to complete the task and then check Ss’
answers.
Answer Key
1 hold on 3 catch on 5 will pass on 2 get on 4 looked on 6 put on
11.6.13
Ex. 2 p. 18 To practise prepositional phrases
Explain the task and give Ss time to complete it, then check Ss’
answers.
Answer Key
1 with 2 to 3 into 4 with
11.5.2 Ex. 3 p. 18 To practise collocations

Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 tissue 4 allele 2 breeding 5 generation 3 variation
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 Ex. 5 p. 18 To consolidate words which are often confused

LESSON Explain the task and give Ss time to complete it and then check Ss’
answers.
11.6.4 Answer Key
1 variation 3 living 5 optical 2 genetics 4 paternityKazakhstan in
Action! To inform Ss about advances in the study of biology in
Kazakhstan Explain the task and give Ss time to complete it, then
check Ss’ answers.
Answer Key
1 to 4 have 7 the 2 made 5 by 8 such 3 in 6 used
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

and why?
Module 1
Progress Check
Date: Teacher name:
Learning 11.4.1 - understand complex and abstract main points in extended texts on a wide range
objectives(s) that of familiar and unfamiliar general and curricular topics
this lesson is 11.4.2 - understand specific information and detail in extended texts on a wide range of
contributing to familiar and unfamiliar general and curricular topics
appositional uses and textual reference 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
curricular topics
Previous learning Language in Use
Plan
BEGINNING THE Ex. 1 p. 19 Reading To read for specific information (multiple
LESSON choice) • Ask Ss to read the questions 1-5 and the possible answers.
11.4.1 11.4.2 • Give Ss time to read the text and choose the correct answer for each
question. • Check Ss’ answers.
Answer Key
1B2D3C4B5C
PRESENTATION Ex. 2 p. 19 Listening To listen for specific information (gap
AND PRACTICE fill) • Ask Ss to read the gapped text. • Play the recording. Ss listen
and fill the gaps with the missing information. • Check Ss’ answers.
11.2.2 Answer Key
1 London 2 presentation 3 models 4 £50 8 19th October
5 demonstrations 6 bacteria 7 science-themed cakes
Ex. 3 p. 20 To consolidate vocabulary from the module

11.5.2 • Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
1 clot 2 inherit 3 classify 4 introduce 5 clump 6 determine 7 conduct
8 cross-pollinate 9 contribute 10 clone
Ex. 4 p. 20 To practise adjective complements

Answer Key
1d2e3a4c5b
Ex. 5 p. 20 To practise pre- and post-modifiers

Answer Key
1 ten-thousand-dollar investment – value 2 clotting disorder – a noun
ending in -ing 3 plants which had rare genetic characteristics – a
relative clause 4 blood platelets– two nouns together
6 a) & b) To practise apposition and textual referencing

• Explain the task. • Ss complete the task. • Check Ss’ answers.
11.6.2 Answer Key
1 My friend, Anna White, studies immunology.
2 Cystic fibrosis, a genetic disorder, is related to the lungs.
3 Receiving hemodialysis is a time-consuming treatment, but it is a
means of survival for some people.
4 Rosalind Franklin made great discoveries about DNA, but they
didn’t win her a Nobel Prize.
Ex. 7 p. 20 To write an email

11.5.1 11.5.2 • Explain the task and give Ss time to plan and complete their work
11.5.3 11.5.4 and then check Ss’ answers. •
11.5.5
ENDING THE Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson.
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.
peer correct errors

and why?
Module 2

The Animal World
Learning objectives 11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
that this lesson is range of familiar and some unfamiliar general and curricular topics
contributing to 11.4.2 - understand specific information and detail in extended texts on a wide range of
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.3 - respect differing points of view
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
criteria problems and suggest the solutions to some of the problems in the pictures
Cross - curricular
links
Previous learning Making Connections in Biology
Plan
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
11.4.2 Ex. 1 p. 21 a) To read for cohesion and coherence

11.4.3 • Ask Ss to read the paragraphs A-C and complete the gaps with the
11.4.5 correct words in the list. • Check Ss’ answers.
Answer Key
1 areas 2 cove 3 shelter 4 home 5 provide 6 insects 7 lack 8
drop
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
Ex. 3 p. 21 To personalise the topic Elicit which of the natural

features/animals in the pictures exist in Kazakhstan from various
Ss around the class.
11.1.1
Have Ss write a few sentences and then ask some Ss to point out
11.1.3
various features on a map.
11.1.10
11.3.1
I live in Kazakhstan. In my country, there are rivers. The longest one
11.4.8
is the Turgai River. There are also forests. Some are in the Almaty
region; others are in north Kazakhstan. There are mountains, too.
The highest mountain is Khan Tengri in the Tian Shan range. There
aren’t any oceans, though. Although, there is the Aral Sea and the
Caspian Sea. etc.
ENDING THE OVER TO YOU! To express an opinion
LESSON • Give Ss time to write a few sentences in answer to the question.
• Then ask Ss to share their answers with the class. Suggested Answer
Key
Obviously, it is important to take care of the environment, because
the Earth is our home. We want clean water to drink and fresh air to
breathe; we need it to survive. So, we should take care of the
environment and do our best to undo the damage we have already
done.
this lesson

and why?
Module 2

Golden Eagles
Learning objectives 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
that this lesson is familiar and some unfamiliar general and curricular topics
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics
11.6.7 - 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
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
in groups
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of unfamiliar
topics
unfamiliar topics
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
11.1.5 - use feedback to set personal learning objectives
Cross - curricular The Animal World
links
Previous learning The Animal World
Plan
BEGINNING THE Ex. 1 p. 22 Vocabulary To introduce key vocabulary related to
LESSON golden eagles
1.3.7 • Ask Ss to look at the pictures and then read the descriptions A-F.
11.5.2 Then give them time to match the descriptions to the correct body
part 1-6. • Play the recording. Ss listen and check their answers.
• Then ask various Ss to describe the golden eagle to the class.
Answer Key
1E2A3B4F5C6D
The golden eagle has dark brown plumage in the main with golden
feathers on the head and neck. The wings are very large with a span
of up to 2.2 metres in total. In fully-grown adult birds, the tail is 26-
36 cm long. The eyes are large and forwardfacing. Their daytime
vision is eight times sharper than humans. The beak is hooked and
yellow with a black tip. It is only used for eating and never for killing
prey. There are four talons on each foot. They are sharp and very
strong. The largest birds can use them to exert 15 times more
pressure than a human hand.
PRESENTATION Ex. 2 p. 22 Listening & Reading To listen and read for gist
AND PRACTICE • Read out the title of the text and elicit what Ss know about golden
eagles and whether they are an endangered species.
11.2.8 • Play the recording. Ss listen and read the text to find out.
The golden eagle is the national animal of Kazakhstan. They are an
endangered species.
• Read out the Did you know? box and elicit whether Ss were aware
of this information or not.
Ex. 3 p. 23 To read for specific information (multiple choice)
11.4.2 • Ask Ss to read the questions 1-5 and the possible answers.
11.4.5 • Then give Ss time to read the text again and choose their answers
according to what they read. • Check Ss’ answers around the class.
Answer Key
1D2A3D4D5B
11.5.2 Ex. 4 p. 23 To consolidate new vocabulary and complete a

summary of a text
• Explain the task and give Ss time to complete the summary using
the words in the list. • Check Ss’ answers around the class
Answer Key
1 subspecies 2 territory 3 talons 4 raptor 5 eyesight 6 prey 7
carnivores 8 carrion 9 eyries 10 incubation 11 breeding 12 population
11.6.7 Ex. 5 p. 23 Grammar To revise the present/past perfect

• Ask Ss to complete the sentences using the correct tense.
• Refer Ss to the Grammar Reference section if necessary.
• Then check their answers around the class.
Answer Key
1 haven’t released (time expression: yet) 2 had been hunting
(completed past action which had visible results in the past) 3 had
taken (past action which occurred before another past action or before
a stated past time) 4 Have the eagles been building (action started in
the past and continuing up to the present)
11.6.7 Ex. 6 p. 23 To revise the passive
11.6.9 • Ask Ss to find all the passive verb forms in the text. Then elicit how
we form the passive and how we use it. • Refer Ss to the Grammar
Reference section if necessary. • Then give Ss time to rewrite the
sentences 1-5 in the passive and check their answers
Suggested Answer Key Examples:
was chosen, is called, have been used, have been found (Did you
know? box) We form the passive with the verb to be in the
appropriate tense and the past participle of the main verb. We use the
passive when the agent is unknown, unimportant or obvious, when
the action is more important than the agent, when we want to avoid
taking responsibility for an action, when we refer to an unpleasant
event and we don’t want to say who is to blame, to emphasise the
agent and to make statements more formal or polite.
Answer Key
1 The eagles’ activity has been monitored using special equipment.
2 Several injured eagles have been rescued by volunteers. 3 It is said
that no birds have been released into the wild by the reserve yet. 4
The prey had been caught by the time we started recording. 5 No one
was allowed to film the eagle chicks during the first days of their
lives.
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.
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
11.1.2 11.1.3 Ex. 8 p. 23 To prepare a poster on eagles in Kazakhstan

11.1.6 11.4.8 eagles in Kazakhstan. Then give them time to use this information to
11.5.1 11.5.4 prepare a poster.
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.
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?
task

and why?
Module 2

Bats
contributing to 11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
topics
unfamiliar topics
topics
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a
range of more complex and abstract general and curricular topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
Previous learning Golden Eagles
Plan
BEGINNING THE Ex. 1 p. 24 To introduce key vocabulary related to bats; to listen
LESSON for confirmation
11.5.2 • Direct Ss to the picture and read out the list of body parts. Give Ss
time to complete the labels. • Play the recording. Ss listen and check.
Answer Key
1 ear 2 foot 3 tail 4 nose 5 knee 6 eye 7 elbow 8 wrist 9 thumb 10
finger
PRESENTATION Ex. 2 p. 24 Listening & Reading To read for specific
AND PRACTICE information (T/F)
11.1.2 11.1.3 • Ask Ss to work in pairs and read the sentences 1-6 and decide which
11.1.7 11.2.3 ones they think are true and tick them. • Play the recording. Ss listen
11.2.5 11.3.1 and read the text and check their answers.
11.3.4 11.3.5 Answer Key
11.3.6 11.4.2 1✓2✓5✓
• Read out the Bat vs Birds box. • Refer Ss to the Check these words
box and ask Ss to look them up in the Word List.
Ex. 3 p. 25 To read for cohesion and coherence (missing

11.4.7 sentences) • Explain the task. Give Ss time to complete the gaps 1-5
choosing from the sentences A-F. • Check Ss’ answers around the
class.
Answer Key
1D2F3A4C5B
Ex. 4 p. 25 To consolidate information in a text and read for

11.5.2 cohesion and coherence (missing words) • Explain the task and give
Ss time to read through the text and complete the gaps using the
words in the list referring back to the main article if necessary.
Answer Key
1 mammal 2 wingspan 3 eyesight 4 echolocation 5 chiropterologists
6 sounds 7 pollination 8 pest 9 tendons 10 gravity
11.6.6
Ex. 5 p. 25 a) To present impersonal sentences
• Present impersonal structures and ask Ss to find examples in the
text. • Refer Ss to the Grammar Reference section for more
information.
Answer Key
... there are more than ... ... it’s dark outside ... It seems ... ... you’ve
all heard ...
ENDING THE b) To practise impersonal sentences
LESSON Explain the task and give Ss time to complete it. Then check their
11.6.6 answers. Answer Key 1 It’s 2 They 3 It 4 There’s 5 one
peer correct errors
Module 2

Reported speech
Learning objectives 11.6.10 - use a wide variety of reported statement, command and question forms on a
that this lesson is wide range of general and curricular topics
contributing to 11.2.3 - understand the detail of an argument in unsupported extended talk on a wide
topics
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
Previous learning Bats
Plan
BEGINNING THE Revision grammar reported speech
LESSON
PRESENTATION Ex. 6 p. 25 Grammar To revise reported speech
AND PRACTICE • Direct Ss’ attention to the underlined sentences in the text and elicit
11.6.10 which is which of the provided options. • Elicit when tenses do not
change in reported speech (in up-to-date reporting – i.e. a short time
after it was said.)
• Tell Ss to study the theory in the Grammar Reference section.
Answer Key
Ann told us that she had chosen this unusual career because bats are
“the coolest mammals on Earth.” – reported statement She explained
that instead of using their eyes, bats use echolocation, making really
high-pitched sounds that bounce off objects. – reported statement
with a special introductory verb We asked Ann if this was true. –
reported question
Ex. 7 p. 25 To practise reported speech

11.6.10 • Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 The lecturer told the students that they were studying a rare
mammal species. 2 She told me that she hadn’t finished her project
the night before. 3 Sue said that Ben studied rare bats. 4 Josie told me
that she had just discovered the cave where the bats slept.
Ex. 8 p. 25 To practise reported speech with introductory

11.6.10 verbs
• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 Jon asked Ann where she had seen the fox. 2 Ben apologised for
not helping me with my essay on echolocation. 3 Professor Green
reminded us/me to hand in our/my biology assignment the following
day. 4 The teacher ordered the students to be quiet in the cave. 5 Sue
suggested watching that documentary.
Ex. 9 p. 25 Speaking & Writing To prepare interview

11.2.3 11.3.1 questions; to expand on the topic
11.3.4 11.3.5 • Ask Ss to work in pairs and think of relevant interview questions for
11.3.6 Ann Froschauer about bats that weren’t asked in the text. • Then have
students write down three of them and compare with their partner.
• Ask various Ss to read out their questions and elicit answers from
the rest of the class.
What places do you visit as part of your job? What is the biggest bat
you’ve seen? What is the rarest bat you’ve seen?
Ex. 10 p. 25 To prepare a presentation on a species of bat in

11.1.2 11.1.4 Kazakhstan
11.1.5 11.1.6 • Read the rubric aloud and give Ss time to research online and find
11.1.10 11.4.8 out more information about a species of bat in Kazakhstan and
11.5.1 11.5.4 prepare their presentations including information for all the points
11.6.7 11.6.9 listed.
ENDING THE • Ask Ss to give their presentations to the class.Suggested Answer

LESSON Key
11.1.2 11.1.4 Name: Brandt’s bat Lifespan: 20-40 years Description: small body,
11.1.5 11.1.6 light brown fur on its back, light grey on its belly, narrow, pointy
11.1.10 11.4.8 ears Habitat: in forests and close to water, in caves and tunnels
11.5.1 11.5.4 Feeding/sleeping habits: hibernates in winter, eats insects ICT
11.6.7 11.6.9 Behaviour: partially or totally colour blind, uses echolocation
Conservation status: not endangered – least concern but it is
protected and no one is allowed to capture, kill, injure or disturb
them Brandt’s bat is a species of bat native to Kazakhstan, but it has
also been seen in many parts of Europe. It lives for 20-40 years. It
has got a small body with light brown fur on its back and light grey
fur on its belly. It also has narrow, pointy ears. It lives in forests and
close to water and it roosts in caves and tunnels. Brandt’s bat eats
insects and hibernates in winter. It is partially or totally colour- blind
and it uses echolocation to navigate and hunt for food. Brandt’s bat
is not endangered. However, it has been protected since 1981, so no
one is allowed to capture, kill, injure or disturb them.
peer correct errors

and why?
Module 2

Dolphins

topics
Previous learning Reported speech
Plan
BEGINNING THE Ex. 1 p. 26 Vocabulary & Reading To introduce key vocabulary
LESSON related to dolphins; to listen for confirmation
11.5.2 • Direct Ss to the picture and read out the list of body parts. Give Ss
time to complete the labels.
• Play the recording. Ss listen and check.
Answer Key
1 peduncle 2 dorsal fin 3 blowhole 4 melon 5 fluke 6 pectoral fins 7
ear 8 rostrum
PRESENTATION Ex. 2 p. 26 To introduce the topic; to listen and read for gist
AND PRACTICE • Read out the title and the introduction of the text. • Elicit questions
about dolphins that Ss would like to ask Martina and write three of
11.2.2 them on the board. • Play the recording. Ss listen and read to see if
How do dolphins breathe? through their blowhole What is a group of
dolphins called? a pod How do they find their way around the ocean?
They use echolocation.
11.4.2 Ex. 3 p. 26 To read for specific information (T/F/DS)

• Ask Ss to read the sentences. • Then give them time to read the text
again and mark them according to what they read. • Check Ss’
answers.
Answer Key
1 T 2 F 3 DS 4 T 5 DS

11.4.5 • Read out the highlighted words 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
classified = put into the category of steer = guide propels = pushes
protection = safety feeding = providing food for affection = liking
technique = method determine = find out captivity = an enclosed
space
Ex. 5 p. 27 a) To compare and contrast two types of creatures

11.1.6 11.1.7 Give Ss time to consider their answers and then ask various Ss to
11.1.10 11.3.1 tell the class similarities and differences between fish and marine
11.3.4 11.3.5 animals.
They both live in the water, especially in seas and oceans. Fish have
gills, but marine mammals don’t – they breathe air through a
blowhole. Fish lay eggs, but marine mammals give birth to live
young. etc
b) To write a text comparing fish and marine mammals

11.5.1 11.5.4 the similarities and differences between fish and marine mammals.
Then give Ss time to use this information to write a short text.
• Ask various Ss to read their text to the class.
ENDING THE • Alternatively, assign the task as HW and ask Ss to share their
LESSON answers in the next lesson.
Both fish and marine mammals live in the water, especially in seas
and oceans. Fish have gills, but marine mammals don’t – they
breathe air through a blowhole. Fish lay eggs, but marine mammals
give birth to live young. Both fish and marine mammals live in
groups. Fish groups are called shoals, but dolphin groups are called
pods. Both of these can be small or huge. Fish swim by moving their
tails from side to side, whereas marine mammals swim by moving
their tails up and down. Finally, fish are coldblooded, but marine
mammals are warm-blooded.
board

and why?
Module 2

Grammar Present/Past tenses
(Revision)
Learning objectives 11.6.9 - use a wide variety of present and past forms, including a growing number of
that this lesson is more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a
contributing to wide range of general and curricular topics
topics
unfamiliar topics
in groups
topics
Previous learning Dolphins
Plan
BEGINNING THE Revision the previous knowledge present/past tenses
LESSON
PRESENTATION Ex. 6 p. 27 Grammar To revise present/past tenses
AND PRACTICE • Ask Ss to read the text and complete the gaps with the correct forms
11.6.9 of the verbs in brackets. • Refer Ss to the Grammar Reference section
if necessary. • Check Ss’ answers.
Answer Key
1 need (stative verb) 2 has just given (a recently completed action –
time expression: just) 3 had never heard (past action which occurred
before another action or before a stated past time – time expression:
before) 4 have been reading (action that started in the past and
continues up to the present) 5 had been working (action continuing
over a period up to a specific time in the past) 6 have done (action
which happened at an unstated time in the past) 7 Do you know
(stative verb: know) 8 was watching (time expression: while) 9
noticed (completed past action not connected to the present) 10 had
been researching (action continuing over a period up to a specific
time in the past)
11.2.3 11.2.5 Ex. 7 p. 27 Listening a) To listen for specific information
11.1.1 11.3.1 (T/F) • Ask Ss to read the statements 1-5 and think about what the
11.2.8 key words might be. • Play the recording. Ss listen and complete the
task. • Check Ss’ answers.
Answer Key
1F2T3F4T5F
b) To listen and make notes Play the recording again. Ss listen and
11.1.1 11.3.1 make notes under the headings.
11.2.5 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
Ex. 8 p. 27 To act out exchanges giving and asking for

11.1.2 11.1.3 opinions on ways to help save dolphins • Explain the task and ask
11.3.1 11.3.4 Ss to work in pairs and act out exchanges using their notes from Ex.
11.3.5 11.3.6 7b and the phrases in the language box to help them. • Monitor the
activity around the class and then ask some pairs to ask and answer in
front of the class.
A: In my opinion, we should help save dolphins from being poisoned
by plastic or chemical waste by making sure rubbish doesn’t end up
in the sea and by participating in beach clean-ups. Would you agree?
B: I totally agree with you. To my mind, we should also help prevent
dolphins from being caught in fishing nets by only buying fish marked
as ‘dolphin safe’.
A: That’s a good point.
11.1.2 11.1.3 Ex. 9 p. 27 Writing & Speaking To write about/present the
11.1.4 11.1.5 orca • Explain the task and give Ss time to research on the Internet
11.1.6 11.4.8 and collect information about the orca and make notes for all the
11.5.1 11.5.4 points listed. ICT • Then give Ss time to prepare a presentation on the
11.6.7 11.6.9 orca and give it to the class.
ENDING THE • Ask the Ss presenting to answer questions from the class and ask
LESSON the class to evaluate the speaker’s performance and give feedback.
Good morning. Today I am going to talk about the orca. The orca is
a whale belonging to the dolphin family. It is a large black and white
marine mammal with a dorsal fin, two pectoral fins, a fluke, a
rostrum, a saddle, a blowhole and lots of large teeth. They live in
various marine environments including Arctic and Antarctic regions
as well as tropical regions. They are highly social and live in pods.
They demonstrate hunting techniques and vocal behaviours that have
been passed down through generations which shows that they have
an animal culture. They are apex predators and eat fish or other
marine mammals such as seals. They have no predators, and so they
had never been under threat until now. However, they have been
suffering due to pollution, habitat loss and reduced numbers of
available prey. As a result, the orca that live in the North American
Pacific Ocean have been listed as ‘endangered’. Are there any
questions? … Thank you for listening.
Values links
board

and why?
Module 2

SA 2 An opinion essay Rubric Analysis

Learning objectives 11.5.5 - develop with minimal support coherent arguments supported when necessary
that this lesson is by examples and reasons for a wide range of written genres in familiar general and
contributing to curricular topics
11.6.15 - use a growing variety of more complex conjunctions to express condition
concession. and contrast on a wide range of general and curricular topics
Previous learning Grammar Present/Past tenses (Revision)
Plan
BEGINNING THE Revision the previous knowledge
LESSON
PRESENTATION Writing work SA 2
AND PRACTICE
Ex. 1 p. 28 To analyse a rubric
11.5.5 11.5.7 Ask Ss to read the rubric and then answer the questions.
11.5.4 Answer Key
1 A, B 2 formal (advanced vocabulary, longer sentences, use of the
passive voice)
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
11.5.5 11.5.7 Ex. 3 p. 28 To substitute topic sentences

• Ask Ss to read the topic sentences in the model (1-4) and replace
them with suitable alternatives from the options A-D.
A2B4C1D3
Ex. 4 p. 28 To identify, classify and replace linkers

11.6.15 • Direct Ss to the linkers in bold in the model and ask them to list
them under the headings provided. • Then give them time to think of
suitable alternatives. • Check Ss’ answers around the class.
Answer Key/Suggested Answer Key
addition: Furthermore (In addition) contrast: However, On the other
hand (Nonetheless, In contrast) examples/reasons: For example, For
instance, This is because (One example is, In particular, The reason
is) conclusion: To sum up (In conclusion) list points: To start with
(Firstly)
Ex. 5 p. 28 To practise linkers

11.6.1 • Give Ss time to read the sentences and choose the correct linkers.
Answer Key
1 In addition 2 In particular 3 as a result 4 Besides
Ex. 6 p. 28 To write supporting sentences

11.3.1 11.6.15 • Ask Ss to read the topic sentences and then think of appropriate
supporting sentences using suitable linkers.
ENDING THE • Elicit answers from Ss around the class.

It is expensive to keep wild animals in captivity. For example, they
have to eat a special diet and their food and care costs a lot of
money. People argue that all animals should be free. In particular,
they say that animals do not belong in cages.
feedback

and why?
Module 2

Grammar Cleft sentences
Learning objectives 11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
that this lesson is 11.1.3 - respect differing points of view
contributing to 11.1.4 - evaluate and respond constructively to feedback from others
topics
topics
curricular topics
Previous learning An opinion essay Rubric Analysis
Plan
BEGINNING THE Revision of Grammar Cleft sentences To express an opinion
LESSON
PRESENTATION Ex. 7 p. 29 Grammar Cleft sentences To express an opinion
AND PRACTICE • Tell Ss to use the phrases and appropriate language from the box to
11.1.2 11.1.3 express their opinion. • Elicit answers from Ss around the class.
11.1.4 11.2.3
11.3.4 11.3.5 In my opinion, all the animals in zoos should be set free. I personally
11.3.6 think that tickets to enter the zoo are far too expensive.
Ex. 8 p. 29 To learn about cleft sentences

11.6.6 • Read out the theory box and explain that cleft sentences put
emphasis on what we are saying by using the structures what +
subject + verb + is/was or It is/was (not) + noun/noun phrase/pronoun
+ relative clause. • Read out the examples and then refer Ss to the
Grammar Reference section for more information.
• Explain the task and give Ss time to complete it. • Check Ss’
answers around the class and elicit examples in the model.
Answer Key Examples:
what zoos do is save endangered species, it was Detroit Zoo in the
USA that rescued a polar bear. 1 What David feels passionate about
is freeing animals in captivity. 2 It was Ben who brought the injured
eagle to the zoo. 3 It was the lions that/which attracted the most
visitors last year. 4 What James loves most about being a zookeeper
is saving endangered animals.
11.5.5 Ex. 9 p. 29 a) To prepare for a writing task
• Ask Ss to read the rubric and match the viewpoints (1-4) with the
reasons/examples (a-d). • Check Ss’ answers around the class.
Answer Key
1d2c3b4a
b) To practise joining sentences

11.5.2 11.5.5 • Explain the task and give Ss time to join the sentences using phrases
from the useful language box. • Check Ss’ answers around the class.
1 Firstly, large mammals need to run free in their natural habitat.
This is because in the wild, animals such as cheetahs have limitless
space to run.
2 Furthermore, animals in captivity can be dangerous. For example,
they might attack their keepers if they are scared or angry.
3 On the other hand, zoos and sanctuaries can provide animals with
medical care since sick or injured animals won’t survive in the wild.
4 In addition, wild animals lose their skills and identity in captivity.
In particular, predators like lions forget how to hunt because they are
given fresh meat every day.
11.1.4 11.1.5 Ex. 10 p. 29 To write an opinion essay

11.1.6 11.1.7 • Give Ss time to complete the task using the plan and the useful
11.1.10 11.5.1 language to help them. • Check Ss’ answers..
11.5.4 11.5.5
11.5.7 11.6.9
LESSON next lesson
Keeping animals in captivity is a controversial topic that people have
been debating for decades. Many people are of the belief that animals
are always better off in the wild. In my opinion, they are right about
this for several reasons. Firstly, large mammals need to run free in
their natural habitat. This is because in the wild, animals such as
cheetahs have limitless space to run. In addition, wild animals lose
their skills and identity in captivity. In particular, predators like lions
forget how to hunt. There have been many cases where animals have
lost their instincts because zookeepers had been feeding them every
day. On the other hand, zoos and sanctuaries can provide animals
with medical care since sick or injured animals won’t survive in the
wild. All in all, I believe animals are always better off in the wild
because that is where they are supposed to be. However, whenever
appropriate, they should be able to get medical treatment from zoos
and sanctuaries and then be re-released.
stress
Were the lesson objectives/learning most relevant questions from the box on the left about your
objectives realistic? lesson
and why?
Module 2

Culture Corner Olympic national park
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
topics
Previous learning Grammar Cleft sentences
Plan
BEGINNING THE Ex. 1 p. 30 To listen and read for gist
LESSON • Ask Ss to look at the pictures and elicit their guesses as to where the
11.1.10 11.4.2 park is and what is special about its natural diversity.
• Play the recording. Ss listen and read and find out if their guesses
were correct.
I think Olympic National Park is in the USA. I think it is home to
different ecosystems and a huge diversity of animals and plants.
PRESENTATION Ex. 2 p. 30 To read for gist (matching headings to paragraphs)
AND PRACTICE • Give Ss time to read the text again and match the paragraphs to the
headings in the list. • Check Ss’ answers.
11.4.1
Answer Key
1C2A3E4B
11.5.2 Ex. 3 p. 30 a) To consolidate new vocabulary

• Explain the task and give Ss time to complete the phrases using the
words in the list. • Check Ss’ answers around the class.
Answer Key
1 rainforest 2 wildlife 3 ecosystem 4 glacier 5 species 6 sight 7 plant
8 experience
b) To talk about Olympic National Park

11.3.6 Ask various ss around the class to talk about Olympic National Park
11.5.2 using the completed phrases in Ex3 a.
Olympic National Park has snowy mountains and a temperate
rainforest. There is an abundance of wildlife there. The ecosystems
are fragile. Mount Olympus has active glaciers. There are a number
of endemic species including the Olympic yellow-pine chipmunk and
the Olympic torrent salamander. 1.21 Mountain goats are a common
sight. There are more varieties of vascular plants in Olympic
National Park than in the whole of the British Isles. You can get an
11.1.4 11.1.5
educational experience from a specially-trained guide to learn about
11.1.6 11.1.7 the constellations, planets and galaxies.
11.1.10 11.3.1
11.3.4 11.3.6 Ex. 4 p. 30 To write about a national park
11.4.8 11.5.1 • Explain the task and give Ss time to research online to find out
11.5.4 11.6.7 information about a national park in Kazakhstan and prepare a
11.6.9 presentation on it including all the points in the rubric.
.
ENDING THE • Ask various Ss to present the park to the class.
11.1.4 11.1.5 Bayanaul National Park is one of the most popular nature reserves in
Kazakhstan. It covers 68,453 hectares of Pavlodar Province in the
11.1.6 11.1.7
southeast of the country. The park has always been known for its
11.1.10 11.3.1 amazing scenery. It is surrounded by the low mountains and raised
11.3.4 11.3.6 plains of the Kazakh Uplands. There are four large freshwater lakes
11.4.8 11.5.1 called Sabyndykol, Jasybay, Toraygir and Byrzhankol as well as
many other small lakes. Ever since it was founded in 1985, people
11.5.4 11.6.7
have been visiting the park to swim and fish in the lakes. The park
11.6.9 has a continental climate. The average annual temperature is 3.2°C.
The average January temperature is -13.7°C, with a minimum of -
17.8°C. There are 460 species of plants. There are wild strawberries
in the meadows and wild mushrooms in the forests. The park has an
amazing variety of wildlife, such as deer, swans, herons, eagles,
kestrels, badgers, squirrels, and even the endangered argali.
Bayanaul National Park is a place of outstanding natural beauty and
it is a protected area.
• Read out the Did you know? box and explain/ elicit the meanings
of any unknown words

and why?
Module 2

Curricular: Biology Life cicle of a honye
bee
Learning 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
objectives(s) that reading on a range of more complex and abstract, general and curricular topics
this lesson is 11.4.2 - understand specific information and detail in extended texts on a wide range of
contributing to familiar and unfamiliar general and curricular topics
topics
Previous learning Culture Corner Olympic national park
Plan
BEGINNING THE Ex. 1 p. 31 To introduce the topic; to listen and read for specific
LESSON information
11.4.3 • Direct Ss to the title and elicit their guesses in answer to the
question. • Play the recording. Ss listen and read and find out if their
guesses were correct.
I think the social organisation within a beehive has a queen at the top
and then the worker bees below her and the drones below them.
PRESENTATION Ex. 2 p. 31 To read for specific information (sentence
AND PRACTICE completion)
11.4.2 11.4.5 • Ask Ss to read the sentence stems 1-6 and give them time to read
the text again and complete them. • Check Ss’ answers.
Answer Key
1 a hexagonal cell of wax 2 royal jelly 3 worker bees 4 in winter 5
nectar from flowers 6 the season
in the Word List.
Ex. 3 p. 31 To consolidate information in a text

11.1.6 11.3.1 • Give Ss time to study the picture and use the information in the text
11.3.6 to formulate their answers. • Ask various Ss around the class to tell
the rest of the class about the life cycle of a honey bee.
A bee egg is laid by the queen bee in a hexagonal wax cell. After
three days it hatches into a larva. It eats bee bread 1,300 times a day
unless it’s a queen bee which eats royal jelly. After six days, the cell
is sealed and the larva develops into a pupa. Then on day 21, it
chews its way out of the cell as a fullygrown bee and starts work. If it
is a worker bee it lives for 6-7 weeks in the summer or for up to 6
months in the autumn and winter. If it is a queen bee, it will live for
2-5 years.
11.3.1 11.3.4 Ex. 4 p. 31 To consolidate information in a text

11.3.6 11.3.7 • Ask Ss to work in pairs and ask and answer questions about honey
bees using the numbers in the list and following the example.
• Monitor the activity around the class and then ask some pairs to ask
and answer in front of the rest of the class. 1.22
A: How many bees can there be in one hive?
B: Up to 80,000. How big is the queen bee?
A: Around 2 cm long. How long does she usually live?
B: At least two years. How many eggs does she lay a day?
A: 1,500. How many drones are there in a large hive?
B: About 300. How many flowers must a honey bee visit to make 500
g of honey?
A: About 2 million. How far does a honey bee travel to visit all these
flowers?
B: 88,000 km. How many times must they beat their wings a second
to carry their own weight in pollen or nectar?
A: 230 times. How long do worker bees live for in spring and
summer?
B: 6-7 weeks.
Ex. 5 p. 31 To give a presentation on bees

11.1.2 11.1.3 • Give Ss time to research online and find more information about
11.1.4 11.1.5 bees and prepare a presentation. Ask various Ss to present their
11.1.6 11.1.10 information to the class. • Ask Ss to do peer assessment and evaluate
11.3.1 11.3.4 each other’s presentations.
11.3.6 11.4.8 • Alternatively, assign the task as HW and ask Ss to give their
11.5.1 11.5.4 presentations in the next lesson.
Good morning. While doing research on bees, I discovered that they
are in fact far more interesting than I had ever thought possible. Here
are some of the most amazing facts I have found. Different types of
bees take different lengths of time to develop. It takes 21 days from
when the queen lays an egg for a worker bee to emerge from the cell,
24 days from when the queen lays an egg for a drone to emerge from
the cell and 16 days from when the queen lays an egg for another
queen to emerge from the cell. You know that bees travel far and
wide to collect nectar and pollen to make honey, but did you know
that bees travel up to 8 km from the hive to find flowers, at speeds up
to 24 km an hour? When a bee finds a place with many flowers, it
goes back to the hive and does a special dance. The dance tells the
other bees exactly where to go. On each trip from the hive, a bee
visits 50-100 flowers. All that hard work for a bee to make about 1/12
of a teaspoon of honey in its life. Finally, did you know that honey is
the only food insects make that we can eat and it never goes bad? Are
there any questions? Thank you for listening

answers.
Answer Key
1 made 3 add 5 acting 2 springing 4 steam 6 came
Ex. 2 p. 32 To practise prepositional phrases

11.6.13 Explain the task and give Ss time to complete it and then check Ss’
answers.
Answer Key
1 on 2 in 3 off 4 on
Ex. 3 p. 32 To practise collocations

11.5.2 answers.
Answer Key
1 species 2 ecosystem 3 rainforest 4 fin 5 conservation 6 animals 7
plants 8 pest
Ex. 4 p. 32 To practise word formation

answers.
Answer Key
1 incubation 2 deadly 3 wilderness 4 belief 5 unspoilt
Ex. 5 p. 32 To consolidate words which are often confused

11.5.2 answers.
Answer Key
1 cycle 2 season 3 organisation 4 classified
ENDING THE Kazakhstan in Action! To learn interesting information relating to
LESSON ecosystems and wildlife in Kazakhstan • Give Ss time to read the
information and fill in the gaps. • Check Ss’ answers.
Answer Key
1 its 6 which/that 11 to 2 by 7 been 12 had 3 as 8 by 13 on 4 to 9 was
14 the 5 this 10 awareness

and why?
Module 2

SAT 1
Date: Teacher name:
Learning 11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk
objectives(s) that on a wide range of general and curricular topics, including talk on a growing range of
this lesson is unfamiliar topics
Previous learning Curricular: Biology Life cicle of a honye bee
Plan
BEGINNING THE Revision the Module 2
LESSON
PRESENTATION Writing, Speaking, listening and reading tasks

AND PRACTICE
Ex. 1 p. 33 Reading 1 To read for specific information (multiple
11.4.2 choice) • Ask Ss to read the questions 1-5 and the possible answers. •
Give Ss time to read the text and choose the correct answer for each
question. • Check Ss’ answers.
Answer Key
1B2D3B4C5D
11.2.5
Ex. 2 p. 33 Listening To listen for specific information (multiple
matching) • Ask Ss to read the sentences A-F. • Play the recording.
Ss listen and match the statements to the speakers. • Check Ss’
answers.
Answer Key
1C2E3F4A5D
ENDING THE
LESSON
peer correct errors

and why?
Module 2

Progress Check
Date: Teacher name:
Learning 11.4.2 - understand specific information and detail in extended texts on a wide range of
objectives(s) that familiar and unfamiliar general and curricular topics
this lesson is 11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk
contributing to on a wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.6.10 - use a wide variety of reported statement, command and question forms on a
Previous learning
Plan
BEGINNING THE Ex. 3 p. 34 To consolidate vocabulary from the module
LESSON • Explain the task. • Ss complete the task. • Check Ss’ answers.
11.5.2 Answer Key
1 overlap 2 release 3 mate 4 steer 5 designate 6 fertilise 7 determine 8
conserve 9 spread 10 lay
PRESENTATION Ex. 4 p. 34 To practise the passive
AND PRACTICE • Explain the task. • Ss complete the task. • Check Ss’ answers.
Answer Key
11.6.7 11.6.9 1 The findings haven’t been released by Dr Green yet.
2 The cubs hadn’t been fed for days when we discovered them.
3 The golden eagle eggs had been taken before we arrived.
Ex. 5 p. 34 To practise reported speech

Answer Key
11.6.10 1 She told me (that) she was studying bats. 2 He asked Jo when she
had seen the elk. 3 He ordered Aizhan not to disturb the nest. 4 Kairat
suggested visiting a zoo.
Ex. 6 p. 34 To practise present and past tenses

Answer Key
11.6.9 1 Have you watched 2 had already disappeared 3 has been
researching 4 had been monitoring 5 had invested
Ex. 7 p. 34 To practise cleft sentences Explain the task and give

11.6.6 Answer Key
1 we really need is more data about steppe eagles 2 was Madina who
suggested monitoring the feeding habits of the chicks 3 confuses
whales is the noise from speedboats
Ex. 8 p. 34 To write an essay

11.5.1 11.5.4 • Explain the task and give Ss time to plan and complete their work
11.5.7 and then check Ss’ answers.
LESSON next lesson
Keeping an animal as a pet is very popular. Many people are of the
belief that wherever possible, parents should get their child a pet. In
my opinion, this is a good idea for several reasons. Firstly, caring for
an animal teaches a child responsibility. This is because pets cannot
look after themselves so the child is the one who has to feed, clean,
exercise and take care of it. In addition, a pet is a companion for a
child. In particular, cats and dogs form a bond with their owner and
want to spend time with them. On the other hand, giving a child a pet
could be a mistake. For example, if the child is not ready or able to
take proper care of it, then it may feel neglected. All in all, I believe
pets are great for adults and children. However, a pet is not a toy and
people should be sure that a child is ready to take responsibility for
the animal before they are given a pet. 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.
peer correct errors

and why?
Module 3

The Human Brain
Learning objectives 11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
unfamiliar topics
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
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
criteria problems and suggest the solutions to some of the problems in the pictures
Cross - curricular biology
links
Previous learning Animals
Plan
What is in the Module 3?
BEGINNING THE Read the title of the module Exercise & Sport and ask Ss to suggest
LESSON what they think it means. Go through the topic list and stimulate a
discussion to prompt Ss' interest in the module.
Ex. 1 p. 35 Vocabulary To introduce vocabulary related to
PRESENTATION parts of the brain
AND PRACTICE • Direct Ss’ attention to the texts A and B and the words in bold. Give
11.2.6 11.4.1 Ss time to read the texts and then use the bold words to label the
11.4.3 11.5.2 pictures. • Play the recording. Ss listen and check their answers.
Answer Key
1 cerebrum 5 amygdala 2 brainstem 6 pituitary gland 3 cerebellum 7
hypothalamus 4 hippocampus
11.2.1 11.3.2 Ex. 2 p. 35 To consolidate information in a text

• Ask Ss to talk in pairs and ask and answer questions about the parts
of the human brain and their functions. • Monitor the activity around
the class and then ask some pairs of Ss to ask and answer in front of
the rest of the class.
A: What is the cerebrum?
B: It’s the biggest part of the brain. It’s where we process
information from our senses like touch, sight and hearing. We also
use it for speech, learning and emotion. Do you remember what the
cerebellum does?
A: Yes. It controls movement and balance. It’s the area at the back of
the brain. Then, there’s the brainstem which connects the brain to the
spinal cord.
B: That’s right. Beneath the cerebrum is the limbic system. Where is
the pituitary gland?
A: It’s below the hypothalamus. It secretes lots of different hormones
into the blood. What does the hypothalamus do?
B: It helps control our body temperature, blood pressure and
appetite. It’s just above the pituitary gland. Do you remember what
the hippocampus does?
A: Of course. It consolidates memories. It’s the long, curved part of
the brain. It’s right next to the amygdala which is almond-shaped and
responsible for our emotions.
ENDING THE OVER TO YOU! Make a medical model of the human brain
LESSON available to Ss and ask various Ss to talk about other parts of it and
11.1.2 11.1.4 present it to the class. Suggested Answer Key Isn’t the brain an
11.3.7 11.5.7 amazing organ? It controls our bodies, our thoughts and even our
11.6.4 11.6.13 dreams, but the brain isn’t a simple organ. In fact, it is so complex
11.6.14 that it can outperform a computer and there is still a lot that scientists
need to work out with respect to how it functions. If we look at this
model of the brain, we can see different coloured parts that represent
different sections. For example, this yellow section at the front is
called the frontal lobe. It deals with our social behaviour and higher
intelligence. This blue part is a sensory region, it helps us to feel
things on our skin and in our muscles. This purple area here is an
auditory area responsible for interpreting sounds. However, the area
that I find most fascinating is the Wernicke’s area – it’s this grey
section here and it is responsible for language. This is the part of the
brain that helps us to interpret language and communicate using it. In
short, the fact that you can understand what I’m saying now, is all
due to the Wernicke’s area. Isn’t that fascinating?
this lesson

and why?
Module 3

Brain Technology
Learning objectives 11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
that this lesson is and unfamiliar general and curricular topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of
unfamiliar topics
11.3.3 - explain and justify own and others’ point of view on a range of general and
unfamiliar topics
topics
Cross - curricular Biology
links
Previous learning The Human Brain
Plan
LESSON different areas of the brain
11.4.5 • Ask Ss to look at the picture and then read the descriptions A-C.
11.5.2 Then give them time to match the areas to the descriptions. • Check
Ss’ answers.
Answer Key
1C2A3B
PRESENTATION Ex. 2 p. 36 Listening & Reading To listen for gist
AND PRACTICE • Ask Ss to read the title, the introduction and the subheadings in the
11.2.1 text. • Elicit Ss’ guesses in answer to the questions. • Then play the
11.2.6 recording. Ss listen and find out if their guesses were correct.
The first two texts are about advances to help our brains and bodies
work better together. They can help the motor and sensory areas.
Mini-me brains are for study and help us understand more about all
areas of the brain, including sensory and association areas. The last
technology can improve communication and efficiency and is related
to sensory areas of the brain.
11.4.1 Ex. 3 p. 37 To read for specific information (multiple

11.4.2 matching) • Read out the Study Skills box and tell Ss this tip will
help them to complete the task successfully. • Ask Ss to read the text
and the questions 1-8. • Give Ss time to complete the task and then
check their answers.
Answer Key
1B3C5D7B2D4A6C8A
Ex. 4 p. 37 To consolidate information in a text; to develop

11.3.2 critical thinking skills
11.3.3 • Ask Ss to read the questions 1-3 and give them time to answer them
11.4.1 referring to the text as necessary and using their own ideas. • Elicit
answers from Ss around the class.
Answer Key
1 BCI has been used before in order to help generate speech.
2 Scientists are growing mini-brains in order to help them understand
and learn more about the human brain and brain disorders.

11.3.2 3 I think mini-brains are the most useful technology because they may
11.3.3 be able to help us prevent or find cures for brain disorders that
11.3.7 severely affect people’s lives. Most of my classmates agree, but
others think neural dust is the most useful because of its potential.
in the Word List.

11.4.5 • Explain the task and give Ss time to complete it using the Word List
or their dictionaries to help them. • Check Ss’ answers around the
class.
Answer Key
brain technology = a device or software related to the brain enhance
= make better computer interface = a means to exchange digital
information generate = produce infrared switch = a sensor firing =
active stimulate = encourage increased activity nerve impulses = a
message sent along a nerve cell stem cells = a cell capable of
becoming many different cell types brain disorders = conditions that
affect brain function harness = use
11.6.14 Ex. 6 p. 37 Grammar To learn/revise prepositional phrases –

clauses of concession – multi-word verbs
• Refer Ss to the Grammar Reference section to revise the theory on
clauses of concession. Answer any questions Ss may have. • Refer Ss
to the Appendix if necessary. • Then give Ss time to choose the
correct items in the sentences 1-10. • Check Ss’ answers around the
class.
Answer Key
1 although 2 In spite of the fact that 3 with respect to 4 yet 5 with
6 in respect of 7 in for 8 Despite 9 in for 10 No matter
Ex. 7 p. 37 Speaking & Writing To express an opinion

11.1.6 11.1.10 Give Ss time to consider their answers to the questions and then ask
11.3.2 11.3.3 various Ss around the class to share their answers with the rest of the
11.3.4 11.3.6 class.
The information in the text that I found most interesting was the part
about the mini-brains because I think it is fascinating that we can
grow a tiny version of our brain in the lab.
Ex. 8 p. 37 To prepare a presentation on other brain

11.1.2 11.1.4 technologies
11.6.4 11.6.13 other types of technologies relating to the brain. Then give them time
to use this information to prepare a presentation.
ENDING THE • Ask Ss to give their presentations to the class. Have the class
LESSON perform peer assessments and give feedback for Ss to use to improve
their performance if so desired.
Our brain is already an amazing organ capable of doing so many
things, but think about how much the human brain could achieve with
a little help from technology. One brain technology that is being
developed is brain prosthetics. This amazing technology could ICT
help people who have lost limbs go back to leading a normal life.
Brain prosthetics allow people to control a piece of machinery with
their brain. Another fascinating brain technology is automated
diagnosis. This technology promises to change the future of
healthcare. Diagnosis systems such as NeuroPace RNS will be able
to detect seizures and prevent them before they’ve even happened by
providing electrical stimulation to the appropriate part of the brain.
This prevents epilepsy sufferers from having seizures and injuring
themselves as a result. In addition, the device records brain activity
and is able to send information to doctors to review, helping them
monitor the patient’s condition without an emergency situation
arising. I hope that in the future brain technologies such as these can
advance further to help people with even more medical conditions to
benefit from an improved quality of life.
task
challenge
Reflectionmore able learners to structure Use the space below to reflect on your lesson. Answer the

and why?
Module 3

Neurones
Previous learning Brain Technology
Plan
LESSON parts of neurones • Direct Ss to the picture and read out the list of
11.5.2 definitions. Give Ss time to match them to the neurone parts. • Play
the recording. Ss listen and check.
Answer Key
A1B4C3D
PRESENTATION Ex. 2 p. 38 Listening & Reading To listen and read for gist
AND PRACTICE • Ask Ss to read the title of the text and the first paragraph and elicit
Ss’ guesses as to what makes this new type of neurone unique.
11.4.1 11.4.3 • Play the recording. Ss listen and read the text to find out.
Answer Key
This new type of neurone is unique because it doesn’t appear in
rodents and is making scientists question the similarities between the
rodent and human brain.
11.4.1 11.4.3 Ex. 3 p. 39 To read for specific information (T/F/DS)

• Ask Ss to read the sentences 1-6 and then give them time to read the
text again and decide on their answers. • Check Ss’ answers around
the class.
Answer Key
1 DS 2 F 3 T 4 DS 5 F 6 T
in the Word List.

• 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.
Answer Key
1 characteristics 2 neurones 3 properties 4 fibres 5 abilities 6
neurones
11.2.1 11.2.2 Ex. 5 p. 39 Listening To listen for specific information

11.2.6 (multiple choice) • Ask Ss to read the questions and answer choices
and think about the key words. • Then play the recording and have Ss
choose their answers. • Check Ss’ answers.
Answer Key
1B2A3B
ENDING THE Remember the text theory. Ask Ss to give their own examples of
LESSON Neurones work (Ss' own answers)
peer correct errors

and why?
Module 3

Past modals
Learning objectives 1.6.12 - use a wide variety of past modal forms to express appropriate functions ;
that this lesson is use a variety of near modal structures including supposed to, bound to, due, willing to
contributing to on a wide range of general and curricular topics
unfamiliar topics
topics
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
Previous learning Neurones
Plan
BEGINNING THE Revise the theory on the form and use of past modals.
LESSON
PRESENTATION Ex. 6 p. 39 Grammar To revise past modals
AND PRACTICE • Refer Ss to the Grammar Reference section to revise the theory on
11.6.12 the form and use of past modals. • Then explain the task and give Ss
time to complete it. • Check Ss’ answers.
Answer Key
1 must have been 2 due to have been analysed 3 must have been
willing 4 supposed to have written 5 bound to have been proved 6
could have destroyed
Ex. 7 p. 39 To practise reported speech with introductory

11.1.2 11.1.4 verbs • Explain the task and give Ss time to conduct a survey of
11.1.10 11.3.2 the class individually and make notes of the Ss’ answers. • Give Ss
11.3.3 11.3.4 some helpful language they can use (e.g. the majority of, most of, a
11.3.5 11.3.7 few of, some of, etc) and tell Ss they may use charts and graphs if
11.5.8 they desire. Then ask Ss to present their findings to the class.
• After each S presents, have them ask the class for feedback and
have Ss assess each other’s performance.
In the class, the majority (two thirds) of the students said that they
were in favour of studying the brains of people who donated their
bodies to science. The reasons they gave included that studying
human brains is better than studying animal brains because animal
brains are not the same as ours. They also said that studying the
human brain can help us understand more about how it works and
about brain disorders. Some thought that it was a good opportunity to
study the brain since it is not easy to find human brains to study.
However, some students (a third) said that they were against studying
the brains of people who donated their bodies. The reasons these
students gave included that they believed that donated organs should
be used only to directly help save another life. Writing & Speaking 8
See p. 42(T) For Against View on studying the brains of people who
donate their bodies A bar chart to show the views of students in my
class regarding studying the brains of people who donate their bodies
12 10 8 6 4 2 0 Number of students FO
11.4.4 11.4.8 Ex. 8 p. 39 Writing & Speaking To prepare a presentation on

11.5.1 11.5.2 neurones • Give Ss time to research online and collect information
11.5.7 11.6.4 about the different types of neurones and make notes under the
11.6.13 11.6.14 headings provided. Then give them time to prepare a presentation.
Tell Ss they can use pictures to illustrate their presentation.
ENDING THE • Ask Ss to give their presentations to the class. • Alternatively,
LESSON assign the task as HW and ask Ss to give their presentations in the
next lesson.
Neurones or nerve cells are amazing cells that help send messages
around the body at high speed. While they are incredibly small, we
would not be able to move, think or function without them. Like a
network of tiny cables, neurones carry electrical impulses around our
body and help us to respond to stimuli. There are three main types of
neurone: ICT Sensory neurones Sensory neurones are found all
around our body. They collect information from the external
environment using our five senses: sight, hearing, smell, taste and
touch. Then, they carry nerve impulses from our sensory organs to
our brain. Relay neurones Relay neurones or interneurones are found
in the brain and the spinal cord. Their job is to pass nerve impulses
through the central nervous system and link up to the correct motor
neurone in order to provide an appropriate response. Motor
neurones Motor neurones can be found throughout our body. They
help us to respond to a stimulus by causing movement. Motor
neurones carry nerve impulses to our muscles to make them contract
or relax. The largest nerve in the human body is the sciatic nerve; it
is made up of both sensory and motor neurones and it stretches from
the spinal cord all the way down the legs. It can carry nerve impulses
up to a speed of 150 m per second! Isn’t that amazing?
peer correct errors

and why?
Module 3

Memory
Learning objectives 11.4.1 - understand complex and abstract main points in extended texts on a wide range
that this lesson is of familiar and unfamiliar general and curricular topics
contributing to 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
Previous learning Past modals
Plan
BEGINNING THE Ex. 1 p. 40 Vocabulary
LESSON a) To introduce vocabulary related to brain food • Direct Ss to the
11.4.1 gapped text and read out the list of words. Give Ss time to look up the
meanings of any unknown words in the Word List or in their
dictionaries. • Then have them complete the gaps.
• Play the recording. Ss listen and check their answers.
Answer Key
1 antioxidant 2 loss 3 acids 4 decline 5 radicals 6 function
PRESENTATION b) To talk about brain food
AND PRACTICE • Ask Ss to work in pairs and choose one of the brain foods in the
11.3.7 table and talk about it. • Monitor the activity around the class and
then ask some pairs to tell the rest of the class. • You can play the
recording from Ex. 1a again, if necessary.
A: Do you eat any of these brain foods?
B: Yes, I eat ‘fatty’ fish. We have salmon or tuna at least once a week
in my house. It’s very tasty.
A: It’s also great for your brain. It can build new brain and nerve
cells and improve your memory and mood.
B: Did you know eating ‘fatty’ fish can also slow down age-related
mental decline? I think it’s amazing how eating this one food can
benefit our brain so much!
11.1.9 11.3.7 c) To expand the topic • Ask Ss to work in small groups and think of
other types of food that can help improve your memory. • Ask
various Ss to tell the class.
Dark chocolate and blueberries contain antioxidants that can improve
your memory. Nuts can prevent brain disorders and can improve
concentration.
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.
I think the text is about memory and how we can improve our brain
function using different tips and techniques.
Ex. 3 p. 40 To read for cohesion and coherence (missing

11.4.7 sentences) • Ask Ss to read the sentences A-F. • Then give them
time to read the text again and match the sentences to the gaps. •
Check Ss’ answers.
Answer Key
1B2F3A4E5D
in the Word List.
ENDING THE Ex. 4 p. 40 To consolidate new vocabulary
LESSON • Read out the words in bold in the text and the words/phrases in the
11.4.5 list and ask Ss to match them using their dictionaries if necessary. •
Answer Key
enhanced = improved skill set = a variety of abilities visualisation =
the act of forming a picture of sth in your mind physical = bodily
fundamental = vital attention = concentration beneficial =
advantageous
board

and why?
Module 3

Affixes (prefixes and suffixes)

Learning objectives 11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide
that this lesson is range of general and curricular topics
contributing to 11.2.4 - implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar topics
Previous learning Memory
Plan
BEGINNING THE To revise affixes (prefixes and suffixes)
LESSON
PRESENTATION Ex. 5 p. 41 Grammar To practise affixes (prefixes and suffixes)
AND PRACTICE • Refer Ss to the Appendix to revise affixes. • Then explain the task
11.6.4 and give Ss time to complete it. • Check Ss’ answers.
Answer Key
1 counteract 2 oversleep 3 co-authored 4 forgetfulness 5 alteration
11.2.4 11.2.7 Ex. 6 p. 41 Listening & Speaking To listen for specific
information (multiple choice) • Ask Ss to read the questions 1-5 and
the possible answers and think about what the key words might be. •
Play the recording. Ss listen and complete the task. • Check Ss’
answers.
Answer Key
1C2A3C4B5C
11.2.6 Ex. 7 p. 41 To listen for key language

• Ask Ss to read the language box, then play the recording again. Ss
listen and say which phrases they hear.
Well, that’s not the way I see it. I’m of the opinion that … , Don’t
you agree that … ? You have a point.
11.1.7 Ex. 8 p. 41 To ask for/express opinions about techniques to

11.1.9 improve memory • Ask Ss to work in pairs and discuss the
11.3.3 questions using the information in Exs 2 and 6 as well as their own
11.3.7 ideas and the phrases in the language box.
• Monitor the activity around the class and then have some pairs ask
and answer in front of the class.
• Have the class evaluate each pair’s performance and give feedback.
A: How can we improve our memory?
B: Well, we can do brain exercises or try to eat brain foods, and try
to get good sleep at night.
A: I’m of the opinion that mnemonics are very useful too.
B: I take your point, but I prefer using music because it helps me to
recall lots of information. Would you agree that it is the best
technique?
A: That’s not the way I see it. I prefer using acronyms to remember
things. It really helps me organise information into the right order.
B: I see what you mean. I suppose it depends on the individual. Do
you eat any special food to help you?
A: Well, when I’m studying, I try to snack on nuts and fruit. They
boost my concentration.
B: My thoughts exactly.
Ex. 9 p. 41 Writing & Speaking To write about a memory
11.4.4 11.4.8 technique • Explain the task and give Ss time to research on the
11.5.7 11.5.8 Internet and collect information about a memory technique and
11.6.13 11.6.14 prepare their presentations. • Ask Ss to give their presentations to the
class.
Spaced Repetition Memory Technique Do you ever find that you
learn something new in class, but have forgotten it by the next day?
This can happen often and so the best thing to do to improve your
memory is to frequently review and revise what you have learnt. This
technique is called spaced repetition. Though at first you may need to
revise the same thing over and over again with a short space of time
in between, for example, a few hours or a couple of days, over time
you can leave larger gaps in between each time you revise it.
However, it’s important not to leave it too long or the memory will
start to fade away. Studies have shown that when we don’t recall and
revise information frequently, we eventually forget it. So it’s
important to keep the information fresh in your mind by revising
regularly. A good way to recall information is by making flash cards.
You can even colour-code them and add pictures. Having flashcards
will make it very easy to just grab your cards and review information
quickly and easily. Just remember that it’s better to spend a short
time each day concentrating on things you need to remember, rather
than sitting down and spending all day revising! So, next time you
have to study for a test why don’t you see if this technique works for
you?
Values links
board

and why?
Module 3

Giving and following instructions
Learning objectives 11.5.7 - use independently appropriate layout at text level on a wide range of general
that this lesson is and curricular topics
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
unfamiliar topics
topics
11.6.12 - use a wide variety of past modal forms to express appropriate functions ;
use a variety of near modal structures including supposed to, bound to, due, willing to
on a wide range of general and curricular topics
Previous learning affixes (prefixes and suffixes)
Plan
BEGINNING THE Ex. 1 p. 42 To analyse a rubric
LESSON • Give Ss time to read through the Writing Tip and tell them that this
11.5.7 information will help them to write instructional texts successfully. •
Then ask Ss to read the rubric and elicit answers to the questions
Answer Key
1 the forum members 2 informal, but not too chatty 3 present tenses,
the imperative, direct and simple language, diagrams or images
PRESENTATION Ex. 2 p. 42 To analyse a model text for purpose and content

AND PRACTICE • Give Ss time to read the model and answer the questions. • Check
11.4.1 11.4.2 Ss’ answers.
11.4.6 Answer Key
The purpose of the text is to tell someone how to pair their
smartwatch with their phone. The writer has used active, imperative
verbs because he/she is giving instructions to the reader.
11.4.7 Ex. 3 p. 42 To read for order of information

• Ask Ss to read the text again and then read the list of instruction and
put them into the correct order. • Check Ss’ answers.
A2B1C6D5E3F4
Ex. 4 p. 43 To practise topic-related vocabulary

11.5.2 • Ask Ss to read the list of verbs and then read the text and complete
the gaps with the correct verbs. • Check S’ answers.
Answer Key
1 Tap 2 Open 3 Scroll 4 Click 5 Choose 6 remove
Ex. 5 p. 43 To practise identifying a problem and asking

for/giving instructions
11.2.2 11.3.2 • Ask Ss to look at the Useful Language box. • In pairs, Ss write
11.3.4 11.6.12 down possible ideas of what may gone wrong (possible problems). Ss
can also use ideas from the information in the model text. Elicit
answers from various Ss around the class. • Ss work in pairs and act
out a dialogue using their notes on what may have gone wrong and
the phrases in the Useful language box.
ENDING THE • Monitor the activity around the class. Suggested Answer Key
LESSON Possible problems: left it on airplane mode, not getting any signal
from the watch, not having switched on/enabled Bluetooth on the
phone/watch
A: I spent an hour to pair my smartwatch with my phone last night,
but I just couldn’t work it out. I noticed you have a smartwatch, so I
figured you’re bound to have gone through all this before. I’m not
sure what could have gone wrong. Can you help me figure it out?
B: Sure. It’s easy. You should check the settings on your phone. You
may have left it on airplane mode. In that case, it wouldn’t have been
getting any signal from the watch.
A: No, I turned airplane mode off, so I should have received a
notification as soon as I turned on the watch, right?
B: I’m not sure. You might not have switched on Bluetooth on your
phone, or perhaps on the watch itself.
A: Of course, the watch! I never thought of that!
B: That must have caused the problem. You were supposed to have
enabled Bluetooth on the watch before trying to pair it with your
phone.
A: How do I do that?
B: First, you open settings. Then, you tap the Bluetooth option. After
that, you press enable, and you’re all set.
A: Hey, it works! Thanks a lot.
feedback

and why?
Module 3

Conditional clauses
Learning objectives 11.6.15 - use a growing variety of more complex conjunctions to express condition
that this lesson is concession. and contrast on a wide range of general and curricular topics
contributing to 11.5.1 - plan, write, edit and proofread work at text level independently on a wide
topics
Previous learning Giving and following instructions
Plan
BEGINNING THE Revision of the knowledge of Conditional clauses
LESSON
PRESENTATION Ex. 6 p. 43 Grammar To learn/revise clauses of concession –
AND PRACTICE conditional clauses • Ask Ss to read the theory box and refer them to
11.6.15 the Grammar Reference section for more information if necessary. •
Then elicit examples from the text.
Answer Key
clause of concession: however conditional clauses: If yours uses
Android, you can ...; If you download and instal it, you can ...
11.6.15 Ex. 7 p. 43 To practise clauses of concession – conditional

clauses • Explain the task and give Ss time to complete it. • Elicit
1 Updating the system on your smartphone is easy providing that you
connect to a Wi-Fi network.
2 Despite the updates not taking long to download, installing them
can take up to ten minutes.
3 You can check for system updates, even if you haven’t received a
notification about it, by opening ‘setting’ and choosing ‘system
update.’
4 Most updates are standard, while you can customise some of them.
5 You must restart your device after the system has been updated,
although some devices do this automatically.
Ex. 8 p. 43 a) To prepare for a writing task

1.5.1 11.5.3 11.5.4 • Ask Ss to read the rubric and answer the questions. • Check Ss’
11.5.7 answers around the class.
Answer Key
1 online forum members, in an online forum 2 informal style, but not
chatty 3 present tenses, the imperative, direct and simple languag
11.1.10 11.4.8 b) To write an instructional text

11.5.1 11.5.3 • Give Ss time to research online and find out how to mirror a
11.5.4 11.5.7 smartphone on a smart TV. • Then give Ss time to complete the task
using the information they collected and/or the prompts to help
them. • Check Ss’ answers.
LESSON next lesson.
How to mirror your smartphone on your smart TV Screen mirroring
or screen casting allows smartphone users to display their device
screen on their smart TV. ICT It’s great for watching videos and
streaming shows on a bigger screen. It is quite simple to set up. •
First, turn on your TV and make sure it is connected to the Internet.
Then use the remote control to open the menu and select ‘Screen
Share’ or ‘Screen Mirroring’, depending on the brand of TV. • Next,
swipe down from the top of the screen on your smartphone and select
‘Smart Share’, ‘Smart View’ or ‘Screen Mirroring’, depending on the
brand of the phone. • Remember that your phone needs to be
connected to the same Wi-Fi network for this to work. • Then, find
and select the name of your TV. • Finally, tap ‘Connect’. Within a few
seconds your phone screen should appear on your TV. That’s all you
need to do.
stress

and why?
Module 3

Culture Corner Sherlock Holmes The
Method of Loci
Learning objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
that this lesson is 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
contributing to familiar and some unfamiliar general and curricular topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
speakers on a range of general and curricular topics, including some unfamiliar topics
Previous learning Conditional clauses
Plan
BEGINNING THE Ex. 1 p. 44 To introduce the topic and generate topic-related
LESSON vocabulary and ideas • Ask Ss to work in small groups and read the
11.1.9 definition and then think of any other mnemonic devices. • Ask
11.3.7
11.5.2 Word or expression mnemonics can help us remember and recall
information. For example, you can remember the colours of the
rainbow in the correct order if you remember the phrase ‘Richard of
York gave battle in vain’ using the first letter of each word to
remember the order of the colours (red, orange, yellow, green, blue,
indigo and violet.)
PRESENTATION Ex. 2 p. 44 To read for gist
AND PRACTICE • Ask Ss to look at the picture and read the title of the text. Elicit
whether Ss recognise the character and their guesses as to how he is
11.1.7 11.4.1 connected to the method of loci. • Tell Ss to then read the first
11.4.2 11.4.3 paragraph and find out.
The fictional character is Sherlock Holmes. He is related to the
method of loci because he used a mind palace to remember
information.
11.2.4 11.2.7 Ex. 3 p. 44 To listen and read for structure and content
11.4.1 11.4.2 • Give Ss time to read the whole text and put the steps A-D in the
correct order. • Play the recording. Ss listen and check their answers.
Answer Key
A3B1C4D2
Think!
in the Word List. • Play the video for Ss and elicit their comments. 4
11.4.4 11.4.8 Ex. 4 p. 44 To write about how mnemonic devices have been used
11.5.1 11.5.8 in popular culture in one’s country or another country • Explain the
task and give Ss time to research online to find out information about
11.6.4 how mnemonic devices have been used in popular culture in their
country or another country and write a short text
ENDING THE • Ask various Ss to read their text to the class.
In the popular TV series The Mentalist, the title character, Patrick
Jane, uses the method of loci to great effect. Jane is a professional
investigator with an amazing understanding of the human brain, and
he specialises in using his knowledge to help the police to catch
criminals. The memory palace technique helps him to remember
interesting details about suspects when investigating crimes so that
he can easily work out what happened. Jane assigns each suspect a
very specific location in his memory palace, so that he can memorise
and recall the details of each person’s profile. In the end, he manages
to find and capture criminals using the method of loci. Patrick Jane is
one of my favourite TV characters; the way he uses this memory
technique is extraordinary, and at times he seems almost
superhuman!
Were the lesson objectives/learning most relevant questions from the box on the left about your
objectives realistic? lesson

and why?
Module 3

Curricular: Biology How memories are
formed
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objectives(s) that 11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-
this lesson is order thinking questions on a range of general and curricular topics, including some
contributing to unfamiliar topics
ICT skills
Previous learning Culture Corner Sherlock Holmes The Method of Loci
Plan
BEGINNING THE Ex. 1 p. 45 To introduce the topic; to listen and read for specific
LESSON information • Direct Ss to the picture and the title and elicit their
11.1.9 11.3.2 guesses in answer to the questions. • Play the recording. Ss listen and
read and find out if their guesses were correct.
Answer Key
The hippocampus is a curved part located towards the base of the
brain. It is responsible for creating memories and helping to
consolidate memories from our short-term memory into our long-
term memory.
in the Word List.
PRESENTATION Ex. 2 p. 45 To consolidate information in a text
AND PRACTICE • Give Ss time to complete the phrases from the text with the words
in the list. • Check Ss’ answers.
11.5.2 Answer Key
1 cortex 2 memory 3 retention 4 facts 5 synapses 6 memory
Ex. 3 p. 45 To consolidate new information

11.3.6 11.3.7 • Ask Ss to work in pairs and tell their partner three things that they
have learnt from the text. • Then ask various Ss to share their answers
with the class.
I learnt that the brain makes two memories of events at the same
time. I also learnt that short-term memory can hold about six or
seven items for 30 seconds. I didn’t know that the neurones that were
active during our experiences reactivate while we are asleep.
Ex. 4 p. 45 To give a presentation on how human memory

11.4.4 11.4.8 works • Give Ss time to research online and collect more information
11.5.6 11.5.8 about how human memory word and prepare a presentation. Ask
various Ss to present their information to the class.
Making Memories When the brain creates vivid memories, it collects
information from our sensory organs; smells, sights, tastes, sounds
and sensations are recorded together in the hippocampus. This
process is called encoding and takes a fraction of a second. The
stronger the feelings and sensations, the stronger the memory. This is
especially true of emotional memories. When we remember occasions
when we felt strong emotions, we draw on two types of memory:
implicit and explicit. Implicit memory involves memories of objects
and how to use them, often involving muscle memory. It is stored by
the parts of the brain called the striatum and basal ganglia which are
separate from the hippocampus. Explicit memory involves all
memories that are consciously available. Emotional memories can
produce a powerful unconscious physiological reaction. Are there
any questions? Thank you for listening

and why?
Module 3

SAT 1 Language in Use
Date: Teacher name:
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives(s) that which is spelt accurately
this lesson is 11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
contributing to and verbs on a wide range of general and curricular topics
Previous learning Curricular: Biology How memories are formed
Plan
BEGINNING THE Revision module 3
LESSON
PRESENTATION Writing work SA 3
AND PRACTICE
answers.
Answer Key
1 fill out 2 find out 3 fell out 4 work 5 passing out out 6 pointing out
11.6.13 Ex. 2 p. 46 To practise prepositional phrases Explain the task

and give Ss time to complete it and then check Ss’ answers.
Answer Key
1 to 2 to 3 on 4 with 5 into
11.5.2 Ex. 3 p. 46 To practise collocations Explain the task and give Ss

time to complete it and then check Ss’ answers.
Answer Key
1 palace 3 disorders 5 abilities 2 impulses 4 nerve 6 switch
11.6.4
Ex. 4 p. 46 To practise word formation Explain the task and give
Answer Key
1 recognition 2 antioxidant 3 retention 4 usefulness 5 visualisation
Ex. 5 p. 46 To consolidate words which are often confused

answers.
Answer Key
1 electrical 2 active 3 term 4 applications 5 controlled
ENDING THE Kazakhstan in Action!
LESSON To present interesting information relating to the study of the brain in
Kazakhstan • Have Ss read the text and choose the correct words. •
Answer Key
1 the 2 may 3 with 4 about 5 newly 6 in 7 both 8 term 9 involves 10
disabilities 11 interpret 12 signals 13 mobility 14 strengthen
peer correct errors

and why?
Module 3

Mind Over Memory
Date: Teacher name:
Learning 12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a
objectives(s) that range of more complex and abstract general and curricular topics
this lesson is 11.2.2 - understand specific information in unsupported extended talk on a wide range
contributing to of general and curricular topics, including talk on a growing range of unfamiliar topics
11.6.12 - use a wide variety of past modal forms to express appropriate functions ;
use a variety of near modal structures including supposed to, bound to, due, willing to
11.6.15 - use a growing variety of more complex conjunctions to express condition
concession. and contrast on a wide range of general and curricular topics
Plan
BEGINNING THE Ex. 1 p. 47 Reading To read for cohesion and coherence
LESSON (missing sentences) • Ask Ss to read the sentences A-G and think
11.4.7 about the key words. • Give Ss time to read the text and choose the
correct sentence for each gap. • Check Ss’ answers.
Answer Key
1C2F3G4D5A6B
PRESENTATION Ex. 2 p. 47 Listening To listen for specific information
AND PRACTICE (multiple choice) • Ask Ss to read the questions 1-5 and the possible
11.2.2 answers. • Play the recording. Ss listen and choose their answers. •
11.2.6 Check Ss’ answers.
Answer Key
1C2B3A4C5A
11.5.2 Ex. 3 p. 48 To consolidate vocabulary from the module

Answer Key
1 absorb 2 consolidate 3 comprise 4 stimulate 5 generate 6 fire 7
advocate 8 encode 9 enhance 10 regulate
Ex. 4 p. 48 To practise past modals through sentence

11.6.12 transformations
Answer Key
1 should have done more research 2 is bound to have finished 3 must
have taken the samples 4 was supposed to have checked 5 couldn’t
have tampered 6 should have applied
Ex. 5 p. 48 To practise conjunctions – condition/concession

11.6.15 Answer Key
1 yet 2 up 3 With 4 regardless 5 provided of that
Ex. 6 p. 48 To practise everyday English exchanges relating to

giving instructions
Answer Key
1E2C3A4B5D
11.5.4 11.5.7 Ex. 7 p. 48 To write an instructional text

• Explain the task and give Ss time to plan and complete their work
using the prompts and then check Ss’ answers.
LESSON next lesson.
Optimising the battery life on your smartphone If your phone battery
is running low and there is nowhere nearby to charge it you can save
your battery by optimising the battery life. • First, tap the ‘Phone
Manager’ icon on your home screen and choose the ‘Battery’ option
from the menu. • Next, scroll down to the bottom of the screen and
select ‘Optimise’. This will close any unnecessary apps that are
running in the background and will help prolong the phone’s battery
life. • Finally, when the process is finished, just click on the ‘Finish’
button. It’s really that simple. Then, try not to use your phone until
you get to somewhere where you can charge it. 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.
peer correct errors

and why?
Module 4 “Timekeeping Devices”
Lesson 1(37) The History of «Timekeeping Devices» p.49

Date: Class: 11
Teacher’s name:
Learning objectives 11.4.2- understand specific information and detail in extended texts on a wide range
that this lesson is of familiar and unfamiliar general and curricular topics;
contributing to 11.2.3- understand the detail of an argument in unsupported extended talk on a wide
topics;
11.3.3- explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics;
11. 1.6 - organise and present information clearly to others;
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;
provide an overview of the module;
listen and read for coherence & cohesion;
listen and read for coherence & cohesion, listen for
specific information
Vocabulary Timekeeping history: stick, disc, shadow, practice, divide, cast, passing, existence,
flow, lit, burned, filled
Assessment criteria Learners have met the learning objective if they can:
provide an overview of the module; listen and read for coherence & cohesion, listen
for specific information
Value links Explore the theme of the history of «Timekeeping Devices»
Cross – curricular History
links
ICT skills Using videos & pictures, working with URLs
Previous learning “The Human Brain”
Plan
Planned timings Planned activities Excel
Resourc
es
Beginning the Module Objectives Student’
lesson Read the title of the module «Timekeeping Devices» and ask Ss to s book,
5 minutes suggest what they think the module will be about (the module is about IWB
«Timekeeping Devices», the calendar and slideshow presentations). Go
through the objectives list to stimulate Ss’ interest in the module.
Main Activties Vocabulary Ex.1 p.49 Student’
10 minutes 11.4.2- understand specific information and detail in extended texts on a s book,
wide range of familiar and unfamiliar general and curricular topics; IWB
Aim: to introduce vocabulary related to timekeeping history
• Direct Ss’ attention to the texts and ask them to read the words in the
lists for each one.
• Then have Ss read the texts and use the new vocabulary to fill the gaps.
Answer Key
1 disc 2 stick 3 shadow 4 divide 5 practice 6 cast 7 existence
8 flow 9 passing 10 filled 11 lit 12 burned
10 minutes Listening Ex.2 p.49 Student’
11.2.3- understand the detail of an argument in unsupported extended talk s book,
on a wide range of general and curricular topics, including talk on a IWB,
growing range of unfamiliar topics; Class
11.3.3- explain and justify own and others’ point of view on a range of CD
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.
Aim: to listen for specific information
• Read out the questions and the play the recording.
• Ss listen and answer the questions.
• Ask various Ss to share their answers with the class.
1 The boy thinks that sundials are too simplistic and there is little to say
about them.
2 The speakers agree that the fact ancient people thought to measure
time by the movement of the sun was inspirational/fascinating.
5 minutes Did you know? p.49 Student’
Aim: to expand the topic s book
Read out the “Did you know?” box and elicit whether Ss were aware of
this information or not.
Ending the lesson OVER TO YOU! P.49
5 minutes 11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
Aim: to test retention of information from a text
Give Ss time to complete the task and then ask Ss to share their answers with the
class.
Sundials rely on the sun to tell the time. They use a stick and look at the shadow cast
by the stick in order to tell the time. Obelisks are similar to sundials except the stick is
a monument. Even tall buildings like the Washington Monument in Washington,
D.C., USA can be used as an obelisk. Water clocks were stone objects that used the
movement of water to tell the time. Oil-lamp clocks worked by burning oil over time.
You could tell how much time had passed by how much oil had disappeared from the
lamp.
Differentiation – Assessment – how are you planning to check learners’ learning? Cross-
how do you plan to Check if the students after reading the texts can use the new curricular
give more support? vocabulary to fill the gaps. links
How do you plan to After listening, ask various Ss to share their answers with the class. Health and
challenge the more Test retention of information from a text. safety check
able learners? ICT links
challenge more able Values links
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?
What changes did I make from my plan and why?
Module 4 “Timekeeping Devices” 4A
Lesson 2 (38) Timekeeping in Ancient Egypt pp.50-51

Date: Class: 11
Teacher’s name:
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 11.2.1- understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar topics;
11.2.2- understand specific information in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics;
11.2.3- understand the detail of an argument in unsupported extended talk on a wide
topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics;
11.4.2- 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;
11.6.7- use a wide variety of simple perfect active and passive forms and a variety of
perfect continuous forms on a wide range of general and curricular topics;
11.1.1- use speaking and listening skills to solve problems creatively and cooperatively
in groups;
11.1.3- respect differing points of view;
11.1.10- 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-
unfamiliar topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics;
11.1.6- organize and present information clearly to others;
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
present vocabulary relating to the merkhet, listen & read for gist, read for specific
information (multiple choice), learn/revise the present perfect and the past perfect
(active/passive voice)
(active/passive voice), talk about problems ancient Egyptians might have faced using
the merkhet
the merkhet, write/give a presentation about an ancient timekeeping device
Vocabulary The Merkhet: Pole Star, merkhet, sighting, tool, bay, plumb line, observer);
Verbs: accomplish, carve, excavate, depict;
Nouns: alignment, plumb line, meridian
the merkhet, write/give a presentation about an ancient timekeeping device
Value links Explore the themes of the history and development of «Timekeeping Devices»
links
Previous learning Vocabulary “«Timekeeping Devices»”
Plan
Resources
Beginning the Vocabulary Ex.1 p.50 Student’s
lesson 11.5.2- use a wide range of vocabulary, which is appropriate to topic and book,
5 minutes genre, and which is spelt accurately; IWB,
Aim: to introduce key vocabulary relating to the topic Class CD
• Read out the list of words and give Ss time to use them to complete the
diagram.
Answer Key
1Pole 2 merkhet 3 tool 4 line 5 observer
Main Activities Listening & Reading Student’s
25 minutes Aim: to listen and read for specific information Ex.2 p.50 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 CD
range of unfamiliar topics;
11.2.2- understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
11.2.3- understand the detail of an argument in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.4.2- 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;
• Read out the questions.
• Then elicit Ss’ guesses in answer to them.
• Play the recording. Ss listen and read the text to find out if their guesses
were correct.
The merkhet used the stars to tell the time and could be used at night.
Experts claim that the merkhet was used to accurately establish straight
lines in construction and to align temples and tombs with celestial bodies.
Ex.3 p.51 Student’s
Aim: to read for specific information (multiple choice) book,
11.4.2- understand specific information and detail in extended texts on a IWB
wide range of familiar and unfamiliar general and curricular topics; Video
• Ask Ss to read the questions 1-4 and the possible answers.
• Then give Ss time to read the text and choose their answers according
to what they read.
Answer Key
1C2D3A4B
• Refer Ss to the Check these words box and ask Ss to look them up in
the Word List.
Aim: to consolidate new vocabulary through synonyms book,
11.4.5- deduce meaning from context in extended texts on a wide range IWB
of familiar and unfamiliar general and curricular topics;
• 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 necessary.
Answer Key
keep track of = record
civilizations = groups of people who share society,
culture and a way of life
equal = identical
accomplished = achieved
alignments = positions
overcame = surpassed
carved = sculpted
precisely = accurately
imaginary = non-existent
excavated = dug up
preserved = kept safe
depicted = pictured
Grammar Student’s
Ex.5 A p.51 book,
11.6.7- use a wide variety of simple perfect active and passive forms and IWB
a variety of perfect continuous forms on a wide range of general and
curricular topics;
Aim: to revise the present perfect and past perfect (active/passive
voice)
• Refer Ss to the Grammar Reference section to review the theory on the
present perfect and the past perfect (active and passive voice).
• Then elicit examples from the text and when/how we use these
sentences in each tense.
Answer Key
a) have always been recognised/has also been called/have been
proposed/had also been used/have excavated and preserved
b) have been using/had long been tracking
We use the present perfect for actions which started in the past and
continue to the present, to talk about a past action with a visible result in
the present, for actions which happened at an unstated time in the past and
for recently completed actions, as well as personal experiences or
changes.
We use the past perfect for when an action finished before another
past action or before a stated time in the past, and for an action, which
finished in the past but has a visible result at a later time in the past.
We use the active tense for when the subject of the sentence comes
first and performs the action that the rest of the sentence describes.
We use the passive tense for when the person doing the action is
unknown, unimportant or obvious, when the action is more important than
the person doing it, when we want to avoid taking responsibility, to
emphasize the agent and to make statements more formal and polite.
We do not use the passive in the present/past perfect continuous tense.
Ex.5 B p.51 Student’s

11.6.7- use a wide variety of simple perfect active and passive forms and book,
a variety of perfect continuous forms on a wide range of general and IWB
curricular topics;
Aim: to practise the present perfect and past perfect (active/passive
voice)
• Give Ss time to read the email and complete the task.
Answer Key
1 Has everyone already 2 had been planning 3 have just learned 4 has
been working 5 haven’t been chosen 6 had been selected 7 had been
researching/ started 8 had been measured 9 has been written 10 had been
looking 11 had been used
Speaking & Writing Ex.6 p.51 Student’s
11.1.1- use speaking and listening skills to solve problems creatively and book,
cooperatively in groups; IWB
11.1.10- use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world;
11.3.2- 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
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 consolidate comprehension of a text; to develop critical
thinking skills
Ask Ss to work in pairs or small groups and discuss
the questions. Monitor the activity around the
class and then ask some groups to share their
answers with the rest of the class.
A: What problems do you think the ancient Egyptians might have faced
when using a merkhet?
B: Well, they can’t be used in the day. So that’s a problem.
A: True, but during the day, the ancient Egyptians could use a sundial.
B: Yes, you’re right.
C: I think another problem might be if the sky was cloudy, you wouldn’t
be able to see the stars.
A: Yes, I don’t think they would have been able to solve that problem.
B: I agree. etc
Ending the lesson Writing Ex.7 p.51 Student’s
10 minutes 11.1.6- organize and present information clearly to others; book,
11.1.10- use talk or writing as a means of reflecting on and exploring a 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;
Aim: to give/write a presentation about an ancient timekeeping device
in Kazakhstan or another country
Give Ss time to research online and find out information about another
ancient timekeeping device used in Kazakhstan or another country, make
notes for the points listed, and use this information to prepare a
presentation.
• Then ask various Ss to present the timekeeping device to the class.
Candle clocks were an ancient timekeeping device that were used before
the invention of the mechanical clock. They were very simple and
comprised of a candle that had been marked with lines spaced evenly
down them. The spaces between the lines represented equal units of time.
As the candle burned and the wax melted away, the candle would get
shorter until it passed the markings.
Candle clocks are believed to have been used in lots of different
countries. However, we know that they were used in Japan and also in
Great Britain where they were used by King Alfred the Great.
The candle clock is also known as the first timer and alarm clock.
You could put a heavy iron nail into the side of the candle and place the
candle on a metal tray. When enough time had passed, the wax would
melt and the nail would fall onto the tray making a loud sound. However,
the candle wasn’t always the most reliable timekeeping device because if
the candle went out, you would lose track of time!
This task may be given as a HT
Differentiation – Assessment – how are you planning to check Cross-curricular links:
how do you plan to learners’ learning? History
give more support? monitor for spoken accuracy in plot prediction task and
How do you plan to use a range of oral correction techniques
challenge the more
able learners?
prompt less able
learners to engage in
whole class checking
and plenary activity
with supportive
questioning
provide sentence
starters for final

Module 4 “Timekeeping Devices” 4B
Lesson 3 (39) The Calendar p.52-53

Date: Class: 11
Teacher’s name:
contributing to 11.4.5- deduce meaning from context in extended texts on a wide range of familiar
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
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;
of general and curricular topics, including talk on a growing range of unfamiliar
topics;
topics;
11.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.4.8- select and evaluate paper and digital reference resources to check meaning
and extend understanding;
learn vocabulary for time units, listen and read for gist, read for cohesion and
coherence (missing sentences), learn idioms and collocations with time;
coherence (missing sentences), learn idioms and collocations with time, listen for
specific information (multiple choice), talk about solar time, talk about
calendars;
calendars, write/give a presentation about ancient calendars
Vocabulary Time units: fortnight, leap second, leap year, lunar month, biennial, decennial,
bicentennial, epoch, era, eon;
Verb: evolve;
Nouns: ritual, millennia, counterpart;
Adjective: [be] derived from;
Adverb: respectively;
Phrases: Waxing Half, Waning Half
calendars, write/give a presentation about ancient calendars
Value links Explore the topic of the calendar
Cross – curricular History, Astronomy, ICT
links
ICT skills Using videos& pictures, searching information on different web sites
Previous learning “Timekeeping in Ancient Egypt”
Plan
Resources
Beginning the Vocabulary Ex. 1 A p.52 Student’s
5 minutes genre, and which is spelt accurately; IWB
Aim: to present vocabulary relating to time units
• Direct Ss to the list of time units and give Ss time to read the
definitions and match them.
• Have Ss check their answers in their dictionaries.
Answer Key
1 f 2 d 3 i 4 b 5 h 6 j 7 a 8 g 9 e 10 c
Main Activities Vocabulary Ex. 1 B p.52 Student’s
5 minutes 11.4.5- deduce meaning from context in extended texts on a wide range book,
of familiar and unfamiliar general and curricular topics; IWB
Aim: to consolidate new vocabulary
 Elicit which of the time units in Ex. 1a the picture shows.
Answer Key the lunar month
10 minutes Listening & Reading Ex.2 p.52 Student’s
11.4.1 - understand complex and abstract main points in extended texts book,
on a wide range of familiar and unfamiliar general and curricular topics IWB
meriting closer reading on a range of more complex and abstract,
general and curricular topics;
Aim: to read for gist
• Ask Ss to look at the pictures and read the title of the text. Elicit Ss’
guesses as to how the pictures are related and what the text might be
about.
• Ss read the text to find out.
I think the pictures are related because they refer to objects in space.
For example, picture A shows a lunar month and the cycle of the Moon
and picture B shows Babylonian astronomers looking at a comet
shooting through the sky. The title mentions centuries and seven days. I
think the text might be about how the seven-day week began.
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.
Answer Key
1D2F3A4B5E
the Word List.
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.
Answer Key
origins = beginnings
bodies = objects
phases = stages
rituals = practices
Waxing = expanding
movements = positions
Waning = shrinking counterparts = equivalents
Ex.5 p.53
topics; Student’s
Aim: to consolidate information in a text book
Read out the task and elicit answers from Ss around the class.
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.
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.
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
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.
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
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.
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
11.1.10- use talk or writing as a means of reflecting on and exploring a
Aim: to prepare a presentation about ancient calendars

Read the rubric aloud and give Ss time to research online and find out
more information about ancient calendars and prepare their
Presentations (as a Home task).
• Ask Ss to give their presentations to the class.
• Then ask Ss to perform peer assessment and evaluate each other’s
presentations and give feedback.
Back in the ancient world it was more difficult to measure the passing
of time. People measured months and years using a variety of calendars,
each of which used the Sun, Moon or the seasons as a guide.
The Sumerian calendar dates back to about 5,000 years ago. It used 30-
day months, however the days were divided into 12 parts rather than 24.
Each of these was then divided into 30 parts, each of which equated to
approximately 4 minutes in modern-day time. The Sumerian calendar
only had 354 days, so an extra month was added every three years or so
to keep it in line with the solar year, similar to a modern leap year!
The Ancient Aztec calendar was a solar calendar that consisted of two
main parts: a 365-day agricultural calendar which was used for farming
and daily life, and a 260-day sacred one which was used for religious
events. Interestingly, the Aztecs had a special period during the year
which was not included in the calendar. This was thought of as 'no
time', and was reserved for the celebration of life.
The people of the ancient world had many different calendars, but
they all relied on the cycles of nature which they could see around them:
the Sun, the Moon and the seasons. Their calendars may seem crude to
us today, but really our own system follows the same basic principles.
The calendar which we use today is a solar calendar, which is based on
an older lunar system.
Differentiation – Assessment – how are you planning to check Cross-curricular links
how do you plan to learners’ learning? Health and safety check
give more support? monitor learner language for accuracy in opinion ICT links
How do you plan to feedback task and ask other learners to peer correct Values links
challenge the more errors
able learners?
challenge more able
learners to explain
connections between
different elements

Module 4 “Timekeeping Devices” 4C
Lesson 4 (40) Slideshow Presentation pp.54-55

Date: Class: 11
Teacher’s name:
contributing to 11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on
11.3.6- navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics ;
11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics ;
11.6.6- use a growing variety of impersonal and cleft structures on a wide range of
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
topics;
11.2.8- recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics;
11.1.7- develop and sustain a consistent argument when speaking or writing;
11.1.2- use speaking and listening skills to provide sensitive feedback to peers;
11.1.4- evaluate and respond constructively to feedback from others;
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
learn vocabulary relating to slideshow presentations, listen & read for gist,
read for specific information (comprehension questions), learn/revise impersonal &
cleft sentences;
cleft sentences, to listen for specific information (gap fill), practise asking for /
giving and responding to advice;
giving and responding to advice, write rules about slideshow presentations
Vocabulary Slideshow presentations: stand, put, present, check, select, type, create, know,
overuse, display, stick, end;
Verbs: facilitate, stimulate, distract, generate, complement, reinforce, convey,
incorporate, emerge [from], decipher);
Noun: embellishment;
Adjective: well-executed
giving and responding to advice, write rules about slideshow presentations
Value links Explore the topic of Slideshow Presentations
Cross – curricular ICT
links
ICT skills Using videos & pictures
Previous learning Vocabulary “ Slideshow Presentations”
Plan
Resourc
es
Beginning the lesson Vocabulary Student’
10 minutes Ex.1 A p. 54 s book,
11.5.2- use a wide range of vocabulary, which is appropriate to topic and IWB
Aim: to present vocabulary relating to slideshow presentations; to read
for coherence and cohesion
• Read out the list of vocabulary. Tell Ss to look up the meanings of any
unknown words in their dictionaries.
• Then give them time to complete the gaps in the text with the words.
• Check Ss’ answers and elicit which of the points in the text are
illustrated in the pictures.
Answer Key
Do’s Don’ts
1 check 1 stand
2 know 2 put
3 stick 3 select
4 present 4 overuse
5 create 5 type
6 end 6 display
Picture A – create visual representations of data (infographics, charts,
graphs)
Picture B – don’t stand in front of your slides
Picture C – check your equipment works before you give your
presentation
Ex.1 B p. 54
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 ;
topics ;
Aim: to expand the topic
Ask Ss to work in pairs and think of two more Dos and Don’ts. Then ask
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.
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
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.
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.
the Word List.
Ex.4 p.55
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.
Answer Key
facilitate = help
stimulate = encourage
generating = creating
complement = add to
conveying = communicating
incorporating = including
emerging = appearing
decipher = make out
Ex.5 p.55
correction in talk on a wide range of familiar and some unfamiliar Student’
general and curricular topics ; s book
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.
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.
10 minutes Grammar Student’

Ex.6 A p.55 s book,
11.6.6- use a growing variety of impersonal and cleft structures on a IWB
wide range of general and curricular topics;
Aim: to revise impersonal & cleft sentences
impersonal and cleft sentences if necessary.
• Then give Ss time to read through the text again and find examples.
• Elicit answers.
Answer Key
Impersonal sentences: it seems that, it goes without saying
Cleft sentences: what you need to do is, it is the audience who will be,
What your slides are meant to do is, What people are generally used to is
Ex.6 B p.55
11.6.6- use a growing variety of impersonal and cleft structures on a
Aim: to practise cleft sentences
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
11.2.6- deduce meaning from context in unsupported extended talk on a
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.
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
11.2.8- recognize inconsistencies in argument in extended talk on a
topics;
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’
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;
11.6.7- 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.
• 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.
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!
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
Were the lesson objectives/learning objectives realistic? Did I stick to timings?
Module 4 “Timekeeping Devices” 4D
Lesson 5 (41) A for-and-against Essay p.56

Date: Class: 11
Teacher’s name:
Learning objectives 11.5.5- develop with minimal support coherent arguments supported when necessary
that this lesson is by examples and reasons for a wide range of written genres in familiar general and
contributing to curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
11.5.4- use style and register to achieve an appropriate degree of formality in a wide
analyse a rubric, analyse a model essay;
analyse a rubric, analyse a model essay;
analyse a rubric, analyse a model essay, practise linkers
analyse a rubric, analyse a model essay, practise linkers
Value links Explore the theme of Daylight saving time
Previous learning Slideshow presentation
Plan
Resources
Beginning the Ex.1 p.56 Student’s
lesson 11.5.5- develop with minimal support coherent arguments supported book, IWB
5 minutes when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics;
Aim: to analyse a rubric

• Ask Ss to read the rubric and identify and underline the key
words.
• Give Ss time to answer the questions and then check Ss’ answers.
Answer Key
Key words: daylight saving time (DST), write an essay discussing
the advantages and disadvantages of DST, justifying your
arguments, longer evenings, health, (140-190 words)
1 No, they should be separated into at least two paragraphs.
2 Formal
3 Arguments should be supported with reasons and examples.
Main Activities Model Analysis Student’s
5 minutes Ex.2 A p.56 book, IWB
11.4.5- deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Aim: to read a model essay and practice linkers
• Give Ss time to read the model.
• Tell Ss to choose the correct linkers in bold.
Answer Key
1 Although 2 Firstly 3 Moreover 4 As a result 5 On the other
hand 6 To begin with 7 Secondly 8 This means that 9 To conclude

11.5.5- develop with minimal support coherent arguments supported book, IWB
when necessary by examples and reasons for a wide range of
Aim: to analyse a model for structure
• Ask Ss to read the model again and match the paragraphs to their
contents.
Answer Key
A3B4C2D1
Ex.2 C p.56 Student’s

11.5.4- use style and register to achieve an appropriate degree of book, IWB
formality in a wide variety of written genres on general and
curricular topics;
11.5.5- develop with minimal support coherent arguments supported
Aim: to identify and replace topic sentences
• Ask Ss to identify the topic sentences and replace them with
suitable alternatives.
There are a number of advantages to DST. –
DST offers several benefits.
On the other hand, DST has its drawbacks. –
However, there are some disadvantages to DST.
Ex.2 D p.56 Student’s

11.5.4- use style and register to achieve an appropriate degree of book, IWB
curricular topics;
Aim: to identify and substitute a technique for starting an essay
• Ask Ss to identify the technique the writer has used to start the
essay and replace it with a suitable alternative.
Answer Key
The writer starts the essay with an interesting statement of fact.
Did you know that Daylight Saving Time has been used for
over 100 years?
Ending the lesson Linkers Student’s

10 minutes Ex.3 p.56 book, IWB
Aim: to practise linking words/phrases
Answer Key
1 As a result
2 This means that
3 This is due to the fact that
4 As well as
5 In conclusion
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 scan Learners have met the learning Values links
text quickly to find a section of the text that contains objective if they can:
the answer. analyse a rubric, analyse a model
essay, practise linkers
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

Module 4 “Timekeeping Devices” 4 D
Module 4 A for-and-against Essay p.57

Lesson 6 (42)
Date: Class: 11
Teacher’s name:
Learning 11.5.3- write with grammatical accuracy on a wide range of general and curricular
objectives that topics
this lesson is 11.5.4- use style and register to achieve an appropriate degree of formality in a wide
contributing to variety of written genres on general and curricular topics;
topics;
11.5.5- develop with minimal support coherent arguments supported when necessary
curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a wide range of
Lesson All learners will be able to:
objectives analyse a rubric, analyse a model essay;
analyse a rubric, analyse a model essay, practise linkers;
analyse a rubric, analyse a model essay, practise linkers, write a for-and-against
essay
Assessment Learners have met the learning objective if they can:
criteria write a for-and-against essay
Value links Explore the topic of For-and-against essay
Previous Rubric and Model Analysis
learning
Plan
Resources
Beginning the Linkers Student’s
lesson Ex.4 p.57 book, IWB
5 minutes 11.5.3- write with grammatical accuracy on a wide range of general
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 supporting sentences
Answer Key
1 To begin with, alarm clocks are necessary to start the day on time.
For example, you need to arrive at school or work at a specific time
in order to attend classes or meetings.
2 Firstly, changing from one time zone to another can mean
disrupting the body clock. Consequently, some people may feel
overly tired or even unwell.
3In the first place, a universal calendar would make the same date
fall on the same day every year. This is due to the fact that every
month would have 28 days.
Main Activties Useful Language Student’s
11.5.3- write with grammatical accuracy on a wide range of general
topics;
Aim: to practise writing arguments for and against a topic
• Explain the task and give Ss time to complete
it using phrases from the useful language box
to help them.
• Elicit answers from Ss around the class.
For
1 To begin with, they help us with time management. For example,
checking the time via the Internet allows us to know when places are
open so we don’t waste time.
2 Furthermore, another benefit is that they help us to manage our
tasks. For instance, using planners on our phones allows us to allocate
hours to specific tasks.
Against
1 One drawback is that they can affect our health. This is because
artificially regulating our sleep with alarms means we don’t complete
our natural sleep cycle which affects our bodily functions and can
result in illness.
2 Secondly, they can cause anxiety. This is due to the fact that
technology is everywhere and we are constantly in a hurry and
worrying about the time which leads to stress.
20 minutes Your Turn Student’s
Ex.6 A p.57 book, IWB
Aim: to analyse a rubric and prepare for a writing task
• Ask Ss to read the rubric and the arguments 1-6. Then have Ss
decide which arguments are for and which are against the topic.
• Elicit answers from around the class.
Answer Key
For: 1, 4, 6 Against: 2, 3, 5

11.3.3- explain and justify own and others’ point of view on a range book, IWB
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
topics
Aim: to provide justifications for arguments
• Ask Ss to talk in pairs and think of justifications for the arguments
in Ex. 6a.
1 This is because it reminds them of what tasks they have to do and
when to do them.
2 As a result, you may have less free time and feel more tired.
3 Therefore you will need to charge your phone or tablet and keep it
with you at all times which can be restrictive.
4 This means that you can plan to do activities with your friends or
family more easily.
5 Because of this, you can feel helpless or useless without them.
6 This is because they give you a structure and a time limit to
complete a task.

11.2.3- understand the detail of an argument in unsupported extended book, IWB
talk on a wide range of general and curricular topics, including talk Class CD,
on a growing range of unfamiliar topics; Track 2.20
11.2.4- implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing
• Play the recording and ask Ss to make a note of the justifications
the speakers give for the arguments in ex. 6 a.
• Then elicit answers from Ss around the class.
Answer Key
1 The app helps her to use her time more efficiently and she is more
productive.
2 Everyone needs some time to switch off and relax.
3 You never have a tech-free moment with all the notifications from
apps, social media, emails, calls and SMS alerts.
4 Helps to coordinate study groups and social activities with friends.
5 Using the app all the time may lead to you losing the ability to
manage time yourself.
6 Helps to focus on the task they are doing because they have a set
time limit to do it.

11.5.1- plan, write, edit and proofread work at text level book, IWB
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;
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics;
11.5.6- write coherently at text level using a variety of connectors on
a wide range of familiar general and curricular topics
Aim: to write a for-and-against essay

• Give Ss time to complete the task using the plan, the useful
language and their answers in Ex. 6 to help them.
• Alternatively, assign the task as HW and check Ss’ answers in
the next lesson.
Around 2.7 billion people have smartphones with many different
apps to make life easier. Time management apps promise to make
you more productive, but are they as helpful as they seem?
There are a number of benefits to time management apps. Firstly,
they can make people more efficient. This is because they remind
them what tasks they have to do and when to do them. Furthermore,
they help people coordinate their activities with others. For instance,
by using the same app, friends can coordinate social activities
together.
However, time management apps have some disadvantages. To
begin with, you constantly need to use your device. This means that
you never get any time to relax without technology. In addition,
relying on apps can make you feel as if you’re not in control of your
life. As a result, you might feel helpless without them.
To sum up, although there are disadvantages to using time
management apps, I think the advantages outweigh them. As long as
you add some free time into your schedule and have regular breaks
from technology, being more productive can only be a good thing,
can’t it?
Ending the Discussion of the structure of Foe-and-against essay
lesson
5 minutes
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
Module 4 “Timekeeping Devices” 4 E
Lesson 7 (43) The Royal Observatory p.58 Culture Corner
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
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
11.4.5- deduce meaning from context in extended texts on a wide range of
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 ;
read for specific information;
read for specific information, listen & read for cohesion and coherence (open
cloze);
cloze), write about an important observatory/science museum in Kazakhstan
Vovcabulary Verb: navigate;
Nouns: observatory, hemisphere;
Adjective: refracting
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
Previous learning Writing a For-and-against essay
Plan
Resources
Beginning the lesson Ex.1 p.58 Student’s
10 minutes 11.1.8- develop intercultural awareness through reading and book
discussion;
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;
Aim: to read for specific information

• Ask Ss what, if anything, they know about the Royal
Observatory in Greenwich. Then elicit questions from Ss around
the class. Write two of them in the board.
• Have Ss read the text and see if they can answer them.
How old is it? (It dates from 1675.)
What is special about it? (It is the home of the prime meridian
and a place famous for research into the stars and the planets.)
Main Activities Ex.2 p.58 Student’s
10 minutes 11.4.2- understand specific information and detail in extended book, Class
texts on a wide range of familiar and unfamiliar general and CD, Track
curricular topics; 2.21, DVD
Aim: to read for cohesion and coherence (open cloze); to

listen and read for confirmation
• Give Ss time to read the text again and complete each gap with
an appropriate word.
• Play the recording. Ss listen, read, and check their answers.
Answer Key
1 than 4 can 7 not 10 each
2 When 5 up 8 for 11 well
3 after 6 order 9 is 12 where
Refer Ss to the Check these words box and ask Ss to look them
up in the Word List.
5 minutes Ex.3 p.58 Student’s
11.4.5- deduce meaning from context in extended texts on a book, Class
wide range of familiar and unfamiliar general and curricular CD
topics;

• Give Ss time to match the words in bold in the text to the
meanings in the list referring to the Word List or their
dictionaries as necessary to help them.
• Then give Ss time to use the words in bold in sentences of their
own and elicit answers from Ss around the class.
Answer Key
calculated = worked out
imaginary = not real
tricky = difficult
navigate = sail
pinpoint = find the exact position of
brilliant = very intelligent
divides = splits
boasts = has something that it is proud of
World time is calculated from the prime meridian.
The prime meridian is an imaginary line.
Before GMT, calculating the exact time was tricky, especially for
sailors trying to navigate.
They couldn’t pinpoint their exact position.
The brilliant scientists at the Greenwich Observatory came up
with the answer.
Meridian lines divide the globe into hemispheres.
The Royal Observatory boasts the largest reflecting telescope in
the UK.
11.4.5- deduce meaning from context in extended texts on a book, IWB
wide range of familiar and unfamiliar general and curricular
topics;
Aim: to consolidate new vocabulary through antonyms

• Give Ss time to match the words in bold in the text to the
meanings in the list referring to the Word List or their
dictionaries as necessary to help them.
• Then give Ss time to use the words in bold in sentences of their
own and elicit answers from Ss around the class.
unknown = famous, real = imaginary
incorrect = accurate, spread = gathered,
changeable = fixed
tiniest = largest, minor = major
11.3.6- navigate talk and modify language through paraphrase book
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;
11.4.1- understand complex and abstract main points in extended
curricular topics;

Elicit answers from Ss around the class as to what they have
learnt from the text.
I learnt that all time is calculated from the position of the sun
over the prime meridian.
I also discovered that the largest refracting telescope in the UK
is located at the Royal Observatory.
I didn’t know navigation at sea was the reason we developed
accurate ways of telling the time.
Ending the lesson Ex.6 p.58 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;
11.4.8- 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 write about an important observatory or science

museum in Kazakhstan
• Explain the task and give Ss time to research online to find out
information about an important observatory or science museum
in Kazakhstan and make notes under the headings and write a
paragraph on it.
• Ask various Ss to read it out to the class.
An important observatory in Kazakhstan is the Tien Shan
astronomical Observatory. It was found in 1957 and is part of the
National Kazakhstan Space Agency.
The observatory is around 30 km away from Almaty. It sits at
an altitude of 2,735 m above sea level, so it has a good
astroclimate, meaning there is often a good view of the night sky.
The facility also has a one-meter automated telescope, allowing
scientists to collect data for use in collaborative international
projects.
Visitors to the observatory can go on a guided tour of the
building and learn more about what happens there. However,
unlike many observatories, guests can stay in the observatory’s
accommodation, or even have the experience of a lifetime by
sleeping in a tent beneath the stars!
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), write about an important
monitor less able observatory/science museum in Kazakhstan
groups and participate
and prompt in their
brainstorming activity

Module 4 «Timekeeping Devices» 4 F
Lesson 8 (44) Time Zones p.59 Curricular: Geography

Summative Assessment for the Module 4 “Timekeeping Devices”
Date: Class: 11
Teacher’s name: Penner Natalya Alexandrovna
contributing to 11.4.7- recognize patterns of development in lengthy texts [inter-paragraph level] on
a range of more complex and abstract general and curricular topics;
11.2.1- understand the main points in unsupported extended talk on a wide range of
on a wide range of familiar and some unfamiliar general and curricular topics;
of familiar and some unfamiliar general and curricular topics;
11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on
read for specific information, read for cohesion and coherence (missing sentences)
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 Nouns: longitude, increment;
Adjective: spherical
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
Value links Explore the theme of Time Zones
Cross – curricular Geography
links
Previous learning
Plan
Resources
Beginning the Ex.1 p.59 Student’s
lesson 11.4.2- understand specific information and detail in extended texts book, IWB
5 minutes on a wide range of familiar and unfamiliar general and curricular
topics;
Aim: to introduce the topic; to listen and read for specific
information
Read out the questions and give Ss time to read the text and see if
Answer Key
UTC stands for ‘Coordinated Universal Time’ and is calculated
from data from the Earth’s rotation and over 400 atomic clocks
worldwide. UTC applies for any country that the prime meridian
passes through. Any countries that are to the left or right of this line
are in different time zones and therefore have a different time for
example, France is UTC+1 because they are just a little to the left of
the prime meridian.
15 minutes 11.4.7- recognize patterns of development in lengthy texts [inter- book, IWB,
paragraph level] on a range of more complex and abstract general DVD
Aim: to read for cohesion and coherence (missing sentences)
• Ask Ss to read the sentences A-F and give them time to read the
text again and match the sentences to the gaps 1-5 to make a
cohesive text.
Answer Key
1F2C3A4B5D
in the Word List.
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
curricular topics;
Play the recording. Ss listen and read the text again. Elicit what Ss
have learnt from the text from various Ss around the class.
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
11.4.8- select and evaluate paper and digital reference resources to
check meaning and extend understanding;
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.
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.
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
Were the lesson objectives /learning objectives realistic?

Module 4 «Timekeeping Devices»
Lesson 9 (45) Language in Use p.60

Date: Class: 11
Teacher’s name:
Learning objectives that 11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
this lesson is and which is spelt accurately;
contributing to 11.6.13- use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics;
11.6.4- use a range of affixes with appropriate meaning and correct spelling on a
present/practise phrasal verbs;
present/practise phrasal verbs, practise collocations, practise word formation;
present/practise phrasal verbs, practise collocations, practise word formation,
consolidate words often confused
Value links To present interesting information relating to timekeeping and presentation
skills in Kazakhstan
Cross – curricular links Social life
Previous learning “Time Zones”
Plan
Resources
Beginning the lesson Phrasal Verbs/Prepositions Student’s
15 minutes Ex.1 p. 60 book, IWB
Aim: to present and practice phrasal verbs
• Explain the task and ask Ss to use the phrasal verbs in the
diagram to complete it.
• Give Ss time to complete the task and then check Ss’
answers.
Answer Key
1 pay ... off 2 calling off 3 put off 4 show off 5 dropped off
6 take off
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
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
Aim: to practise collocations
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
Ss’ answers.
Answer Key
1 ineffective 2 alignment 3 rotation 4 uselessness
5 embellishments
Words often Confused Student’s

Ex. 5 p.60 book, IWB
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 civilisation 2 equal 3 skill 4 accurate
Ending the lesson Kazakhstan in Action! Student’s
10 minutes Aim: to present interesting information relating to book, IWB
timekeeping and presentation skills in Kazakhstan
• Have Ss read the text and choose the correct words/fill the
gaps with the correct words.
Answer Key
1 quality 2 by 3 to 4 Not 5 been 6 has 7 on 8 well 9 as 10 up
11 to12 skills
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 present/practise phrasal verbs, practise collocations, practise
the more able learners? word formation, Values links
prompt less able learners consolidate words often confused
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
Lesson 10 (46) The Dawn of Horology p.61 (Progress Check)

Date: Class: 11
Teacher’s name:
Learning objectives that 11.4.2- understand specific information and detail in extended texts on a wide
this lesson is range of familiar and unfamiliar general and curricular topics;
contributing to 11.2.2- understand specific information in unsupported extended talk on a wide
unfamiliar topics;
11.2.3- understand the detail of an argument in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of general
and curricular topics, including talk on a growing range of unfamiliar topics;
11.2.6- deduce meaning from context in unsupported extended talk on a wide
unfamiliar topics
understand specific information and detail in extended texts on a wide range of
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;
topics; deduce meaning from context in unsupported extended talk on a wide
unfamiliar topics
topics; deduce meaning from context in unsupported extended talk on a wide
unfamiliar topics
Value links Time Measurement
Previous learning Phrasal Verbs/Prepositions, Collocations
Plan
Resources
Beginning the lesson Reading Student’s
10 minutes Ex.1 p.61 book, IWB,
11.4.2- understand specific information and detail in extended
curricular topics;
Aim: to read for specific information (T/F/DS)
• Ask Ss to read the statements 1-8 and give Ss time to read the
text and mark them according to what they read.
Answer Key
1 T 2 T 3 F 4 F 5 DS 6 T 7 DS 8 T
Main Activities Listening Student’s
5 minutes Ex. 2 p.61 book, IWB,
Aim: to listen for specific information (multiple matching) Class CD
• Ask Ss to read the sentences A-H. Track 2.22
• Play the recording. Ss listen and match the speakers to the
sentences.
Answer Key
1G2D3B4F5C
Ending the lesson Summing up the results of the lesson, giving and getting feedback
10 minutes
you plan to challenge understand specific information and detail in extended texts on
the more able learners? a wide range of familiar and unfamiliar general and curricular Values links
prompt less able learners topics; understand specific information in unsupported
to engage in whole class extended talk on a wide range of general and curricular topics,
checking and plenary including talk on a growing range of unfamiliar topics; deduce
activity with supportive meaning from context in unsupported extended talk on a wide
questioning range of general and curricular topics, including talk on a
provide sentence starters growing range of unfamiliar topics
key words
Lesson 11 (47) Summative assessment for Term 2 (Listening, Reading, Writing)

Date: Class: 11
Teacher’s name:
Learning objectives that
this lesson is
contributing to

use some target vocabulary successfully in tasks and show some gist
use most target vocabulary successfully in tasks and show some gist
use most target vocabulary successfully in tasks, read effectively for gist and
Assessment criteria Learners have met the learning objective if they can: present the project about
living in the city and in the country
Value links Explore the themes of native places
Cross – curricular links Science, Geography
Previous learning “Timekeeping Devices”
Plan
Beginning the lesson Explain the goals of the lesson Resources
1 minute
Main Activities Summative Assessment for Term 2 Copies of SA 4
39 minutes Sts do the tasks of SA for Term 2 –Listening, Reading, Writing
Ending the lesson Ss give feedback on written task

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
Lesson 12 (48) Progress Check pp.62

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;
11.6.6- use a growing variety of impersonal and cleft structures on a wide range
of general and curricular topics;
11.6.7- use a wide variety of simple perfect active and passive forms and a
variety of perfect continuous forms on a wide range of general and curricular
topics;
11.5.1- plan, write, edit and proofread work at text level independently on a
11.5.5- develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in
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
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
curricular topics
Value links Explore the theme of social problems and volunteering
Cross – curricular links Global problems
Previous learning Social problems
Plan
Resources
Beginning the lesson Summative Assessment-Speaking
20 minutes
5 minutes 11.5.2- use a wide range of vocabulary, which is appropriate to book, IWB
Aim: to consolidate vocabulary from the module
• Ss complete the task.
Answer Key
1rely 2 excavate 3 facilitate 4 navigate 5 evolve 6 depict 7
complement 8 adopt 9 accomplish 10 stimulate

11.6.6- use a growing variety of impersonal and cleft structures book
Aim: to practise cleft sentences
Answer Key
1 Berik has been doing all day is rehearse his presentation
2 where we gave the presentation was the Atakent
International Exhibition Centre
3 that Professor Jameson wanted to explain was how the
system worked
4 energy storage that Ulan’s presentation was about
5 are what you should use in your presentation
6 Aizhan enjoys most of all is designing websites
11.6.7- use a wide variety of simple perfect active and passive book, IWB
forms and a variety of perfect continuous forms on a wide
Aim: to practise the present perfect and the past perfect
(active & passive)
Answer Key
1have been looking
2had been used
3 Have you finished
4 had been travelling
5Had Michael been trained
6 have been working
7 had you been waiting
8 had not been checked
Ending the lesson Ex.6 p.62
5 minutes 11.5.1- plan, write, edit and proofread work at text level independently on a
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately;
Aim: to write a for-and-against essay

• Explain the task and give Ss time to plan and complete their work and then
check Ss’ answers.
• Assign the task as HW and check Ss’ answers in the next lesson.
We live in an increasingly visual world, and it is estimated that 65% of people
are visual learners. Without a doubt, slides are a popular tool for presentations,
but do they add or detract from the overall effect?
There are a number of benefits to using slides in presentations. To begin with,
slides facilitate understanding. For example, describing a set of data is time-
consuming and confusing, but a simple chart can express the information
clearly.
Furthermore, slides can easily be converted into handouts. This means that the
audience has something physical to take away with them, which adds value to
the presentation.
On the other hand, using slides has its drawbacks. Firstly, the right
equipment is necessary. Most venues can provide this, but sometimes the
presenter can find themselves responsible for bringing a laptop, projector and
screen. Secondly,
technical difficulties can arise. For instance, a presentation which relies too
much on slides can be ruined by a power cut.
To conclude, although there are drawbacks to using slides in presentations,
I believe the benefits outweigh them. It makes presentations more interesting
and effective.
Check your progress
Ask Ss to assess their own performance in the unit by ticking the listed
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
develop with minimal support coherent arguments supported
written genres in familiar general and curricular topics

Module 5 “Work and Inventions”
Lesson 1(49) Investigating in the World of Work p.63

Date: Class: 11
Teacher’s name:
Learning objectives 11.4.1- understand complex and abstract main points in extended texts on a wide range
contributing to 11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
11.1.5 - use feedback to set personal learning objectives;
11.1.6- organise and present information clearly to others;
11.1.8- develop intercultural awareness through reading and discussion;
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
11.6.1 use a variety of pre- and post- modifying noun structures on a wide range of
11.6.5- use a range of transitive and intransitive verb complementation patterns on a
11.1.9- use imagination to express thoughts, ideas, experiences and feelings;
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
provide an overview of the module; learn vocabulary related to investigating the world
of work;
provide an overview of the module; learn vocabulary related to investigating the
world of work, listen for specific information;
provide an overview of the module; module; learn vocabulary related to investigating
the
world of work, listen for specific information, talk about what factors are important in
a career
Vocabulary Office personalities: adaptor, workaholic, procrastinator, multitasker, delegator, yes-
man;
Investigating the world of work: working environment, salary/wage, level of
responsibility, supervisor, creativity, general job satisfaction, job recognition, future
prospects, collaborative work environment, good job security, extra benefits
provide an overview of the module; module; learn vocabulary related to investigating
the
world of work, listen for specific information, talk about what factors are important in
a career
Value links Explore the world of work
Cross – curricular Social Science, ICT
links
Previous learning “Timekeeping Devices”
Plan
Resources
Beginning the Module Objectives Student’s
lesson Read the title of the module Work & Inventions and ask Ss to suggest book,
5 minutes what they think the module will be about (the module is about office IWB
personalities, work, success in business, special talents, inventions and big
ideas). Go through the objectives list to stimulate Ss’ interest in the
module.
Main Activties Vocabulary Ex.1 p.63 Student’s
10 minutes 11.4.1- understand complex and abstract main points in extended texts on book,
a wide range of familiar and unfamiliar general and curricular topics; IWB,
11.4.3- skim a range of lengthy texts with speed to identify content DVD
Aim: to introduce vocabulary related to investigating the world of
work
• Direct Ss’ attention to the pictures and the speech bubbles, have Ss read
what they say and then match the people to the office personalities in the
list.
Answer Key
1A2E3C4B5D6F
10 minutes Listening Ex.2 p.63 Student’s
11.1.5 - use feedback to set personal learning objectives; book,
11.1.6- organise and present information clearly to others; IWB,
11.1.8- develop intercultural awareness through reading and discussion; Class CD,
11.2.2- understand specific information in unsupported extended talk on a Track 3.1
11.2.3- understand the detail of an argument in unsupported extended talk
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
topics;
11.6.1 use a variety of pre- and post- modifying noun structures on a wide
11.6.5- use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics;
• Ask Ss to read the list of job benefits and then play the recording.
• Ss listen and decide which benefits each speaker’s job offers.
1 working environment, creativity, general job satisfaction
2 collaborative work environment, general job satisfaction
3 level of responsibility, general job satisfaction
5 minutes OVER TO YOU! p.63 Student’s
11.1.6- organise and present information clearly to others; book
11.1.9- use imagination to express thoughts, ideas, experiences and
feelings;
topics;
11.5.3- write with grammatical accuracy on a wide range of general and
curricular topics;
11.5.6-- write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics;
11.6.1 use a variety of pre- and post- modifying noun structures on a wide
11.6.5- use a range of transitive and intransitive verb complementation
Aim: to personalise the topic; to express an opinion
Read out the question and elicit answers from Ss around the class.
The most important factor for me in a career is having general job
satisfaction. It’s true that having a large salary is very nice, but if y ou
don’t enjoy the work or hate the working environment then what’s the
point? Personally, I think it’s much better to be happy with what you’re
doing, and to have positive working relationships with your colleagues. I
can’t think of anything better than a job you love that has a nice
collaborative work environment where you feel satisfied and part of a
winning team!
Aim: to develop research skills; to expand on the topic
• Ss research online to find out how people from various countries around
the world value employee benefits. Ss present their findings to the class.
• Then have the class perform peer assessment and give feedback for Ss
to use to improve their performance.
Different countries have different cultures, so the way people value
employee benefits varies from country to country. These are just a few
examples of places where employees think differently.
In the USA, for example, there is a competitive business culture, so
people prefer jobs, which offer lots of future prospects. It is also quite a
modern country, so people would rather work under a supervisor who
allows them to be flexible and creative with their work.
In Australia, the cost of living is quite high, so people definitely need
jobs with good salaries. People there are quite relaxed by nature, so they
want a collaborative environment where they can share opinions and
come up with new ideas.
In Japan, careers are considered extremely important, so people look
for jobs that offer them responsibility and lots of future prospects.
Teamwork is heavily emphasised in workplaces there, too, so people
prefer to work in a collaborative environment.
When it comes to work, people’s preferences vary a lot. In my
opinion, it is the culture of a country that determines an employee’s
expectations of a job, as well as what he or she hopes to achieve from
working at a particular company.
Ending the lesson OVER TO YOU! p.63
10 minutes 11.1.6- organise and present information clearly to others;
11.3.6- navigate talk and modify language through paraphrase and correction in talk on
a wide range of familiar and some unfamiliar general and curricular topics ;
11.3.7 use appropriate subject-specific vocabulary and syntax to talk about a range of
topics;
11.5.6-- write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.6.1 use a variety of pre- and post- modifying noun structures on a wide range of
Aim: to develop research skills; to expand on the topic
• Ss research online to find out how people from various countries around the world
value employee benefits. Ss present their findings to the class.
• Then have the class perform peer assessment and give feedback for Ss to use to
improve their performance.
Different countries have different cultures, so the way people value employee benefits
varies from country to country. These are just a few examples of places where
employees think differently.
In the USA, for example, there is a competitive business culture, so people prefer jobs,
which offer lots of future prospects. It is also quite a modern country, so people would
rather work under a supervisor who allows them to be flexible and creative with their
work.
In Australia, the cost of living is quite high, so people definitely need jobs with good
salaries. People there are quite relaxed by nature, so they want a collaborative
environment where they can share opinions and come up with new ideas.
In Japan, careers are considered extremely important, so people look for jobs that
offer them responsibility and lots of future prospects. Teamwork is heavily emphasised
in workplaces there, too, so people prefer to work in a collaborative environment.
When it comes to work, people’s preferences vary a lot. In my opinion, it is the
culture of a country that determines an employee’s expectations of a job, as well as
what he or she hopes to achieve from
working at a particular company.
how do you plan to Learners have met the learning objective if they can: curricular
give more support? provide an overview of the module; module; learn vocabulary related links
How do you plan to to investigating the
challenge the more world of work, listen for specific information, talk about what ICT links
able learners? factors are important in a career Values links
challenge more able
learners to come up
with a strategy for
different types of
in this lesson
Module 5 “Work and Inventions” 5A
Lesson 2 (50) Considering Success in Business pp.64-65

Date: Class: 11
Teacher’s name:
Learning objectives 11.2.4- implied meaning in unsupported extended talk on a wide range of general and
that this lesson is curricular topics, including talk on a growing range of unfamiliar topics;
11.4.9 - recognize inconsistencies in argument in extended texts on a range of more
complex and abstract general and curricular topics;
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.1.8 - develop intercultural awareness through reading and discussion;
a wide range of familiar and some unfamiliar general and curricular topics;
variety of functions on a wide range of general and curricular topics;
topics;
listen and read for gist, read for specific information (multiple matching), learn
verb complementation;
verb complementation, talk about advantages and disadvantages of jobs;
verb complementation, talk about advantages and disadvantages of jobs, write/give a
presentation about a successful young entrepreneur from Kazakhstan or another
country
Vocabulary Nouns: hydroponics, jumble, entrepreneurship, fleet, conversion, fiver;
Phrasal verb: branch out [into] sth;
Adjective: carbon neutral;
Adverb: naively;
Phrases: brick-and-mortar store, joint venture
verb complementation, talk about advantages and disadvantages of jobs, write/give a
presentation about a successful young entrepreneur from Kazakhstan or another
country
Value links Explore the topic “Considering Success in Business”
links
Previous learning Vocabulary “Work and Inventions”
Plan
Resources
Beginning the Vocabulary Ex.1 p.64 Student’s
lesson 11.2.4- implied meaning in unsupported extended talk on a wide range of book,
5 minutes general and curricular topics, including talk on a growing range of IWB,
unfamiliar topics; Class CD,
11.4.1 - understand complex and abstract main points in extended texts on Track 3.2
a wide range of familiar and unfamiliar general and curricular topics;
Aim: to listen and read for gist

• Ask Ss to look at the title and the subheadings and elicit which of the
young entrepreneurs stands out from various Ss around the class.
• Then play the recording. Ss listen and read thetext and find out more
about them.
Answer Key
Arman Toskanbayev stands out for me because he started more than
one business.
Main Activities Reading & Listening Student’s
25 minutes Ex.2 p.64 book,
11.4.1 - understand complex and abstract main points in extended texts on IWB,
a wide range of familiar and unfamiliar general and curricular topics; DVD
11.4.9 - recognize inconsistencies in argument in extended texts on a
Aim: to read for specific information (multiple matching)
• Give Ss time to read the questions and the read the text again and
complete the task.
Answer Key
1B2B3A4C5C 6A7C
• Refer Ss to the Check these words box and ask Ss to look them up in the
Word List.
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.
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
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.
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
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
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.
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
11.3.6 - navigate talk and modify language through paraphrase and
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
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.
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;
topics;
11.5.8 - communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range of general
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.
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.
Ending the lesson Writing &Speaking Ex.7 p.65 Student’s

10 minutes 11.4.8- select and evaluate paper and digital reference resources to check book,
meaning and extend understanding; IWB
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
correspondence through a variety of functions on a wide range of general
Aim: to prepare a presentation on another successful young

entrepreneur from Kazakhstan or another country
• Give Ss time to research online and find out more information about
another young entrepreneur. Then give them time to use this information
to prepare a presentation. The task may be given as HT.
• Ask Ss to give their presentations to the class. Have the class perform
peer assessments and give feedback for Ss to use to improve their
performance if so desired.
My parents always say that it is never too early to make a success of
yourself and in the case of Maulen Akhmetov, they’re right. He was just
15 years old when he started his first business. He is hardworking and
ambitious and he wants to make a difference in the world. He is the CEO
of Kunde Café. This is a business that provides adults with mental
disabilities the opportunity to work and join a community. He managed to
convince the national government to provide subsidies to help pay Kunde
Café workers. As a result, 115 marginalised individuals have received
training through the Kunde Café so far.
Another of his businesses is Farmil, which develops innovative
indoor farming technologies. The idea is that supermarkets will be able to
grow a huge variety of fruit and vegetables indoors using aeroponics.
There will be no soil, no pesticides, no herbicides, 95% less water usage
and no logistics costs. Maulen’s idea is not only great for the people
living in Kazakhstan, but also for the planet too!
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 and read for gist, read for specific information
challenge the more (multiple matching), learn
able learners? verb complementation, talk about advantages and
prompt less able disadvantages of jobs, write/give a presentation about a
learners to engage in successful young entrepreneur from Kazakhstan or
whole class checking another country
with supportive
questioning
provide sentence
starters for final

Module 5 “Work and Inventions” 5B
Lesson 3 (51) Special Talents & Inventions pp.66-67

Date: Class: 11
Teacher’s name:
topics;
variety of written genres on general and curricular topics;
11.1.7 - develop and sustain a consistent argument when speaking or writing;
speakers on a range of general and curricular topics, including some unfamiliar topics;
topics;
a wide range of familiar and some unfamiliar general and curricular topics;
11.1.1- use speaking and listening skills to solve problems creatively and cooperatively
in groups;
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
topics;
a wide range of general and curricular topics;
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
learn vocabulary relating to special talents, listen and read for specific information,
read for specific information (T/F/DS), revise clauses of concession and multi-word
verbs, learn/revise pre-and post-modifying noun structures;
verbs, learn/revise pre-and post-modifying noun structures, listen and make notes;
verbs, learn/revise pre-and post-modifying noun structures, listen and make notes,
write/give a presentation on a scientist with many talents who left their mark on history
Vocabulary Special talents: study, draw, design, paint, invent, sketch;
Verbs: define, embody;
Nouns: concept, dissection, proportion, mastery;
Phrase: be apprenticed to
criteria learn vocabulary relating to special talents, listen and read for specific information,
verbs, learn/revise pre-and post-modifying noun structures, listen and make notes,
write/give a presentation on a scientist with many talents who left their mark on history
Value links Explore the topic of inventions
links
Previous learning “Considering Success in Business”
Plan
Resources
Beginning the Vocabulary Ex. 1 p.66 Student’s
Aim: to introduce vocabulary related to special talents
• Direct Ss to the pictures and read out the verbs in the list. Give Ss time
to complete the phrases under the pictures.
• Check Ss’ answers and elicit which talents Leonardo da Vinci
possessed.
Answer Key
1 painted 2 invented 3 designed 4 sketched 5 studied 6 drew
Leonardo da Vinci was able to paint, invent machines, design buildings
and bridges, sketch plants and animals, study human anatomy and draw
maps.
Main Activities Reading Ex. 2 p.66 Student’s
15 minutes 11.4.1 - understand complex and abstract main points in extended texts on book,
a wide range of familiar and unfamiliar general and curricular topics; IWB
11.4.3 - skim a range of lengthy texts with speed to identify content
Aim: to read for gist
• Elicit what else, if anything, Ss know about Leonardo da Vinci and
elicit questions about him from Ss around the class.
• Write four of them on the board.
• Ss read the text to see if they can answer them.
1 What is Leonardo da Vinci’s most famous painting? (‘Mona Lisa’)
2 What sorts of things did Leonardo da Vinci invent? (a robotic knight, a
parachute, a calculator, musical instruments, a bicycle and flying
machines)
3 What was the name of the famous sketch of the human body that he
drew? (‘Vitruvian Man’)
4 What subjects did Leonardo da Vinci study? (art, human anatomy,
engineering, botany, geology, music and more)
Ex. 3 p.67
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
Answer Key
1 DS 2 T 3 F 4 DS 5 F
the Word List.
Ex. 4 p.67
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
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.
Answer Key
1 dissections 2 Renaissance 3 intellectual 4 accurate 5 detailed 6 seek
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;
11.1.9 - 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
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;
11.3.4 - 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
curricular topics;
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.
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.
5 minutes Grammar Clauses of concession- Multi-word verbs Student’s

Ex.6 p.67 book,
11.6.14 - use a growing variety of more complex prepositional phrases IWB
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 revise clauses of concession and multi-word verbs
clauses of concession and multi-word verbs.
• Then give Ss time to find examples in the text.
Answer Key
clauses of concession: But, despite the fact that, Although
multi-word verbs: came up with, carry out
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
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
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
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.
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.
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
11.2.2 - understand specific information in unsupported extended talk on
a wide range of general and curricular topics, including talk on a growing
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.
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;
curricular topics;
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
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.
• Assign the task as HW and ask Ss to give their presentations in the
next lesson.
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.
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


Module 5 “Work and Inventions” 5C
Lesson 4 (52) Big Ideas p.68

Date: Class: 11
Teacher’s name:
Learning objectives 11.4.1 - understand complex and abstract main points in extended texts on a wide
that this lesson is range of familiar and unfamiliar general and curricular topics;
contributing to 11.4.2- understand specific information and detail in extended texts on a wide range
listen and read for gist
listen and read for gist, read for specific information
listen and read for gist, read for specific information (multiple matching)
Vocabulary Nouns: nanoparticle, tumour, tissue, hammer, evaporation;
Phrase: scrap materials
criteria listen and read for gist, read for specific information (multiple matching)
Value links Explore the topic of “Big Ideas”
links
Previous learning “Special Talents & Inventions”, Grammar: Clauses of concession- Multi-word
verbs, Pre-and Post-modifying noun structures
Plan
Resour
ces
Beginning the Reading & Listening Studen
lesson Ex. 1 p.68 t’s
15 minutes 11.4.1 - understand complex and abstract main points in extended texts on a book,
wide range of familiar and unfamiliar general and curricular topics; IWB,
11.4.2- understand specific information and detail in extended texts on a Class
wide range of familiar and unfamiliar general and curricular topics; Cd,
11.4.3- skim a range of lengthy texts with speed to identify content Track
meriting closer reading on a range of more complex and abstract, general 3.4
• Ask Ss to read the introduction and the titles and look at the pictures.
• Elicit why each person may be described as a ‘bright spark’.
• Play the recording. Ss listen and read the text and find out.
Answer Key
I think each person can be described as a bright spark because they are
all intelligent in different ways; Angela Zhang is a scientist, Emily
Cummins is an inventor and Derreck Kayongo is a community project
leader.
Main Activities Listening & Reading Studen
15 minutes Ex.2 p.68 t’s
11.4.2- understand specific information and detail in extended texts on a book,
wide range of familiar and unfamiliar general and curricular topics; IWB,
11.4.5- deduce meaning from context in extended texts on a wide range of DVD
• Ask Ss to read the questions.
• Then give them time to read the text and match the people to the
questions.
Answer Key
1B 2A3C4A5B6B7A8C
the Word List.
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.
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.
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.
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

Module 5 “Work and Inventions” 5C
Lesson 5 (53) Big Ideas p.69

Date: Class: 11
Teacher’s name:
Learning objectives 11.6.3- use a variety of adjectives complemented by that, infinitive and wh- clauses
that this lesson is on a wide range of general and curricular topics;
unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of general
11.2.7- understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics;
11.1.7- develop and sustain a consistent argument when speaking or writing;
11.3.4- evaluate and comment on the views of others in a growing variety of talk
topics;
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
learn/revise adjective complements, listen for specific information (multiple
choice), to compare and contrast ideas;
choice), to compare and contrast ideas, invent a device;
choice), to compare and contrast ideas, invent a device, write/give a presentation
about an invention by a young person in Kazakhstan or another country
Vocabulary Nouns: nanoparticle, tumour, tissue, hammer, evaporation;
Phrase: scrap materials
choice), to compare and contrast ideas, invent a device, write/give a presentation
about an invention by a young person in Kazakhstan or another country
Value links Explore the theme of “Big Ideas”
Previous learning Comparing, analyzing & ranking inventions
Plan
Resources
Beginning the Grammar Adjective complements Student’s
lesson Ex.5 A p.69 book, IWB
10 minutes 11.6.3- use a variety of adjectives complemented by that, infinitive
and wh- clauses on a wide range of general and curricular topics;
Aim: to revise adjective complements
• Refer Ss to the Grammar Reference section to revise adjective
complements.
• Then elicit examples in the text and have Ss check in the
Grammar Reference section.
Answer Key
was very shocked to be told
‘to be told’ is the passive form of the infinitive ‘to tell’

11.6.3- use a variety of adjectives complemented by that, infinitive book, IWB
and wh- clauses on a wide range of general and curricular topics;
Aim: to practise adjective complements

• Explain the task and give Ss time to match the two columns.
Answer Key
1c2e3a4f5d6b
11.2.2- understand specific information in unsupported extended Class CD,
talk on a wide range of general and curricular topics, including talk Track 3.5
on a growing range of unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide
11.2.7- understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
• Ask Ss to read the questions 1-5 and the possible answers and
think about what they key words might be.
• Play the recording. Ss listen and complete the task.
Answer Key
1A2C3B4C5A
Ending the lesson Speaking & Writing Student’s
creatively and cooperatively in groups;
11.1.7- develop and sustain a consistent argument when speaking or
writing;
feelings;
11.3.3- explain and justify own and others’ point of view on a range
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
curricular topics;
Aim: to compare and contrast ideas
• Ask Ss to work in small groups and compare and contrast the
projects in the text in Ex. 2 and then rank them in order of
importance.
• Ask various Ss to share their answers with the class and give
justification.
A: I think the idea to cure cancer is probably the most important
one. It will save many lives if it works.
B: Yes, I agree. And I think the least important one is the recycled
soap. I mean it’s useful, but not as important as curing cancer.
C: I see what you’re saying. But wouldn’t it be great for people in
developing countries to have access to better hygiene? It could
prevent a lot of diseases.
A: Hmmm, I see your point. Do you think it is more important than
the portable fridge?
C: I’m not sure. Tackling hygiene will save a huge amount of
lives. And the idea reduces waste which will help the environment.
But then the portable fridge can keep food and medicines cool
so potentially could also save lives.
B: You’re right, but I think the cancer cure is the most important,
then the recycled soap and then the portable fridge.
A: I agree.
C: Yeah. Me too.

11.1.1- use speaking and listening skills to solve problems book, IWB
11.3.4- evaluate and comment on the views of others in a growing
curricular topics;
Aim: to invent a device that could deal with a major problem

• Ask Ss to work in small groups and discuss ideas for a life-saving
device that needs inventing.
• Give Ss time to discuss their ideas and then write a few sentences.
• Then ask various Ss to read their sentences to the class.
Our invention is a device that can test, purify and add vitamins to
water. We want to invent a portable device similar to a vacuum
flask to keep water cool. The reusable metal flask will have the
ability to test water for any dangerous substances and pathogens
such as bacteria and viruses. It will also be able to filter and purify
water, before running it through large vitamin stores that can
dispense vitamins into the water before someone drinks it. This
would help prevent people dying from diseases related to dirty
water and help reduce malnutrition by providing vitamins which
will also help keep people healthy. It is also reusable, so it doesn’t
create a lot of waste.

11.4.8- select and evaluate paper and digital reference resources to book, IWB
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
Aim: to write about an invention by a young person in

Kazakhstan or another country
• Explain the task and give Ss time to research on the Internet and
collect information about an invention by a young person in
Kazakhstan or another country and prepare a presentation.
• Assign the task as HW and ask Ss to give their presentations
in the next lesson.
Gabit Nurumbetov
Gabit Nurumbetov is a young scientist from the Kazakh-British
Technical University who has been working in a research lab at the
University of Warwick in the UK. While testing medicines for the
pharmaceutical industry, he found the procedure to be expensive
and time-consuming. Due to these difficulties, he began working on
a new testing method with a view to making the process more
efficient.
Gabit produced some drawings and with the authorisation of the
chief researcher went on to build a device that can help with the
testing of pharmaceuticals. Although it does the same job as
the original testing process, Gabit’s device does it better and faster.
Gabit hopes to take his knowledge and ideas back to Kazakhstan
when he gains enough experience. He is a very ambitious scientist
and wants to use his research and ideas to improve the
pharmaceutical industry of Kazakhstan.
able learners? learning? links:
support less able learners by encouraging them to Learners have met the ICT
compare and contrast the ideas in the text in Ex.1 p.68. learning objective if they can: Values links
learn/revise adjective
complements, listen for specific
information (multiple choice), to
compare and contrast ideas,
invent a device, write/give a
presentation
about an invention by a young
person in Kazakhstan or another
country
Module 5 “Work and Inventions” 5 D
Module 4 Letters to the Editor p.70

Lesson 6 (54)
Date: Class: 11
Teacher’s name:
Learning 11.5.7 - use independently appropriate layout at text level on a wide range of general
objectives that and curricular topics;
this lesson is 11.4.5- deduce meaning from context in extended texts on a wide range of familiar
contributing to and unfamiliar general and curricular topics;
objectives analyse a rubric, to practise register
criteria analyse a rubric, practise register
Value links Explore the topic of For-and-against essay
Previous Adjective Complements, Collecting and presenting information about an Invention
learning
Plan
Beginning the Letters to the editor Resources
Student’s
lesson Writing Tip book, IWB
15 minutes Give Ss time to read through the Writing Tip and tell them that this
information will help them to write a letter to the editor successfully.
Main Activties Rubric analysis Student’s

10 minutes Ex. 1 p.70 book, IWB
11.5.7 - use independently appropriate layout at text level on a wide
• Give Ss time to read through the Writing Tip and tell them that this
information will help them to write a letter to the editor successfully.
• Then ask Ss to read the rubric and underline the key words. Then
elicit answers to the questions from Ss around the class.
Answer Key
Key words: job fairs, obsolete, dead, recruiters favouring online
applications, waste of time, disagree, write a letter to the editor,
explaining your views, giving reasons for your opinion, 150-200
words
1 the editor and readers of the science magazine
2 to explain my views on the points raised in the article and give
reasons for my opinions
3 formal style
4 2-3 – first second/third viewpoints with examples/reasons/results
Ending the Rubric analysis Student’s
lesson Ex. 2 p.70 book, IWB
15 minutes 11.4.5- deduce meaning from context in extended texts on a wide
topics;
Aim: to analyse a model text and practise register
• Give Ss time to read the model and the list of phrases A-H.
• Then have Ss replace the underlined phrases in the model with
suitable alternatives from the list.
Answer Key
1F2H3A4G5D 6C7B8E
section of the text that contains the answer. analyse a rubric, practise register

Module 5 “Work and Inventions” 5D
Lesson 7 (54) Letters to the Editor p.71

Date: Class: 11
Teacher’s name:
Learning objectives 11.1.1- use speaking and listening skills to solve problems creatively and
that this lesson is cooperatively in groups;
contributing to 11.1.7- develop and sustain a consistent argument when speaking or writing;
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;
topics;
11.5.7 - use independently appropriate layout at text level on a wide range of
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
11.1.4 - evaluate and respond constructively to feedback from others;
11.4.8 - select and evaluate paper and digital reference resources to check
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre,
curricular topics;
11.5.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics;
11.5.8 - communicate and respond to news and feelings in correspondence
through a variety of functions on a wide range of general and curricular topics;
11.6.3 - 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
11.6.14 - use a growing variety of more complex prepositional phrases including
analyse a rubric, to practise register, comment on/react to an article, write a letter
to the editor
analyse a rubric, to practise register, comment on/react to an article, write a letter
to the editor
Value links Explore the theme of “Letters to the editor”
ICT skills Working with URLs
Previous learning Rubric analysis
Plan
Resources
Beginning the lesson Commenting on/Reacting to an article Student’s
11.1.7- develop and sustain a consistent argument when speaking
or writing;
11.2.7 - understand speaker viewpoints and extent of explicit
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
11.3.6- navigate talk and modify language through paraphrase
curricular topics;
Aim: to practise commenting on/reacting to an article
Ask various Ss to express their opinions on job fairs using the
ideas in the model letter and their own ideas as well as the useful
language.
Personally, I don’t think that job fairs have become obsolete.
Considering the fact that they provide an excellent opportunity
for jobseekers to make connections and for employers to evaluate
potential candidates, it’s obvious that they have value. I say this
because we all know the value of a first impression and human
interaction.
Main Activities Your turn Student’s
11.5.7 - use independently appropriate layout at text level on a
Aim: to prepare for a writing task
• Ask Ss to read the rubric and answer the questions.
Answer Key
Key words: employment agencies are in decline, jobseekers
turning to job boards and social networking, employment
agencies, waste of time, disagree, write a letter to the editor,
explaining your views, giving reasons for your opinion, 150-200
words
1 I am writing to the editor of a science magazine.
2 I will write in a formal style because I am writing to someone I
do not know.
3 B because it is the most formal and polite.

11.5.5 - develop with minimal support coherent arguments book, IWB
supported when necessary by examples and reasons for a wide
range of written genres in familiar general and curricular topics;
Aim: to match viewpoints to examples/results
• Explain the task and give Ss time to match the reasons and the
examples/results.
• Then ask Ss to expand their answers into full sentences using
phrases from the Useful Language box.
Answer Key 1 b 2 c 3 a
Employment agencies can help jobseekers save time.
For example, they can search the job market for suitable
positions. As a result, applicants have more time to focus on
other parts of the application process.
Employment agencies give jobseekers increased exposure. In
particular, they have a direct line to potential employers.
Therefore, they can make sure that the application has not been
overlooked.
Employment agencies can provide constructive feedback. The
reason I say this is that they can give candidates advice about
their applications and interviews which will improve their
performance.
20 minutes 11.1.4 - evaluate and respond constructively to feedback from book, IWB
others;
11.4.8 - select and evaluate paper and digital reference resources
11.5.2 - use a wide range of vocabulary, which is appropriate to
11.5.3 - write with grammatical accuracy on a wide range of
curricular topics;
11.5.5 - develop with minimal support coherent arguments
11.5.6 - write coherently at text level using a variety of
connectors on a wide range of familiar general and curricular
topics;
correspondence through a variety of functions on a wide range of
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
Aim: to write a letter to the editor
• Give Ss time to complete the task using their answers in Ex. 5
and the rubric in Ex. 4 as well as the useful language box and the
plan to help them.
• Assign the task as HW and check Ss’ answers in the next
lesson.
Dear Sir/Madam,
I am writing in response to the article about employment
agencies you recently published in your science magazine. I am
totally opposed to the main points raised in the article.
Firstly, employment agencies can help jobseekers save time.
For example, they can look out for suitable positions. As a result,
applicants are free to focus on other parts of the application
process.
Secondly, employment agencies give jobseekers increased
exposure. In particular, they have a direct line to potential
employers. Therefore, they can make sure that the application
has not been overlooked.
Finally, employment agencies can provide constructive
feedback. This way, they can give candidates advice about their
applications and interviews which will improve their
performance.
In conclusion despite the popularity of online resources, I feel
that employment agencies are still highly effective as they save
jobseekers’ time, give them increased exposure and provide
constructive feedback. Thank you for considering my views.
Yours faithfully,
Aidar Zhaparov
challenge the more analyse a rubric, to practise register, comment on/react to an Values links
able learners? article, write a letter to the editor
monitor less able
participate and prompt
in their brainstorming
activity

Module 5 “Work and Inventions” 5 E
Lesson 8 (56) Made in the U.K. p.72 Culture Corner

Date: Class: 11
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 11.1.8 - develop intercultural awareness through reading and discussion;
topics;
topics;
read for specific information, listen and read for cohesion and coherence (open
cloze);
cloze),
rank inventions in order of importance;
cloze),
rank inventions in order of importance, prepare a poster with a timeline of important
scientists/inventors
Vocabulary Verb: fund;
Adjectives: composite, obscure;
Phrase: dispense cash
cloze),
rank inventions in order of importance, prepare a poster with a timeline of important
scientists/inventors
Value links Explore the theme of history of inventions
Cross – curricular History, ICT
links
Previous learning “Letters to the Editor”
Plan
Beginning the Ex.1 p.72 Resources
Student’s
lesson 11.1.10- use talk or writing as a means of reflecting on and book, IWB
5 minutes exploring a range of perspectives on the world;
11.1.8 - develop intercultural awareness through reading and
discussion;
feelings;
11.1.10 - use talk or writing as a means of reflecting on and
Aim: to introduce the topic and read for specific information
• Ask Ss to look at the pictures and the headings. Then elicit what,
if anything, Ss know about these inventions.
• Elicit various questions about them from Ss and write two of them
on the board.
• Then give Ss time to read the text and see if they can answer
them.
I know that reflecting telescopes allowed astronomers to see
into space. I also know that Alexander Graham Bell invented the
telephone.
Questions:
1 What were the first bicycles like? (They had one large wheel and
one small one and were very dangerous.)
2 Who invented the ATM? (James Goodfellow)
25 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
topics;
Aim: to read for cohesion and coherence (open cloze)
• Ask Ss to read the text again and give them time to complete the
gaps with an appropriate word.
Answer Key
1 since 2 by 3 instead 4 the 5 made 6 This 7 the/its 8 last/past 9
such 10 took 11 addition 12 which/that 13 was 14 order
• Refer Ss to the Check these words box and ask Ss to look them
11.2.7 - understand speaker viewpoints and extent of explicit book, IWB
11.3.3 - explain and justify own and others’ point of view on a
topics;
11.3.4 - evaluate and comment on the views of others in a growing
11.3.5 - interact with peers to make hypotheses and evaluate
curricular topics;
• Ask Ss to work in small groups.
• Give Ss time to consider the questions and discuss their answers
and rank the inventions in order of importance.
• Then ask various groups to tell the class.
The invention that impressed us the most is the jet engine
because the inventor was only 22 years old.
1 Telephone
2 ATM
3 Jet engine
4 Bicycle
5 Reflecting telescope
We think the telephone is the most important invention because it
allows us to communicate with one another. Without the telephone,
we wouldn’t have smartphones or the Internet. ATMs are very
important and are used widely all over the world. Jet engines are
next because they help us travel and transport goods all around the
world, next is bicycles
11.1.1- use speaking and listening skills to solve problems book, IWB
11.1.7 - develop and sustain a consistent argument when speaking
or writing;
feelings
curricular topics;
Aim: to present another important invention
• Give Ss time to think of another invention that is important and
write a few sentences about it.
• Then ask various Ss to present their inventions to the class.
Another important invention is the Internet. People use it every
day at work, to help with homework, check social media, watch TV
shows and much more. The World Wide Web was invented in 1989
by a British inventor called Tim Berners-Lee. Since then, though,
the Internet has come a long way and is much easier and more fun
to use than it used to be.
discussion;
curricular topics;
topics;
Aim: to prepare a poster about important scientists/inventors
from Kazakhstan or another country
information about important scientists or inventors from Kazakhstan
or another country and prepare a poster.
• Tell Ss to include a timeline with the facts in the rubric as well as
pictures.
• Ask various Ss to present their posters to the class.
• Assign the task as HW and ask Ss to present their posters in
the next lesson.
give more support? read for specific information, listen and read for cohesion and links
How do you plan to coherence (open cloze), rank inventions in order of importance,
challenge the more prepare a poster with a timeline of important scientists/inventors ICT links

Module 5 “Work and Inventions” 5F
Lesson 9 (57) How to Stand Out from the Crowd p.73

Date: Class: 11
Teacher’s name:
Learning objectives 11.1.9- use imagination to express thoughts, ideas, experiences and feelings;
that this lesson is 11.2.4- implied meaning in unsupported extended talk on a wide range of general and
contributing to curricular topics, including talk on a growing range of unfamiliar topics;
11.4.1- understand complex and abstract main points in extended texts on a wide
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;
listen and read for gist, read for specific information (T/F);
listen and read for gist, read for specific information (T/F), talk about how to stand
out from the crowd when looking for a job;
out from the crowd when looking for a job, prepare a presentation on standing out
from the crowd when job-hunting
Vocabulary Verbs: trawl, tailor;
Nouns: jargon, branding, perseverance;
Adjectives: clichéd, elusive
out from the crowd when looking for a job, prepare a presentation on standing out
from the crowd when job-hunting
Value links Telling about Looking for a Job
Cross – curricular Social life
links
Previous learning Culture Corner “Made in UK”
Plan
Resources
Beginning the Ex.1 p. 73 Student’s
lesson 11.1.9- use imagination to express thoughts, ideas, experiences and book, IWB,
15 minutes feelings; Class CD,
11.2.4- implied meaning in unsupported extended talk on a wide Track 3.7
Aim: to introduce the topic; to listen and read for gist
• Direct Ss to the title and the subheadings in the text and elicit what
they think it is about and what some ways of standing out from the
crowd are.
• Play the recording. Ss listen and read and find out.
Answer Key
I think the text is about how to be noticed more than other applicants
when applying for a job.
Some ways of standing out from the crowd are by having an
interesting CV that shows your skills clearly, by getting some
relevant work experience or by having a good reputation online with
business social networks.
Main Activities Ex.2 p. 73 Student’s
5 minutes 11.4.1- understand complex and abstract main points in extended book, IWB,
texts on a wide range of familiar and unfamiliar general and DVD
curricular topics;
Aim: to read for specific information (T/F)
• Ask Ss to read the pieces of advice and then give them time to read
the text again and decide which ones are true.
• Elicit answers from Ss around the class and ask them to justify their
answers.
Answer Key
1 False – You should tailor your CV to the job.
2 False – You should avoid using jargon and cliched wording.
3 True – You should be able to prove you claims with concrete
examples.
4 False – The article does not mention volunteering or other unpaid
work.
5 True – You should market yourself and you can showcase your
work.
in the Word List.
11.3.3- explain and justify own and others’ point of view on a range book, IWB
topics;
• Ask Ss to read the text again and make notes.
• Then have Ss work in pairs and tell their partner how to stand out
from the crowd when looking for a job.
You can stand out from the crowd by creating an interesting CV that
demonstrates your skills clearly. Remember to adapt it to the job you
are applying for. You can also stand out from other applicants by
proving yourself by getting some relevant work experience or even
by finding a way to showcase your skills. Another tip is to boost your
reputation online by using business social networks. Last but not
least, having a good attitude is likely to make you stand out. Stay
positive and persevere even if you are rejected a few times at first.
10 minutes 11.4.8- select and evaluate paper and digital reference resources to book, IWB
topics;
a wide range of familiar general and curricular topics;
11.5.8- communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range of
topics
Aim: to present information on standing out from the crowd
when job-hunting
• Give Ss time to research online and collect more information about
how to stand out from the crowd when job-hunting and prepare a
presentation. Ask various Ss to present their information to the class.
• Assign the task as HW and ask Ss to give their presentations in
the next lesson.
One way to stand out from the crowd when job-hunting is to make
sure your CV is as good as it possibly can be. There are lots of things
you can do to make sure yours makes a good impression.
Firstly, emphasise your results, not your responsibilities.
Explain why employers should choose you and highlight any
progress you’ve made or targets you’ve met. Demonstrating this
effectively to potential employers will show them what they can
expect from you in the future. Another great way to impress
companies is to share your industry knowledge. If you don’t have
much experience yet, you can do some research online about the job
and what it involves.
First impressions count so make sure your CV is error-free and easy
on the eye. Using easy-to-read fonts like Arial help employers read
about you easily with little effort. But don’t forget to proofread your
CV – spelling and grammatical errors can put an employer off and
cause you to miss out on a job offer.
Finally, you could include a cover letter with your CV. A cover letter
gives you the opportunity to provide the company with some
background information about yourself. Here, you can also include
some details of why you want that specific job and why they should
consider you. Oh, and don’t forget to include the details of someone
who can provide you with a glowing reference!
how do you plan Learners have met the learning objective if they can: curricular
to give more listen and read for gist, read for specific information (T/F), talk about links
support? How do how to stand out from the crowd when looking for a job, prepare a ICT
you plan to presentation on standing out from the crowd when job-hunting Values links
challenge the
more 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


Date: Class: 11
Teacher’s name:
contributing to 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;
present/practise phrasal verbs, practise prepositional phrases, to practise
collocations, practise word formation, to consolidate words often
confused
present/practise phrasal verbs, practise prepositional phrases, to practise
collocations, practise word formation, to consolidate words often
confused
Value links Science achievement of Kazakhstani students
ICT skills Using pictures, working with URLs
Previous learning Telling about Looking for a Job

Plan
Resources
Beginning the Phrasal Verbs/Prepositions Student’s
10 minutes 11.5.2- use a wide range of vocabulary, which is appropriate to
• Explain the task and ask Ss to use the phrasal verbs in the diagram
to complete it.
Answer Key
1 carried over 2 blow over 3 win over 4 sign over 5 get over
6 go over
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;
answers.
Answer Key 1 in 2 from 3 to 4 to
5 minutes Ex. 3 p74 book, IWB
answers.
Answer Key
1 potential 2 aspiring 3 joint 4 collaborative
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
answers.
Answer Key
1 evaporation 2 conversion 3 wasteful 4 perseverance
5 minutes Words often confused Student’s
Ex.5 p.74 book, IWB
answers.
Answer Key
1 survive 2 rejection 3 achieve 4 proportions
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.
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
5 minutes
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
with supportive
questioning
provide sentence
starters for final
challenge more able
learners to structure
final writing to
include key words
Lesson 11 (59) Into the Unknown p.75

Summative Assessment for the Module 5 “Work and Inventions”
Date: Class: 11
Teacher’s name:
Learning objectives that 11.4.7- recognize patterns of development in lengthy texts [inter-paragraph
this lesson is level] on a range of more complex and abstract general and curricular topics;
unfamiliar topics;
11.2.4- implied meaning in unsupported extended talk on a wide range of
topics
Assessment criteria Learners have met the learning objective if they can: present the project about
living in the city and in the country
Value links Exploration of unknown
Cross – curricular links Traveling
Plan
Beginning the lesson Reading Resources
Student’s
11.4.7- recognize patterns of development in lengthy texts
[inter-paragraph level] on a range of more complex and abstract
Aim: to read for cohesion and coherence (missing sentences)
• Ask Ss to read the statements A-F and think about the key
words.
• Give Ss time to read the text and choose the correct sentence
for each gap.
Answer Key 1 C 2 F 3 A 4 E 5 D
5 minutes Listening Student’s
Ex.2 p.75 book, IWB,
11.2.2- understand specific information in unsupported Class CD,
extended talk on a wide range of general and curricular topics, Track 3.8
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
• Play the recording. Ss listen and choose their answers.
Answer Key 1 B 2 C 3 B 4 C 5 C
Main Activities Summative Assessment for the Module 5 “Work and Copies of SA
20 minutes Inventions”
5 minutes
learners where they

Lesson 12 (60) Progress Check p.76

Date: Class: 11
Teacher’s name:
contributing to 11.6.3- use a variety of adjectives complemented by that, infinitive and wh-
11.6.5- use a range of transitive and intransitive verb complementation patterns
11.6.1- use a variety of pre- and post- modifying noun structures on a wide
curricular topics;
11.5.4- use style and register to achieve an appropriate degree of formality in a
11.5.6- write coherently at text level using a variety of connectors on a wide
11.5.7- use independently appropriate layout at text level on a wide range of
11.5.8- communicate and respond to news and feelings in correspondence
through a variety of functions on a wide range of general and curricular topics;
11.5.9- punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy
curricular topics
curricular topics
Previous learning “Into the Unknown”
Plan
Resources
Answer Key
1 sanitised 2 tailored 3 invested 4 decoded 5 bent 6 sought 7
embodied 8 obscured 9 achieved 10 imported
Main Activities Ex.4 A p.76 Student’s

10 minutes 11.6.3- use a variety of adjectives complemented by that, book, IWB
curricular topics;
curricular topics;
Aim: to practise adjective complements and transitive &
intransitive verb
complementation patterns
Answer Key 1 d 2 e 3 b 4 a 5 c

11.6.3- use a variety of adjectives complemented by that, book, IWB
curricular topics;
curricular topics;
Aim: to practise adjective complements and transitive &
intransitive verb complementation patterns
Answer Key A 2 B 3 C 5 D 1 E 4

11.6.1- use a variety of pre- and post- modifying noun book, IWB
structures on a wide range of general and curricular topics;
Aim: to practise pre-modifying and post-modifying noun
structures
Answer Key
pre-modifying: five-minute break, university lab, rogramming
course
post-modifying: spectrometer which is linked to a tablet, tablet
with pre-installed apps
Ending the lesson Writing Student’s
11.5.3- write with grammatical accuracy on a wide range of
11.5.4- use style and register to achieve an appropriate degree
of formality in a wide variety of written genres on general and
curricular topics;
11.5.5- develop with minimal support coherent arguments
range of written genres in familiar general and curricular topics
11.5.6- write coherently at text level using a variety of
topics;
11.5.7- use independently appropriate layout at text level on a
11.5.8- communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range
11.5.9- punctuate written work at text level on a wide range of
general and curricular topics with a good degree of accuracy
Aim: to write a letter to the editor
• Explain the task and give Ss time to plan and complete their
work using the prompts and then check Ss’ answers. You can
write the points discussed in the Suggested Answer Key
on the whiteboard to help Ss.
lesson.
Dear Sir/Madam,
I am writing in response to the article about face-to-face job
interviews you recently published on your news website. I am
totally opposed to the main points raised in the article.
Firstly, interviews allow the person to be screened properly.
For example, in an online interview a person can give false
information about age, gender or race. In a face-to-face
interview it is not possible to lie about these things.
Secondly, conventional interviews allow employers to read
non-verbal communication. For instance, the interviewer can
read the applicant’s body language and their level of nthusiasm
for the position more easily when the applicant is sitting
opposite them.
Finally, the interviewee has a better chance to make a good
impression in a face-to-face meeting. I say this because they
can expand on any points and use positive gestures and body
language to impress the interviewer. This is simply not possible
online.
In conclusion, I feel that face-to-face interviews are highly
effective as they screen candidates, show body language and
allow candidates to make a good impression. I hope to see other
readers’ opinions on the topic.
Yours faithfully,
John Smith
Ending the lesson Check your progress
5 minutes Ask Ss to assess their own performance in the unit by ticking the listed

Module 6 “STEM” MODULE PAGE
Lesson 1(61) STEM is Part of Modern World p.77

Date: Class: 11
Teacher’s name:
Learning objectives 11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on
that this lesson is a range of familiar and some unfamiliar general and curricular topics;
contributing to 11.3.7 use appropriate subject-specific vocabulary and syntax to talk about a range of
topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
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
topics;
11.5.6-- write coherently at text level using a variety of connectors on a wide range of
more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on
provide an overview of the module; to listen and read for coherence & cohesion
Vocabulary STEM: developer, engineer, science, advisor, network
provide an overview of the module; to listen and read for coherence & cohesion
Value links Explore the world of STEM
Cross – curricular Social Science, ICT
links
Previous learning “Work & Inventions”
Plan
Resourc
es
lesson Read the title of the module STEM and ask Ss to suggest what they think s book,
5 minutes the module will be about (the module is about STEM, intelligent energy IWB
storage, energy storage solutions and analysing academic language). Go
Main Activties Vocabulary Student’
11.3.5 - interact with peers to make hypotheses and evaluate alternative IWB
curricular topics;
topics;
Aim: to introduce the topic of STEM
• Direct Ss’ attention to the title. Elicit which academic subjects/fields
STEM includes.
• Elicit what else Ss know about STEM.
STEM includes the fields of science, technology, engineering and
mathematics because that is what the letters stand for. Jobs related to
STEM are growing in popularity.
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.
Answer Key
1 science 2 developer 3 network 4 engineer 5 advisor
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
between speakers on a range of general and curricular topics, including
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
topics;
11.5.1 - plan, write, edit and proofread work at text level independently
• 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.
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
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
11.3.5 - interact with peers to make hypotheses and evaluate alternative
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.
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;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-
curricular topics;
curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently
11.5.6-- write coherently at text level using a variety of connectors on a
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
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.
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!
give more support? provide an overview of the module; to listen and read for coherence links
How do you plan to & cohesion
challenge more able
learners to come up
with a strategy for
different types of
in this lesson
Module 6 “STEM” 6A
Lesson 2 (62) Intelligent Energy Storage pp.78-79

Date: Class: 11
Teacher’s name:
Learning objectives 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
that this lesson is of familiar and some unfamiliar general and curricular topics;
contributing to 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
topics;
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
topics;
topics;
topics with a good degree of accuracy;
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
listen for specific information (answer questions), read for specific information
(multiple choice);
(multiple choice), revise verb complementation and present/past tenses;
(multiple choice), revise verb complementation and present/past tenses, give a
presentation about energy storage benefits.
Vocabulary Energy sources - Renewable: solar power, wind power, hydro(electric) power,
geothermal energy, wave power, biomass, biofuels, biogas;
Non-renewable: coal, petroleum, natural gas;
Verbs: fluctuate, outweigh;
Nouns: decarbonisation, decentralisation, grid;
Adjectives: intermittent
(multiple choice), revise verb complementation and present/past tenses, give a
presentation about energy storage benefits
Value links Explore the topic “Intelligent Energy Storage”
links
Previous learning Vocabulary “Intelligent Energy Storage”
Plan
Resourc
Beginning the Vocabulary es
Student’
lesson Ex.1 p.78 s book,
5 minutes 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk IWB
topics;
Aim: to introduce key vocabulary relating to the topic
• Read out the list of renewable and non-renewable energy sources.
• Give Ss time to think about the difference between them and elicit
The difference between renewable and non-renewable energy sources is
that renewable energy sources do not run out, whereas non-renewable
energy sources are only available in a limited amount.
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
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.
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.
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
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.
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
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)
• Then give Ss time to read the text and choose their answers according
to what they read.
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.
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’.
the Word List.
Ex.5 p.79
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
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.
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
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’
11.1.2 - use speaking and listening skills to provide sensitive feedback to IWB
peers;
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.
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
11.5.7 - use independently appropriate layout at text level on a wide range
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
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.
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.
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
with supportive
questioning
provide sentence
starters for final

Module 6 “STEM” 6B
Lesson 3 (63) Energy Storage Solutions pp.80-81

Date: Class: 11
Teacher’s name:
Learning 11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives that which is spelt accurately;
this lesson is 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
contributing to reading on a range of more complex and abstract, general and curricular topics;
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on
topics;
topics;
topics;
objectives listen and read for cohesion and coherence (missing sentences), revise future tenses;
listen and read for cohesion and coherence (missing sentences), revise future tenses,
listen for specific information (multiple matching);
listen and read for cohesion and coherence (missing sentences), revise future tenses,
listen for specific information (multiple matching), talk about energy storage
solutions, write about energy storage solutions.
Vocabulary Energy storage solutions: hydrogen, batteries, air, tower, hydro); Nouns (capacity,
kinetic energy, crane;
Adjectives: surplus, pressurised;
Phrases: off the grid, concrete blocks
criteria listen and read for cohesion and coherence (missing sentences), revise future tenses,
listen for specific information (multiple matching), talk about energy storage
solutions, write about energy storage solutions.
Value links Explore the topic of Energy Storage Solutions
Cross – Science
curricular links
Previous “Intelligent Energy Storage”
learning
Plan
Resourc
es
Beginning the Vocabulary Ex. 1 p.80 Student’
lesson 11.5.2- use a wide range of vocabulary, which is appropriate to topic and s book,
Aim: to introduce vocabulary related to the topic
• Direct Ss to the pictures and the list of words.
• Give Ss time to label the pictures using the words in the list. Then,
check Ss' answers.
Answer Key
1 hydro 2 tower 3 air 4 batteries 5 hydrogen
Main Activities Reading Ex. 2 p.80 Student’
15 minutes 11.4.3 - skim a range of lengthy texts with speed to identify content s book,
meriting closer reading on a range of more complex and abstract, general IWB
Aim: to read for specific information (comprehension question)
• Ask Ss to read the text.
• Elicit how each energy storage solution works from Ss around the class.
Batteries contain chemicals that help store energy. Pumped hydro
storage pumps water uphill in order to generate energy as it runs down
again.
Hydrogen energy storage keeps the energy generated by solar power as
hydrogen in tanks.
The energy storage tower works by storing energy by building blocks up
and releasing it as they are lowered.
Compressed energy storage works by compressing air underground then
heating and releasing it to turn a generator.
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
the Word List.
Ex. 4 p.81
• 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
5 minutes Grammar Future Tenses (Future Simple/continuous, Future Student’

Perfect/continuous) s book,
Ex.5 A p.81 IWB
Aim: to identify future tenses
• Explain the task and give Ss time to read through the text again and
identify the future tenses it contains.
• Ask Ss to explain how each future tense in the text is used. Refer Ss to
the Grammar Reference section at the back of their books for more
details.
Answer Key
will have almost doubled (future perfect – for actions that will be
completed by a certain time in the future)
will have been generating (future perfect continuous – for actions that
will continue to happen up until a certain time in the future)
will we be using (future continuous – for actions that will continue to
happen for a period of time in the future)
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
• Give Ss time to complete it.
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
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.
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-
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.
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;
curricular topics;
progressive aspect] on a wide range of general and curricular topics
Aim: to research and present energy storage solutions

• Read the rubric aloud and give Ss time to research online and find out
about energy storage solutions used in Kazakhstan and another country.
• Assign the task as HW and ask Ss to share their answers in the next
lesson.
In the last decade, Kazakhstan has been producing more energy from
renewable energy sources than it had ever produced before. However,
when surplus energy is produced, it needs to be stored.
Kazakhstan is using a few of the energy storage solutions we have
looked at to improve on old systems the country had been using
previously.
Firstly, Samruk Energy have teamed up for two projects with Primus
Power to introduce EnergyPod storage technology to Kazakhstan. These
are types of flow battery that have a large capacity and before long, they
will have made the grid more efficient.
Kazakhstan also uses pumped hydro storage. This is especially
popular in the Almaty region which is home to the majority of
Kazakhstan’s hydropower plants.
In Sweden, electricity use per person is very high, but it has one of
the lowest CO2 emission rates per capita. This is because more than half
of the country's electricity is from renewable sources and generation is
almost completely decarbonised. This clean energy is mainly stored in
batteries, and many Swedish companies are leading the way in
developments in battery technology.
Battery storage is probably the most popular solution in countries with a
high population density, but in Kazakhstan we have the luxury of space.
This means we will be able to build different types of storage facilities,
like pumped hydro, which do not contain chemicals like batteries do. In a
couple of years, Kazakhstan will have been working on renewable energy
solutions for a decade. Who knows how much more progress will have
been made by then?
how do you plan learners’ learning?
to give more Learners have met the learning objective if they can: ICT
support? How listen and read for cohesion and coherence (missing Values links
do you plan to sentences), revise future tenses, listen for specific
challenge the information (multiple matching), talk about energy
more able storage solutions, write about energy storage solutions.
learners?
challenge more
able learners to
talk about energy
storage solutions,
write about
energy storage
solutions

Module 6 “STEM” 6C
Lesson 4 (64) Analysing Academic Language p.82

Date: Class: 11
Teacher’s name:
Learning objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
that this lesson is 11.4.3- skim a range of lengthy texts with speed to identify content meriting closer
contributing to reading on a range of more complex and abstract, general and curricular topics;
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a
11.3.1- use formal and informal language registers in talk on a range of general and
listen and read for specific information (answer questions)
Vocabulary Nouns : joint, infection, inflammation;
Adjectives: objective, subjective
criteria listen and read for specific information (answer questions)
Value links Explore the topic of “Big Ideas”
links
Previous learning Energy Storage Solutions, Future Tenses
Plan
Resour
ces
Beginning the Vocabulary &Reading Studen
lesson Ex. 1 p.82 t’s
15 minutes 11.1.9 - use imagination to express thoughts, ideas, experiences and book,
feelings; IWB,
11.4.3- skim a range of lengthy texts with speed to identify content Class
meriting closer reading on a range of more complex and abstract, general CD,
and curricular topics; Track
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and 3.13
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
Aim: to introduce the topic; to read for specific information; to listen and
read for gist
• Elicit guesses from Ss as to what the prefix 'arthr-' and the suffix '-itis'
mean and when we use them.
• Elicit any other technical terms or characteristics of scientific writing Ss
are familiar with.
• Play the recording for Ss to check their answers.
The prefix ‘arthr’ means joint and the suffix ‘itis’ means inflammation or
infection. We join them with other word parts; ‘arthr’ could be used in
medicine or taxonomy and ‘itis’ is often used in medicine. Other
characteristics of scientific writing are that it has irregular plurals, uses
passive voice and contains facts and figures, and not many descriptive
adjectives.
Main Activities Ex.2 p.82 Studen
15 minutes 11.4.2- understand specific information and detail in extended texts on a t’s
wide range of familiar and unfamiliar general and curricular topics; book,
11.4.6 - recognize the attitude, opinion or tone of the writer in extended IWB,
texts on a range of more complex and abstract general and curricular DVD
topics;
Aim: to read for specific information (answer questions)
• Read out the questions and give Ss time to read the text again and find
the answers.
• Check Ss' answers around the class.
Answer Key
1 A lot of scientific language comes from the Greek and Latin languages.
2 Forming plurals is different in scientific writing because many of them
are irregular. Instead of using common plural endings such as -s, -es or -ies,
scientific words often end with -i, -a, or -ae in the plural.
3 The characteristics of scientific texts include use of the passive voice,
statistics and objective statements.
4 The writer feels that learning technical vocabulary can be difficult, but
that lots of people find it tricky and so should practise and not give up.
• Refer Ss to the Check these words box and ask Ss to look them up in the
Word List.
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
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
11.3.1- use formal and informal language registers in talk on a range of
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.
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.
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

Module 6 “STEM” 6C
Lesson 5 (65) Analysing Academic Language p.83

Date: Class: 11
Teacher’s name:
Learning objectives 11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a
that this lesson is wide range of general and curricular topics;
unfamiliar topics;
11.2.2 - understand specific information in unsupported extended talk on a wide
unfamiliar topics;
topics;
higher-order thinking questions on a range of general and curricular topics,
including some unfamiliar topics;
topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range
of familiar general and curricular topics;
listen and read for specific information (answer questions), learn/revise affixes
(prefixes and suffixes)
(prefixes and suffixes), listen for specific information (gap fill), practise giving
reasons, highlighting and introducing an opposing point
reasons, highlighting and introducing an opposing point, write about characteristics
of scientific language/writing.
Vocabulary Nouns : joint, infection, inflammation;
Adjectives: objective, subjective
reasons, highlighting and introducing an opposing point, write about characteristics
of scientific language/writing.
Value links Explore the theme of “Teaching & Learning Scientific Language”
Previous learning Analysing Academic Language
Plan
Resources
Beginning the Grammar Adjective complements Student’s
5 minutes 11.6.4 - use a range of affixes with appropriate meaning and correct
Aim: to practise affixes (prefixes and suffixes)
• Refer Ss to the Appendix to revise affixes.
• Then explain the task and give Ss time to complete it.
Answer Key
1 misunderstood 2 non-members 3 lengthen 4 understaffed 5
trainee 6 interactive
11.2.2- understand specific information in unsupported extended Class CD,
talk on a wide range of general and curricular topics, including talk Track 3.14
11.2.8 - recognize inconsistencies in argument in extended talk on a
topics;
Aim: to listen for specific information (gap fill)
• Ask Ss to read the sentences 1-8.
• Play the recording. Ss listen and fill in the missing information.
Answer Key
1 science 2 scientific 3 new words 4 different meaning 5 keywords
terminology 6 (common) roots 7 wall display
8 define
Listening & Speaking Student’s

11.1.10- use talk or writing as a means of reflecting on and Class CD,
exploring a range of perspectives on the world; Track 3.15
11.2.1 - understand the main points in unsupported extended talk on
a wide range of general and curricular topics, including talk on a
11.2.2 - understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including talk
topics;
Aim: to listen for gist
• Read the questions in the rubric.
• Play the recording. Ss listen and decide on the answers.
The first student thinks that playing memory games is a good idea,
whereas the second student thinks they are only suitable for younger
children. Both students agree that visuals, such as picture
dictionaries and props, can help students to remember new words.
They also both believe that it’s a good idea to teach vocabulary
through learning prefixes, suffixes and roots of scientific words.
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
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
topics;
11.3.2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general
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.
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
11.5.1 - plan, write, edit and proofread work at text level
11.5.6 - write coherently at text level using a variety of connectors
on a wide range of familiar general and curricular topics;
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.
• Assign the task as HW and ask Ss to share their answers in
the next lesson.
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?
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.

Module 6 “STEM” 6 D
Module 4 Public Speaking p.84-85

Lesson 6 (66)
Date: Class: 11
Teacher’s name:
Learning 11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
objectives that higher-order thinking questions on a range of general and curricular topics, including
this lesson is some unfamiliar topics;
contributing to 11.3.3 - explain and justify own and others’ point of view on a range of general and
topics;
topics;
Lesson All of the learners will be able to:
objectives analyse a rubric, analyse a model speech
criteria analyse a rubric, analyse a model speech
Value links Explore the topic of Public Speaking – Giving a speech/presentation

ICT skills Using tables & pictures, working with URLs
Previous Academic Language
learning
Plan
Resources
Beginning the Rubric analysis Student’s
lesson Writing Tip Ex.1 p.84 book, IWB
15 minutes 11.3.2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general and
11.3.3 - explain and justify own and others’ point of view on a range
topics;
• Ask Ss to read the Writing Tip box. Explain any points Ss are
unsure about.
• Ask Ss to read the rubric, identify, and underline the key words.
Answer Key
Key words: you work for, renewable energy company,
speech, students, storing energy in flow batteries,
Kazakhstan, 200-250 words
1 I will be giving my speech to students.
2 My speech will be about storing energy in flow batteries in
Kazakhstan.
4 The purpose of the speech is to inform.
Main Activties Model Analysis Student’s
10 minutes Ex. 2 p.84 book, IWB,
11.2.1 - understand the main points in unsupported extended talk on a Class CD
wide range of general and curricular topics, including talk on a Track 3.16
topics;
• Play the recording. Ss follow in their books and decide which
paragraph (A-C) contains the ideas listed.
Answer Key 1 C 2 B 3 A
Ending the Ex.3 p.83 Student’s
lesson 11.1.9 - use imagination to express thoughts, ideas, experiences and book, IWB
15 minutes feelings;
11.1.10 - use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
11.3.1 - use formal and informal language registers in talk on a range
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;
Aim: to learn about emotional language
• Read the Study Skills box aloud and elicit how the speaker uses
emotional language in the opening of the model.
• Elicit what emotions/reactions this technique triggers in the
audience.
The speaker uses emotional language in the opening of the
presentation by using negative adjectives such as ‘dark’ and
‘contaminated’. They also use imagery to make the audience picture
pollution in the place where they live. This will draw the audience’s
attention to the issue and also make them feel concerned.
encouraging them to analyse a rubric, analyse a objective if they can: Values links
model speech analyse a rubric, analyse a model
speech

Module 6 “STEM” 6 D
Module 4 Public Speaking p.85

Lesson 7 (67)
Date: Class: 11
Teacher’s name:
Learning 11.5.4- use style and register to achieve an appropriate degree of formality in a wide
objectives that variety of written genres on general and curricular topics;
this lesson is 11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
contributing to range of more complex and abstract general and curricular topics;
unfamiliar topics;
topics;
topics;
Lesson All of the learners will be able to:
objectives analyse a rubric, analyse a model speech
Most of the learners will be able to:
analyse a rubric, analyse a model speech, revise/learn about opening/closing
techniques, match benefits to justifications;
analyse a rubric, analyse a model speech, revise/learn about opening/closing
techniques, match benefits to justifications, write a speech
criteria analyse a rubric, analyse a model speech, revise/learn about opening/closing
techniques, match benefits to justifications, write a speech
Value links Explore the topic of Public Speaking – Giving a speech/presentation
ICT skills Using tables & pictures, working with URLs
Previous Academic Language
learning
Plan
Beginning the Opening/Closing techniques Resources
Student’s
lesson Ex.4 A p.85 book, IWB
15 minutes 11.5.4- use style and register to achieve an appropriate degree of
topics;
Aim: to identify introductions and conclusions of a speech
• Ask Ss to read the extracts (A-D) and decide which ones are from
introductions and which are from conclusions.
Answer Key Introductions: A, D Conclusions: B, C

11.4.6 - recognize the attitude, opinion or tone of the writer in book, IWB
curricular topics;
topics;
Aim: to identify opening and closing techniques
• Ask Ss to read the extracts (A-D) again and match them to the
opening/closing techniques (1-4).
Answer Key 1 B 2 D 3 A 4 C

11.4.6 - recognize the attitude, opinion or tone of the writer in book, IWB
curricular topics;
Aim: to identify opening and closing techniques in a model speech
• Give Ss time to read the introduction and conclusion of the model
again and decide which techniques the speaker uses.
Answer Key
Opening technique: narrate a story
Closing technique: ask a rhetorical question
Main Activties Your Turn Student’s
10 minutes Ex. 5 p.85 book, IWB
11.3.3 - explain and justify own and others’ point of view on a range
topics;
Answer Key
1 I will be talking to students.
2 I will talk about energy storage towers.
3 The purpose of the speech is to inform.
Ex. 6 A p.85 Student’s

11.5.2- use a wide range of vocabulary, which is appropriate to topic book, IWB
Aim: to prepare for a writing task; to expand ideas into
sentences
• Explain the task and give Ss time to expand the ideas into
sentences.
Answer Key
2 It requires a crane that is 120 metres tall with six arms and concrete
blocks that weigh 35 tons each.
3 The system is controlled by innovative software.
4 When the electricity demand decreases, the crane uses surplus
power to build a tower of blocks.
5 When demand increases, the crane lowers the blocks using gravity.
6 The potential energy in the blocks is converted into electricity by a
turbine.
Ex. 6 B p.85 Student’s

Aim: to match benefits to justifications
• Explain the task and give Ss time to match the benefits (1-4) to
their justifications (A-D).
Answer Key 1 C 2 D 3 B 4 A
Ending the Ex. 7 p.85 Student’s
lesson 11.5.2- use a wide range of vocabulary, which is appropriate to topic book, IWB
15 minutes and genre, and which is spelt accurately;
topics;
11.3.1 - use formal and informal langage registers in talk on a range
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
Aim: to write and give a speech
• Give Ss time to complete the task using the plan, the useful
language and their answers in Exs 5 and 6 to help them.
• Ss give their speeches to the class.
• Assign the task as HW and Ss give their speeches in the next
lesson.
Good morning! I’m Aidar Yerner and I work for Kazakh Energy
Storage Solutions Ltd. For years I had been evaluating the Student’s
effectiveness of different energy storage solutions, so when I heard book, IWB
about this amazing idea, I was excited to finally bring it to
Kazakhstan.
Every year in Kazakhstan we are increasing the amount of energy we
are producing and storing, but what about if, rather than using
batteries, we tried something a little different? This alternative
solution is called an energy storage tower.
The revolutionary energy storage solution is based on simple
physics. The tower requires a crane that is 120 metres tall and has six
arms as well as a set of huge concrete blocks that weigh 35 tons each.
As the demand for electricity decreases, the crane uses the surplus
energy to build a tower from the blocks.
Then, when the demand increases again, the crane lowers the blocks
it had used to build the tower. Gravitational potential energy is then
harnessed and converted into electricity.
So, why are energy storage towers a great solution for Kazakhstan?
Well, they are efficient – they store enough energy to power 2,000
homes for a day. They are also cheap because the blocks can be made
from waste materials, and these blocks are durable - they last between
30 and 40 years. In addition, no chemicals are required for this
method of storage, so it’s environmentally-friendly.
Do you think these towers are a viable solution for our future? I’d
be interested to hear your thoughts after the Q&A session. Thank you
for listening.
encouraging them to analyse a rubric, analyse a objective if they can: Values links
model speech, revise/learn about opening/closing analyse a rubric, analyse a model
techniques, match benefits to justifications, write a speech, revise/learn about
speech opening/closing
techniques, match benefits to
justifications, write a speech

Module 6 “STEM” 6 E Culture Corner
Lesson 8 (68) MIT p.86

Date: Class: 11
that this lesson is reading on a range of more complex and abstract, general and curricular topics;
contributing to 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;
read for specific information, listen and read for cohesion and coherence (missing
sentences);
sentences), write a text about an institute of technology in Kazakhstan
Vocabulary Verbs: diagnose, detect);
Nouns: field work, gene editing);
Phrase: research facilities
sentences), write a text about an institute of technology in Kazakhstan
Value links Explore the theme of MIT in the USA
Cross – curricular History, ICT
links
Previous learning “Public Speaking”
Plan
Beginning the Ex.1 p.86 Resources
Student’s
lesson 11.4.3 - skim a range of lengthy texts with speed to identify content book, IWB
5 minutes meriting closer reading on a range of more complex and abstract,
11.4.7 - recognize patterns of development in lengthy texts [inter-
paragraph level] on a range of more complex and abstract general
Aim: to introduce the topic; to read for specific information
• Ask Ss what, if anything, they know about MIT in the USA.
• Then elicit questions from Ss around the class.
Write two of them on the board.
• Have Ss read the text and see if they can answer them.
I know that MIT in the USA is a technology university.
1 When was MIT founded? (1861)
2 What sorts of things can you study there? (aeronautics,
architecture, chemical engineering, genetics)
25 minutes 11.4.7 - recognize patterns of development in lengthy texts [inter- book, IWB,
paragraph level] on a range of more complex and abstract general Class CD,
and curricular topics; Track 3.17,
Aim: to read for cohesion and coherence (missing sentences) DVD
• Ask Ss to read the statements A-F and think about the key words.
• Give Ss time to read the text and choose the correct sentence for
each gap.
Answer Key 1 E 2 A 3 F 4 B 5 C
in the Word List.
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
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;
curricular topics;
• 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.
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.
discussion;
topics;
Aim: to write about an institute of technology in Kazakhstan
information about an institute of technology in Kazakhstan and
write a short text.
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!
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

Module 6 “STEM” 6F Curricular: Physics
Lesson 9 (69) Types of Energy p.87

Date: Class: 11
Teacher’s name:
contributing to 11.2.1 - understand the main points in unsupported extended talk on a wide range of
11.4.2 - understand specific information and detail in extended texts on a wide range
topics;
topics;
11.1.6 - organize and present information clearly to others;
listen and read for specific information;
listen and read for specific information, read for specific information (multiple
matching);
matching), research and present types of energy
Vocabulary Types of energy: sound, thermal, light, mechanical, magnetic, gravitational;
Nouns: particle, molecule, photon, vacuum, matter
matching), research and present types of energy
Value links Types of Enregy
Cross – curricular Social science
links
Previous learning Culture Corner “MIT in the USA”
Plan
Resources
Beginning the Ex.1 p. 87 Student’s
lesson 11.5.2- use a wide range of vocabulary, which is appropriate to topic book, IWB,
5 minutes and genre, and which is spelt accurately; Class CD,
Aim: to introduce vocabulary for the topic Track 3.18
• Direct Ss to the pictures 1-6 and give them time to label them with
the words in the list.
Tell them that they can look up the meanings of any unknown words
in their dictionaries.
Answer Key
1 light 2 gravitational 3 mechanical 4 sound 5 magnetic 6 thermal
Main Activities Ex.2 p. 87 Student’s
5 minutes 11.2.1 - understand the main points in unsupported extended talk on a book, IWB,
wide range of general and curricular topics, including talk on a Class CD,
growing range of unfamiliar topics; Track 3. 19
Aim: to listen and read for specific information
• Give Ss time to discuss the question in pairs.
• Play the recording. Ss listen and check if their answer was correct.
Kinetic energy is the energy that moving objects have whereas
potential energy is the energy that is stored in objects.
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;
• Explain the task and give Ss time to read the text again and
complete it.
• Check Ss' answers.
Answer Key
1C2A3D4B5E6A
in the Word List.
Aim: to consolidate vocabulary from the text
• Give Ss time to complete the phrases using the words in the list.
Answer Key
1 object 2 process 3 field 4 movement 5 reaction
11.1.9- use imagination to express thoughts, ideas, experiences and book, IWB
feelings;
topics;
about a range of
Aim: to personalise the topic; to develop critical thinking skills
• Ask Ss what they know about the other types of energy in Ex. 1.
• Then elicit questions from Ss around the class. Write two of them
on the board.
• Elicit answers to the questions from Ss around the class.
1 Why can we see light in space but not hear sound? (Because light
energy can travel in a vacuum, whereas sound needs matter/particles
in order to travel.)
2 Do all planets have magnetic fields? (No, different planets have
different strengths of magnetic field and some planets, like Venus and
Mars, have no measurable field.)
10 minutes 11.1.2 - use speaking and listening skills to provide sensitive book, IWB
feedback to peers;
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 write about types of energy
the other types of energy in Ex. 1 and write a short text. Ask
various Ss to present their text to the class.
• Assign the task as HW and ask Ss to present their texts in the
next lesson.
Sound Energy
Sound energy is a combination of both kinetic and potential
energy. Sound energy is produced by the vibration of particles. These
particles bump into others and these, in turn, move and bump into
more. Sound waves can travel as these particles collide. If there are
no particles, like in a vacuum, such as space, then the sound cannot
travel.
Examples: listening to someone speak, playing a guitar
Magnetic energy
Magnetic energy is the energy exerted by magnets. Magnets
create a magnetic field and this field causes the magnets to attract or
repel other magnetic objects. Since it was discovered in the 17th
century, the number of applications for magnetic energy has been
growing continually. Magnetic energy has even been used in the
construction of things like roller coasters, and in machines such as the
maglev train, which can travel at hundreds of miles per hour.
Examples: maglev trains, fridge magnets, compasses
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

Module 6 “STEM” LANGUAGE IN USE

Date: Class: 11
Teacher’s name:
contributing to 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;
present/practise phrasal verbs and prepositions, practise collocations, practise word
formation, consolidate words often confused
present/practise phrasal verbs and prepositions, practise collocations, practise word
formation, consolidate words often confused
Value links Science achievement of Kazakhstani students
Previous learning Types of Energy

Plan
Resources
Beginning the Phrasal Verbs/Prepositions Student’s
10 minutes 11.5.2- use a wide range of vocabulary, which is appropriate to
• Explain the task and ask Ss to use the phrasal verbs in the diagram
to complete it.
Answer Key
1 turn in 2 fit in 3 check in 4 fall in 5 pitch in 6 settle in
Ex. 2 p88 Student’s

11.6.13- use a variety of dependent prepositions with less common book, IWB
curricular topics;
Aim: to practise prepositions
answers.
Answer Key 1 on 2 in 3 to 4 to 5 for
5 minutes Ex. 3 p88 book, IWB
answers.
Answer Key
1 cells 2 facilities 3 power 4 technology 5 roots 6 station 7 energy 8
energy 9 demand
Ex.4 p.88 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
answers.
Answer Key
1emissions 2 consumption 3 subjective 4 undertake 5 gravitational
5 minutes Words often confused Student’s
Ex.5 p.88 book, IWB
answers.
Answer Key
1 possibility 2 capacity 3 alternative 4 demand 5 potential
10 minutes Aim: to present interesting information relating to energy book, IWB
science and renewable energy in Kazakhstan
• Have Ss read the text and fill the gaps with the correct words.
Answer Key
1for 2its 3considered 4was 5non 6next 7been 8 with 9 development
10 power 11under 12 facilities
5 minutes
give more support? present/practise phrasal verbs and prepositions, practise links
How do you plan to collocations, practise word formation, consolidate words often
challenge the more confused Values links
able learners?
prompt less able
with supportive
questioning
provide sentence
starters for final
challenge more able
learners to structure
final writing to
include key words
Module 6 “STEM”
Lesson 11 (71) Thermal Energy Storage p.89

Summative Assessment for the Module 6 “STEM”
Date: Class: 11
Teacher’s name:
Learning objectives that 11.4.2-understand specific information and detail in extended texts on a wide
this lesson is range of familiar and unfamiliar general and curricular topics;
contributing to 11.4.6- recognize the attitude, opinion or tone of the writer in extended texts on
11.2.1- understand the main points in unsupported extended talk on a wide
unfamiliar topics;
topics;
11.2.8- recognize inconsistencies in argument in extended talk on a range of
general and curricular subjects, including some unfamiliar topics
Value links Exploration of unknown
Cross – curricular links Traveling
Plan
Beginning the lesson Reading Resources
Student’s
11.4.2-understand specific information and detail in extended
curricular topics;
11.4.6- recognize the attitude, opinion or tone of the writer in
extended texts on a range of more complex and abstract
• Ask Ss to read the statements 1-5 and give them time to read
the text and mark them according to what they read.
Answer Key 1 DS 2 DS 3 F 4 DS 5 T
5 minutes Listening Student’s
11.2.1- understand the main points in unsupported extended Class CD,
talk on a wide range of general and curricular topics, including Track 3.20
talk on a growing range of unfamiliar topics;
agreement between speakers on a range of general and
11.2.8- recognize inconsistencies in argument in extended talk
on a range of general and curricular subjects, including some
unfamiliar topics
• 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.
Answer Key 1 A 2 C 3 B 4 A 5 A
Main Activities Summative Assessment for the Module 6 “STEM” Copies of SA
20 minutes
5 minutes
learners where they

Module 6 “STEM”
Lesson 12 (60) Progress Check p.76

Date: Class: 11
Teacher’s name:
Learning objectives that 11.6.9, 11.6.5, 11.6.8, 11.6.4, 11.5.1, 11.5.4. 11.5.3, 11.5.6, 11.5.7
progressive aspect] on a wide range of general and curricular topics;
11.6.5- use a range of transitive and intransitive verb complementation patterns
11.6.8 - use a wide variety of future forms, including future perfect forms on a
11.6.4 - use a range of affixes with appropriate meaning and correct spelling on
11.5.1 - plan, write, edit and proofread work at text level independently on a
curricular topics;
11.5.6- write coherently at text level using a variety of connectors on a wide
11.5.7- use independently appropriate layout at text level on a wide range of
curricular topics
curricular topics
Previous learning “STEM”
Plan
Resources
Answer Key
1 outweigh 2 store 3 generate 4 compress 5 eliminate 6 pump 7
fluctuate 8 utilise 9 expand 10 integrate

5 minutes 11.6.9 - use a wide variety of present and past forms, including book, IWB
a growing number of more nuanced contrasts [past and
perfective aspect/simple and progressive aspect] on a wide
Aim: to practise present and past tenses
Answer Key
1 haven’t been studying
2 Had you ever heard
3 doesn’t work
4 had been looking
5 were you doing
11.6.5- use a range of transitive and intransitive verb book, IWB
curricular topics;
Aim: to practise verb complementation
Answer Key
1 transitive verb + infinitive phrase
2 intransitive verb + adverb (no object)
4 transitive verb + indirect object + direct object
5 verb that is both transitive and intransitive, in this case it’s
intransitive (BUT Darren broke my desk lamp yesterday. –
transitive – direct object:my desk lamp)
11.6.8 - use a wide variety of future forms, including future book, IWB
perfect forms on a wide range of general and curricular topics;
Aim: to practise future tenses
Answer Key
1 Will you be taking
2 won’t have given
3 will have been studying
4 will get
5 Will they have organised
11.6.4 - use a range of affixes with appropriate meaning and book, IWB
topics;
Aim: to practise affixes
Answer Key
1 irregular 2 reaction 3 unnecessary 4 interviewee 5 overcome
Ending the lesson Writing Student’s
11.5.3- write with grammatical accuracy on a wide range of
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
topics;
11.5.7- use independently appropriate layout at text level on a
Aim: to write a speech
• Explain the task and give Ss time to plan and complete their
work and then check Ss’ answers.
lesson.
• You can write the points discussed in the Suggested Answer
on the board to help Ss write their own speech.
Good morning, and thank you for joining me. Before we
begin, I want you to imagine the future, ten years from now.
How do you foresee your company operating? As a forward-
thinking company, I expect you will be on the cutting edge of
your
field, much as you are today. In order to do that, you must stay
ahead of the curve in all areas. That is why you should begin
using compressed air energy storage, or CAES.
So what is CAES? Essentially it involves pumping ambient air
into underground caverns, while compressing it to increase
storage capacity. When necessary, the air is heated and
released. This powers a turbine which in turn generates
electricity.
This system would be very beneficial for a couple of
reasons. For one thing, it would significantly reduce your
emissions. Secondly, CAES systems have an extremely fast
start-up time, which means that we can be efficient in times of
high demand. Lastly and most importantly is that it would save
you a significant amount of money. As CAES uses excess
energy to heat air at off-peak times, your overheads
would be lower.
Overall, I think implementing a CAES system would only
benefit your company. Please, do not hesitate to ask any
questions you have on the topic.
Thank you for listening.
Ending the lesson Check your progress
5 minutes Ask Ss to assess their own performance in the unit by ticking the listed
activities according to how competent they feel for each of the listed activities.

Module 7 “Reading for Pleasure”
Lesson 1(73) Genres of Literature p.91

Date: Class: 11
Teacher’s name:
Learning objectives 11.1.1 - use speaking and listening skills to solve problems creatively and
that this lesson is cooperatively in groups ;
11.1.10 -use talk or writing as a means of reflecting on and exploring a range of
11.4.8 - select and evaluate paper and digital reference resources to check meaning
listen and read for coherence & cohesion;
listen and read for coherence & cohesion, listen for
specific information.
Vocabulary a poem, a novel, a script, a dictionary, an encyclopedia, a review
provide an overview of the module; listen and read for coherence & cohesion, listen
for
specific information.
Value links Explore the Genres of Literature
Cross – curricular World Literature
links
Previous learning “STEM”
Plan
Planned timings Planned activities ACTIO
N
Resourc
lesson Read the title of the module Reading for pleasure and ask Ss to suggest s book,
5 minutes what they think the module will be about (the module is about genres of IWB
literature [fiction and non-fiction], elements in fiction and imagery). Go
Main Activties Vocabulary Ex.1 p.91 Student’
10 minutes 11.1.1 - use speaking and listening skills to solve problems creatively and s book,
cooperatively in groups ; IWB
Aim: to present vocabulary for genres of literature; to introduce the
topic
 Direct Ss to the extracts and give Ss time to read them.
 Explain that they are examples of different genres of literature.
• Give Ss time to match the extracts (A-F) to the sources (1-6). Check Ss'
answers.
• Elicit which extracts are fiction and which ones are non-fiction from Ss
around the class.
Answer Key
1 C 2 D 3 F 4 A 5 B 6 E Fiction: C, D, F Non-fiction: A, B,E
10 minutes Reading Ex.2a, p.91 Student’
11.1.1 - use speaking and listening skills to solve problems creatively and s book,
cooperatively in groups ; IWB,
11.1.8 - develop intercultural awareness through reading and discussion. Class
Aim: to read for cohesion and coherence CD
• Explain the task and give Ss time to read the sentences (1-6). In groups,
Ss decide which extract (A-F) each sentence follows on from.
.
Answer Key
1D 2F 3E 4A 5C 6B
10 minutes Writing ex.2b,p.92 Student’
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
meaning and extend understanding.
Aim: to predict the continuation of a text.
 Explain the task and give Ss time to think of their answers in
groups. Elicit answers from groups around the class.
 As a class, check the actual text online or in a copy of the
book Frankenstein by Mary Shelley. Elicit from Ss how close their
guesses were to the real novel.
I froze in fear, unable to move, even though I was filled with terror.
Actual text: I trembled with rage and horror ,resolving to wait his
approach and then close with him in mortal combat.
We were close to the original text because we said that the narrator was
afraid. However, in the actual text, he decides to wait for the creature and
fight him, but in our text he wants to run away
Ending the lesson Summing up the results of the lesson, giving and getting feedback.
5 minutes
how do you plan to Check if the students after reading the texts can name genres of curricular
give more support? literature and elements in fiction. links
How do you plan to Predict the continuation of a text. Health and
challenge the more safety check
learners to come up
with a strategy for
different types of
in this lesson
Lesson 2 (74) Mary Shelley p.92

Date: Class: 11
Teacher’s name:
Learning objectives 11.4.1 - understand complex and abstract main points in extended texts on a wide range
wide range of general and curricular topics.
read for specific information , learn/revise a wide variety of present and past forms;
read for specific information , learn/revise a wide variety of present and past forms, ask
and answer the questions about the biography of Mary Shelley;
read for specific information , learn/revise a wide variety of present and past forms,ask
and answer the questions about the biography of Mary Shelley, talk about two kinds of
fiction she help create.
Vocabulary tirelessly
Assessment criteria read for specific information , learn/revise a wide variety of present and past forms,ask
and answer the questions about the biography of Mary Shelley, talk about two kinds of
fiction she help create
Value links Explore the biography of Mary Shelley
links
Previous learning Genres of Literature
Plan
Planned timings Planned activities ACTION
Resources
Beginning the Elicit what Ss know about Mary Shelley and her famous novels.
lesson
5 minutes
Main Activities Reading & Listening . Student’s
30 minutes A) 11.4.1 - understand complex and abstract main points in extended texts book,
on a wide range of familiar and unfamiliar general and curricular topics; IWB,
11.4.4 - read a wide range of extended fiction and non-fiction texts on a Class CD
variety of more complex and abstract general and curricular topics;
Aim: to read for specific information Ex.3 p.92
 Give Ss time to read the text and answer the questions.
 Elicit answers from the class
Mary Shelley was a clever and hardworking woman.
She helped create the genres science fiction and horror.
B) 11.4.2 - understand specific information and detail in extended texts on Student’s
a wide range of familiar and unfamiliar general and curricular topics; book,
11.6.9 - use a wide variety of present and past forms, including a growing IWB
progressive aspect] on a wide range of general and curricular topics.
Aim: to consolidate information in a text Ex.4 p.92
 Have Ss ask and answer questions in pairs about Mary Shelley
following the example.
 Monitor the activity around the class.
Ending the lesson Summing up the results of the lesson, giving and getting feedback. Student’s
5 minutes book,
IWB
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
with supportive
questioning
provide sentence
starters for final

Lesson 3 (75) Frankenstein/ Background Analysis pp.92-93

Date: Class: 11
Teacher’s name:
contributing to 11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics;
and extend;
topics.
learn vocabulary relating to a text, read for specific information;
learn vocabulary relating to a text, read for specific information, practice with
adjectives;
adjectives, discuss in groups to personalize the extract.
Vocabulary Verb: obsess; delineate
Adjective: cautionary, dreary, half-extinguished, lifeless, dull, lustrous, pearly,
inanimate, breathless; convulsive, shrivelled
Nouns: glimmer, lassitude, tumult
adjectives, discuss in groups to personalize the extract
Value links Explore the background analysis
links
Previous learning The biography of Mary Shelley
Plan
Resources
Beginning the Ask Ss what facts they found out about Mary Shelley and her creation. Student’s
lesson book,
5 minutes IWB
Main Activities Listening & Reading Student’s
10 minutes Background Analysis Ex. 5 p.9 2 book,
11.4.2- understand specific information and detail in extended texts on a IWB
11.4.4 - read a wide range of extended fiction and non-fiction texts on a
 Explain the task and ask Ss to read the questions and then read
the text and answer them according to what they read.
 Check Ss’ answers
1 Frankenstein tells his story to warn the ship’s captain, Robert Walton,
of the dangers of pursuing knowledge obsessively.
2 Frankenstein was disgusted when he saw his creation.
3 The creature first killed in Frankenstein’s own family home.
4 Frankenstein destroyed the creature’s companion before he had even
finished making it.
5 Frankenstein dies on board the ship in the far north.
10 minutes Vocabulary Ex.6 p.93 Student’s
11.4.4 - read a wide range of extended fiction and non-fiction texts on a book,
variety of more complex and abstract general and curricular topics; IWB
11.4.8 - select and evaluate paper and digital reference resources to
check meaning and extend;
Aim: to learn vocabulary relating to a text
 Ask Ss to look up the adjectives in the list in their dictionaries.
• In groups, Ss discuss what the adjectives might refer to in the text.
• Ss read the text. Elicit from groups what each adjective refers to in the
text and whether their guesses were correct.
• Ss read the text to find out.
Answer Key
dreary: the night
half-extinguished: the light
lifeless: the creature (before it woke up)
dull: the creature’s eye
lustrous: the creature’s hair
pearly: the creature’s teeth
inanimate: the creature’s body (before it woke up)
breathless: the horror Frankenstein felt when he saw the creature was
alive. Student’s
book,
5 minutes Ex.7 p.93 IWB,
11.4.2- understand specific information and detail in extended texts on a Class Cd
wide range of familiar and unfamiliar general and curricular topics; DVD
topics;
 Ask Ss to read the questions and answer choices and give them
time to read the extract again and choose their answers according
to what they read.
 Check Ss’ answers
Answer Key
1C 2B 3A 4D 5B
• Refer Ss to the Check these words box and ask Ss to look them up in Student’s
the Word List. book,
Think! Discussing information in groups ex.8 p.93 IWB
feelings;
variety of talk contexts on a wide range of general and curricular topics,
including some unfamiliar topics.
Ending the lesson Aim: to personalise the extract
• Read the questions and give Ss time to discuss their answers in groups.
10 minutes • Elicit answers from groups around the class.
Suggested Answer Key Student’s
We think if we saw the creature, we would react in much the same way book
as Frankenstein: we would be afraid and perhaps a little disgusted at the
sight. However, we don’t feel it was right for Frankenstein to react in
this way, as he had created the creature. As its creator, it is his job to
care for it because he has brought it into this world.
able learners?
challenge more able
learners to explain
connections between
different elements

Lesson 4 (76) Frankenstein/ Prometheus pp.94-95

Date: Class: 11
Teacher’s name:
Learning objectives 11.1.1 - use speaking and listening skills to solve problems creatively and
that this lesson is cooperatively in groups ;
contributing to 11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a
11.2.4 - implied meaning in unsupported extended talk on a wide range of general
11.6.9 - use a wide variety of present and past forms, including a growing number
of more nuanced contrasts [past and perfective aspect/simple and progressive
aspect] on a wide range of general and curricular topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
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.
learn about and identify types of imagery, listen for specific information, listen and
read for gist, complete a Venn diagram to compare the personalities of two
characters from a literary extract to introduce the topic;
characters from a literary extract to introduce the topic; practise present and past
tenses;
tenses; learn about elements in fiction; write an essay
Vocabulary Noun: self-pity; self-importance, self-destruction.
Adjective: olfactory, gustatory, tactile, kinesthetic
tenses; learn about elements in fiction; write an essay
Value links Explore the theory ( imagery)
links
Previous learning Frankenstein/ Background Analysis
Plan
Planned timings Planned activities ACTI
ON
Resour
Beginning the lesson Reading & Listening . Ex.9 A p. 94 Studen
5 minutes 11.1.1 - use speaking and listening skills to solve problems creatively t’s
and cooperatively in groups ; book,
11.3.7- use appropriate subject-specific vocabulary and syntax to talk IWB
topics ;
Aim: to learn about and identify types of imagery
• Read the theory aloud. Give Ss time to find examples of four kinds of
imagery in the text in pairs.
• Elicit examples of four types of imagery from pairs around the class.
Suggested answer Key
the rain pattered dismally against the panes’(auditory imagery)
‘glimmer of the half-extinguished light’ (visual imagery)
‘a convulsive motion agitated its limbs’ (kinesthetic imagery)
'breathless horror and disgust' (organic imagery)
15 minutes Completing the Venn diagram ex.10 p.94 t’s
a) 11.2.4 - implied meaning in unsupported extended talk on a book,
wide range of general and curricular topics, including talk on IWB,
a growing range of unfamiliar topics; Class
Aim: to listen for specific information; CD,
to complete a Venn diagram;
to compare the personalities of two characters from a
literary extract to introduce the topic;
to listen and read for gist
• Play the recording. Ss listen and complete the Venn diagram in their
notebooks.
• Read the questions aloud and give Ss time to formulate their answers
referring to their answers in Ex. 10a to help them.
Answer Key Studen
Victor: created a monster, lost family and loved ones t’s
Prometheus: created first people, taught them skills, stole fire for book
them, took power from the gods
Both: created life, did something that went against nature, reached too
high, punished for what they did
The stories of Victor Frankenstein and Prometheus are similar because
they both created life and they both went against nature by doing so.
They both reached too high and were punished for what they did.
However, Prometheus created the human race and stole from the gods
to do it, whereas Victor Frankenstein used science to achieve his
ambitions.
b) Think!
discussion;
Aim: to practise critical thinking skills
• Read the rubric and explain the task.
• Ss discuss in groups and then report back to the class.
I think Mary Shelley included the alternative title ‘The Modern Studen
Prometheus’ so that readers would know she was inspired by the myth, t’s
and that her story had the same message. I think it is a successful book
allusion, because although Frankenstein creates a monster with
science, and Prometheus created human beings, both stories warn us of
the consequences of doing things that are against the laws of nature.
Completing the sentences ex.11 p.94

curricular topics;
Aim: to practise present and past tenses.
• Explain the task. Refer Ss to the Grammar Reference section for
more information.
• Give Ss time to complete the task.
• Check Ss' answers
Answer Key
1 had been trying 5 had never regretted Studen
2 is chasing 6 plans t’s
3 was taking 7 has taught book
4 have been writing 8 came
Summarizing the extract ex.12 p.94

topics;
curricular topics;
Aim: to complete a graphic organiser; to summarise an extract
• Explain the task and give Ss time to fill in the graphic organiser using
the information from the extract on p. 93.
• Give Ss time to prepare their summaries. Remind Ss that we use
present tenses to describe ongoing events in a work of fiction.
• Ss present their summaries to the class.
Characters: Victor Frankenstein, the creature
Setting: dreary night, November, raining, one in the morning,
Frankenstein’s laboratory
Main Event(s): creature comes alive, Frankenstein is horrified by it,
leaves it alone and goes to his bedchamber.
The extract describes the night when Frankenstein brings the creature
to life. He has been working for two years to accomplish the task, but
when the creature finally wakes up at one in the morning on a dreary
night in November, Frankenstein feels horrified and disgusted by his
creation. He tells the reader how he had dreamed of this moment and
pursued it single-mindedly, but now that it has arrived, he cannot bear
to be in the same room as the creature. He leaves it alone in his
laboratory and runs to his bedchamber. He is troubled by what he has
done and can find no peace.
10 minutes Elements in fiction. Studen
Matching types of conflict with situation ex.14 p.95 t’s
11.4.4 - read a wide range of extended fiction and non-fiction texts on a book,
variety of more complex and abstract general and curricular topics; IWB
check meaning and extend understanding.
Aim: to learn about elements in fiction; to match types of conflict with
situations in fiction.
• Go through the theory with the Ss.
• Give Ss time to look up the plot of each of the novels mentioned in the
theory box . Alternatively, explain the plots in class.
• Give Ss time to match the types of conflict in the theory to the
situations (1-4) from Frankenstein.
• Check Ss’ answers around the class. Ask Ss to justify their answers.
1 man against man (Frankenstein wants to kill the creature)
2 man against self (the creature tries to change his own fate)
3 man against nature (Frankenstein tries to create life, which is
unnatural)
4 man against society (the creature has no friends
because society shuns him)
Ending the lesson Listening &Writing an Essay about Frankenstein ex.13 p.95 Studen
10 minutes a) Listening t’s
11.2.4 - implied meaning in unsupported extended talk on a wide range book,
of general and curricular topics, including talk on a growing range of IWB
unfamiliar topics;
Aim: to listen to a lecture and complete a graphic organizer
• Play the recording and give Ss time to fill in the graphic organiser. •
Play the recording again and elicit from Ss whether the speaker thinks
Victor or the creature is worse.
Character Trait Victor Creature
Self-pity blames the creature blames Vic
Overly emotional falls ill when he’s loses control,
upset injuring and killing
Self-importance is very deserves a
intelligent companion
The speaker thinks that Victor is worse because, although both
characters have many similar faults, Victor had many advantages in life,
such as a good education, whereas the creature was left alone
almost as soon as he was created.
b) Writing
topics;
11.5.5 - develop with minimal support coherent arguments supported
Aim: to write an essay
• Explain the task and tell Ss to refer to the graphic organiser they
completed in Ex. 13a to help them write their essay.
• Give Ss time to write their essays and then ask various Ss to read their
essays to the class.
• Alternatively, assign the task as HW and ask Ss to read their essays in
the next lesson.
In Mary Shelley’s ‘Frankenstein: or, The Modern Prometheus’, the
main characters are Victor Frankenstein and the creature he creates.
Although, at first, they appear to be completely different, they do in fact
have many similarities.
Victor has had a good upbringing and education, not to mention the fact
that he is human, whereas the creature comes to life as an adult, created
by science. He is disgusting to look at and blames Victor for creating
him and then abandoning him. Similarly, Victor blames the creature for
all his problems. Therefore, neither character takes responsibility for
their actions or fate, and both are consumed by self-pity.
Both are also overly emotional, with Victor becoming ill every time he
is upset or under pressure, and the creature losing control of his
emotions completely. This leads him to injure and kill other people. This
is much more severe than Victor’s falling ill, but we must remember that
Victor was responsible for bringing the creature to life, and then he left
him alone with no guidance or care.
Finally, both characters are self-important. Victor believes he is highly
intelligent, and this causes him to attempt the creation of life, which is
thought to be beyond human ability. The creature believes he is entitled
to a companion, and holds Victor responsible for creating one.
In conclusion, although the characters of Victor Frankenstein and the
creature have very different backgrounds, they share several
fundamental traits: self-pity, emotional reactions and self-importance. It
is interesting to consider why Mary Shelley chose to weave these
resemblances in character into her narrative. Perhaps she was suggesting
that these are the traits that lead to self-destruction.
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
Module 7 Frankenstein p.96

Lesson 6 (78)
Date: Class: 11
Teacher’s name:
Learning 11.1.8 - develop intercultural awareness through reading and discussion;
objectives that 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
this lesson is perspectives on the world;
contributing to 11.3.4 - evaluate and comment on the views of others in a growing variety of talk
topics;
curricular topics.
objectives watch the film, read for gist, learn vocabulary related to reviews;
watch the film, read for gist, learn vocabulary related to reviews; compare two
extracts; identify an assumption made by the writer of a texts;
watch the film, read for gist, learn vocabulary related to reviews; compare two
extracts; identify an assumption made by the writer of a texts; write a review
Vocabulary Adjectives: forcible, hyperbolical, extravagant, , slender;
Nouns: merit, book-keeping, requisite, fatigue, revolt;
Verbs: appal;
Adverbs: deplorably.
criteria watch the film, read for gist, learn vocabulary related to reviews; compare two
extracts; identify an assumption made by the writer of a texts; write a review
Value links Explore the topic of writing a review for a film magazine of the film of Frankenstein
Previous Summative Assessment for term 3
learning
Plan
Resources
Beginning the Discussing the film ex.16 p.96 Student’s
lesson 11.1.8 - develop intercultural awareness through reading and book, IWB
5 minutes discussion;
Aim: to discuss the film adaptation of a novel
• Ask Ss to watch the film adaptation of Mary Shelley’s Frankenstein.
If this is not feasible,ask Ss to read a plot summary for the film online
and compare it to the plot of the book.
• Have a class discussion about the questions. Elicit answers from Ss
around the class.
1 I enjoyed the film a lot, but not as much as the book because I
already knew the story.
2 I liked the way Robert De Niro portrayed the creature. He was
sometimes pitiable, sometimes admirable and sometimes terrifying. It
was a very good performance. I didn’t think Kenneth Branagh
portrayed Victor Frankenstein well, however. During the first part of
the film, he seemed happy and content, which are emotions he
doesn’t ever display in the book.
3 I think the part of the book where Frankenstein confronts the
creature in the Alps would work best using my country as a film
setting. That part could be filmed in the Zailiysky Alatau mountains,
where there is ice and snow on the peaks.
Main Activties Reading & Listening. Student’s
25 minutes Answering questions and comparing extracts ex.17 p.96 book, IWB
a) 11.4.4 - read a wide range of extended fiction and non-fiction texts
on a variety of more complex and abstract general and curricular
topics;
11.4.5 - deduce meaning from context in extended texts on a wide
check meaning and extend understanding
Aim: to read for gist; to learn vocabulary related to reviews
• Ask Ss to read the extracts and say how they are related to
Frankenstein.
• Elicit guesses as to who wrote the extracts and give Ss time to
check online.
• Ss explain the words in bold, referring to their dictionaries for
assistance and/or confirmation.
Answer Key
The extracts are related to ‘Frankenstein’ because they are both
reviews of the book.
The first extract was written by Walter Scott in 1818. The second is
by John Wilson Croker.
Words in bold
exhibiting – showing
acquiring – gathering
acquainted – to have learnt about
bestow – give to someone
executed – carried out
employed – used
loathing – disgust
• Refer Ss to the Check these words boxes and
ask Ss to look them up in the Word List.
b)11.3.3 - explain and justify own and others’ point of view on a
topics;
curricular topics;
Aim: to compare two extracts
• Ask Ss to read the extracts again and compare the writers’ attitudes.
• Elicit comparison from Ss around the class and which writer Ss
agree with most.
The writer of the first extract thinks that the book iswell-written and
praises the descriptions of the landscape. However, he believes that
the creature learning to speak and read, and the knowledge it gains, is
improbable. The second reviewer thinks the novel is shocking, but
has no moral value. He admits that the author has skill, but suggests
that it should be employed in a different genre.
The reviewers agree that the author writes well.They disagree about
the subject matter, with the first reviewer thinking it is an engaging
story, while the second believes it to be an awful tale, made worse by
the good writing skills of the author.
I agree with the first reviewer the most, as I think ‘Frankenstein’ has
moral value and some important lessons for the reader.
c)11.4.9 - recognize inconsistencies in argument in extended texts on
Aim: to identify an assumption made by the writer of a text
Read the rubric aloud and elicit answers from Ss around the class.
Answer Key
Both writers wrongly assumed that the author of
‘Frankenstein’ was a man
Ending the lesson Writing: A Review of the Film Frankenstein ex.18 p.96
10 minutes 11.5.1 - plan, write, edit and proofread work at text level independently on a wide
curricular topics.
Aim: To write a review; to practise editing and proofreading skills.
• Explain the task and give Ss time to write their reviews.
• Remind Ss to edit and proofread their work. Ss then read their reviews to the class.
• Alternatively, assign the task as HW and ask Ss to read their reviews in the next
lesson.
‘Mary Shelley’s Frankenstein’ is a 1994 film directed by Kenneth Branagh. He also
stars as Victor Frankenstein, while Robert De Niro plays the creature alongside a
great supporting cast. De Niro gives a faultless performance, making the audience
feel everything from pity to disgust to horror for the creature. However, Branagh’s
performance is erratic and doesn’t do justice to the character of Frankenstein.
The story is quite true to the book, even including the scenes in the Arctic which are
usually absent from adaptations. The trial of Justine Moritz and Henry Clerval’s death
are not described in much detail, but there is an added scene where Victor
Frankenstein brings Elizabeth back to life. This scene fits with the theme of the novel
and the film,
though, making it clear to the audience what an ill considered idea it is for humans to
try and create life.
‘Mary Shelley’s Frankenstein’ is well worth watching for fans of the book, and of the
horror genre in general. It’s an entertaining adaptation that retains the message of the
original novel.
section of the text that contains the answer.
Module 8 “Recent Advances in Technology”
Lesson 1 (79) Technological Advances p.97
Date: Class: 11
Teacher’s name:
contributing to 11.2.2 - understand specific information in unsupported extended talk on a wide
unfamiliar topics
topics ;
11.4.3- skim a range of lengthy texts with speed to identify content meriting
topics;
11.3.6 - navigate talk and modify language through paraphrase and correction in
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.
provide an overview of the module; listen and read for coherence & cohesion
( cloze text); discuss how technological advances can change the world;
( 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
( 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
links
Previous learning Frankenstein
Plan
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.
Main Activities Vocabulary. Technological Advances Student’s

5 minutes Speaking & Functions. : Discussing pictures ex.1 p.97 book, Class
11.1.10- use talk or writing as a means of reflecting on and CD, DVD
talk on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics
unfamiliar general and curricular topics .
Aim: to introduce the topic of recent technological advances
• Direct Ss’ attention to the subheadings and pictures.
• Have Ss work in pairs and discuss what they know about these
technological advances.
• Ask some pairs to share their answers with the class
A: I know that quantum computers are very powerful and
advanced machines and that 3D printing is a technology used to
print 3D objects from computer designs.
B: Yes, and machine learning is the idea of machines learning
how to do tasks on their own without specific instructions.
A: Right, but I’m not totally sure about what Blockchain is.
B: Neither am I. I think that it might be related to data storage.
10 minutes Reading &Listening : Filling in words ex.2 p.97 Student’s

11.4.2- understand specific information and detail in extended book, IWB,
texts on a wide range of familiar and unfamiliar general and Class CD
curricular topics;
Aim: to read and listen for cohesion
and coherence (cloze text)
• Direct Ss’ attention to the texts and ask them to read the words
in the list.
• Then have Ss read the texts and use the vocabulary to fill the
gaps.
Answer Key
1 power 7 currencies
2 mechanics 8 manufacturing
3 assessment 9 object
4 spreadsheet 10 algorithm
5 network 11 assistants
6 transactions 12 applications
10 minutes Think! Discussing information in groups ex.3 p.97 Student’s

11.1.10- use talk or writing as a means of reflecting on and book, IWB
11.3.2 - ask and respond with appropriate syntax and vocabulary
to open-ended higher-order thinking questions on a range of
11.3.6 - navigate talk and modify language through paraphrase
Aim: to develop critical thinking skills
• Ask Ss to work in groups and discuss how important the
technological advances in the texts are, and how they can change
the world.
• Then have various groups share their idea with the class.
A: Do you think these technological advances are important? I
think 3D printing is really important. It can help us create so
many things. I heard that they can even print medical supplies
using these printers.
B: That’s impressive. I think machine learning is an important
step, because it’s great that machines can start to learn in a similar
way to humans, but what if they take over, or learn how to do
everyone’s jobs?
C: That’s a good point.
A: What about quantum computing? I think that could be
important for our future. Quantum computers can perform very
advanced calculations and can even help us make predictions
about our future. I think this might be the most important of all!
B: I agree. I don’t think blockchain is very important.
Although, perhaps used in the right way, it could help us save
endangered species.
C: That sounds quite important to me.
Ending the lesson OVER TO YOU! P.97 Student’s
10 minutes 11.1.6 - organize and present information clearly to others; book
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.
other technological advances.
• Then have Ss present their findings to the class.
• Alternatively, assign the task as HW and Ss present their
findings in the next lesson.
Scientists around the world are constantly working on new
technology, so it’s no wonder that it is advancing so fast. Let’s
look at some recent developments.
Augmented Reality or AR is the blending of interactive digital
elements into real-world environments. AR has been successfully
used in popular computer games and is also offered by some
furniture stores to allow you to experiment with different
products to see how they look in your home before you decide to
buy them. AR is set to grow in the future, offering solutions in
healthcare and the military.
Robotic process automation, or RPA, robots are capable of
carrying out tasks that are often done by humans. They can
search for information, open emails and attachments, copy and
paste data and even interact with humans. The great thing about
RPA robots is that they allow a company to get a task done
consistently and they never make mistakes or get tired.
As we develop better machines to help us understand the world
around us, we are able to use them in even smarter ways, from
making our lives easier to saving the world!
able learners? coherence ( cloze text),
monitor less able
and prompt in their
Module 8 « Recent Advances in Technology » 8 A
Lesson 2 (80) Apps in Education pp.98-99
Date: Class: 11
Teacher’s name:
contributing to 11.3.6- navigate talk and modify language through paraphrase and correction in talk
11.1.3 - respect differing points of view;
11.6.10 - use a wide variety of reported statement, command and question forms on
unfamiliar topics;
learn vocabulary relating to the topic, listen and read for gist;
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;
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
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
Previous learning
Plan
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
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.
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,
topics;
• 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.
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.
1B 2A 3D 4B 5D 6C
• Refer Ss to the Check these words box and ask Ss to look them
Student’s
Completing the sentences ex.4, p.99 book, IWB
• 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
Speaking &Functions: Discussing Apps ex.5 p.99

11.3.2 - ask and respond with appropriate syntax and vocabulary to Student’s
open-ended higher-order thinking questions on a range of general book, IWB
• Read the questions aloud. Ask Ss to work in pairs and discuss their
answers.
• Monitor the activity around the class, then ask some pairs to
report back to the class.
A: For me personally, I think the most useful app is Studyblue. It
definitely sounds like it would help me study. I often find it difficult
to create flashcards and do effective revision.
B: I agree. Although I think Google Classroom sounds good too. It
would definitely help me become more organised since all the
information and resources are in one place. I wish I had an app like
that.
A: Don’t you use any educational apps? I do. I’ve got a great one
that lets me programme my own study timetable in there. I can’t
believe how much more I’m getting done. etc
15 minutes Grammar. Reported Speech. See pp.Gr7-
Ex.6 p.99 Gr10
11.6.10 - use a wide variety of reported statement, command and
question forms on a wide range of general and curricular topics;
Aim: to revise reported speech
• Refer Ss to the Grammar Reference section to review the theory
on reported speech.
• Then elicit examples in the text and how tenses/pronouns change
from direct to reported speech.
Answer Key
Examples in the text: We asked deputy head teacher Tara Jones
what here favourite classroom apps were and how they help her
students develop the 4 Cs. - My students told me that because they
could post their work to show their parents, they were inspired to do
their best. - Parents said the app has helped them understand how to
better support their children.
When we change from direct to reported speech, we change the
verbs from present tense into past tense. We also change the
pronouns depending on who the direct speech was intended for. For
example; the present simple becomes the past simple and the
present continuous becomes the past continuous.
11.6.10 - use a wide variety of reported statement, command and book, IWB
question forms on a wide range of general and curricular topics;
a) Aim: to practise reported speech
Answer Key
1 Mr White asked his colleagues if/whether they had ever used
Google Classroom.
2 She said she had downloaded a new app the day before/the
previous day.
3 Gulnara told Damir (that) she would help him revise for the exam
the next/following day.
4 Kairat asked me who I was working on the project with.
5 He told Aizhan (that) he had been taking a test when she had
called him that morning
b) Aim: To practise reported speech with introductory verbs
Answer Key
1 Mr Smith warned us not to use unreliable sources.
2 Tom claimed to have achieved 100% in all the tests. Student’s
3 Anna admitted losing the remote for the classroom projector. book, IWB
4 Kyle wondered how he could create an online quiz.
5 Julie suggested making their/our own flashcards.
Reading &Listening: Completing the sentences ex.4, 8 p.99
Aim: To listen for specific information (gap fill)
• Ask Ss to read the sentences.
• Play the recording. Ss listen and fill in the missing information.
Answer Key
1 local 4 transition 7 meetings
2 resource 5 students 8 time
3 oxygen 6 daily
Speaking &Functions: Discussing information in groups ex.9

p.99
Give Ss time to consider their answers and discuss the questions in
small groups.
• Monitor the activity around the class. Then ask various Ss to
share their opinions with the class.
A: I’m against teachers using apps in the classroom. I don’t think
it’s fair because not all of us can afford electronic devices.
B: I see your point. If you don’t have an electronic device or if your
device breaks you will have trouble accessing the resources. But I
do think apps could be useful.
C: I’m definitely for teachers using apps. I think it would make the
lessons far more interesting.
A: I respect your point, but I disagree. I think sometimes using
books, pens and paper is just the best way. You really take things in
better when you write them by hand.
C: That’s true, but just think of all that paper that’s being used. It’s
more environmentally friendly to use apps.
B: That’s a good point. I would definitely like to see some of my
teachers give it a go!
Ending the lesson Writing: Designing and presenting own App ex.10 p.99 Student’s
5 minutes Aim: To design a classroom app book
• Explain the task and give Ss time to design
their app in groups, using the prompts in the
rubric to guide them.
• Ask various groups to present their apps to
the class
This is our classroom app. It is called Level App! And is a fun app
that helps students to monitor their progress. It is an interactive
learning platform programme that will be available to download
from all app stores.
Level App! is appropriate for all school-aged students since the
content is added by the classroom teacher.
To set the app up, students require a special invitation from the
classroom teacher via email and a pass code that they enter to gain
access to the correct class. Teachers can use the app to share
resources, set homework and test students using quizzes and games.
It is also a place where teachers can record student progress and
share it with the student. A series of progress bars will show
students the progress they are making visually and as they improve,
students can choose from a larger range of avatars.
Students all around the world can benefit from this app because it
promotes the four Cs and will encourage students to take part in
their lessons.
The app has a special homework reminder which can notify them
before the lesson if they haven’t completed the homework yet. It
can also provide them with instant feedback and send their test
results automatically to their teacher. Another special feature is the
forum where students can post messages and interact with one
another or their teacher.
Level App! is an amazing app that will encourage all students to
want to be the top of the class!
how do you plan to monitor learner questions for accuracy and encourage them to self- curricular
give more support? correct links
How do you plan to

Module 8 « Recent Advances in Technology » 8B
Lesson 3 (81) Apps for Personal and Professional Use pp.100-101

Date: Class: 11
Teacher’s name:
Learning objectives that 11.1.10- use talk or writing as a means of reflecting on and exploring a range of
this lesson is perspectives on the world;
contributing to 11.4.3 - skim a range of lengthy texts with speed to identify content meriting
topics;
unfamiliar topics;
topics; 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics;
11.2.1 - understand the main points in unsupported extended talk on a wide
unfamiliar topics;
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
curricular topics;
11.6.13- use a variety of dependent prepositions with less common nouns,
read for specific information (T/F/DS);consolidate new vocabulary;
read for specific information (T/F/DS);consolidate new vocabulary; revise verb
complementation; listen for specific information (multiple choice);listen and
take notes;
take notes; research and present the process of creating an app.
Vocabulary Nouns: vault, detection, barcode.
Verb: encrypt.
Adjective: handheld.
take notes; research and present the process of creating an app.
Value links Explore the topic of Apps for personal and professional use
Cross – curricular links Social life, ICT
Previous learning Apps in Education
Plan
Resources
Beginning the lesson Vocabulary & Reading.Ex.1 p.100 Student’s
15 minutes 11.1.10- use talk or writing as a means of reflecting on and book, IWB
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.
• Direct Ss to the title of the text and the pictures.
• Elicit whether they use any of the apps and how they can help
us.
• Play the recording. Ss listen and find out.
I use a taxi app on my phone – it makes getting around so
much easier. It also means my parents can track my ride so they
know that I arrived at my 4.6 destination safely. I also use a Student’s
vault app. I’m not very good at remembering my passwords so book, IWB
the vault app is perfect for me.
I think apps like the keyboard app can help us by making our
lives easier, and apps like the nutrition app can help us to eat
more healthily and monitor what types of foods we eat. The e-
reader app is more entertaining than helpful, but it does mean
we can have a lot of books available to us without having to
physically carry them around. This could be useful on long
holidays or hospital stays.
T/F/DS Ex.2 p.101

curricular topics;
•Ask Ss to read the statements 1-6 and think about the key
words.
• Give Ss time to read the text and decide if the sentences are
true or false, or if there is not enough information to decide.
Answer Key
1 F 2 T 3 DS 4 DS 5 T 6 T
• Refer Ss to the Check these words box and ask Ss to look
them up in the Word List.
Filling in words ex.3 p.101

• 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.
• Give Ss time to think of sentences about the text using the
completed phrases. Elicit sentences from Ss around the class.
Answer Key
1 information 4 navigation 7 noticeboard
2 device 5 scanner 8 detection
3 vault 6 value
An encrypted vault is a great place to store sensitive
information. Keyboard apps use gesture detection. You can use
a digital noticeboard to map out your ideas. Handheld devices,
such as smartphones, can track your location using satellite
navigation. Nutrition apps use a barcode scanner to receive
information about the nutritional value of food
products.
Main Activities Grammar Student’s
5 minutes Verb Complementation ex.4 p.101 book, IWB
curricular topics;
Aim: to revise verb complementation
• Refer Ss to the Grammar Reference section to review the
theory on verb complementation.
• Give Ss time to match the two columns to form sentences. •
Check Ss’ answers around the class.
• Elicit the type of verb complementation used in the sentences
Answer Key
1 b – transitive verb + infinitive phrase
2 e – intransitive verb + adverbial phrase
3 h – transitive verb + indirect object + direct object
4 c – intransitive verb + adverbial phrase
5 g – transitive verb + -ing phrase
6 a – linking verb + adverb/adverbial phrase
7 d – transitive verb + clause
8 f – verb + adverb (start can be both transitive and
intransitive, in this case it is intransitive BUT I haven’t
started my project on technological advances yet.-
transitive – direct object: my project)
10 minutes Listening & Speaking Student’s
Choosing the correct answer ex.5 p.101 book, IWB
11.2.2 - understand specific information in unsupported
extended talk on a wide range of general and curricular topics,
• Ask Ss to read the questions and answer choices and think
about the key words.
• Then play the recording and have Ss choose their answers.
Answer Key
1C 2B 3C 4C 5A
Student’s
Ex. 6 p.101 book, IWB
11.1.4 - evaluate and respond constructively to feedback from
others;
11.3.2 - ask and respond with appropriate syntax and
vocabulary to open-ended higher-order thinking questions on a
range of general and curricular topics, including some
unfamiliar topics;
11.3.7 - use appropriate subject-specific vocabulary and syntax
to talk about a range of familiar and some unfamiliar general
Aim: to listen and take notes
• Explain the task. Then play the recording again. Have Ss
make notes about how to create an app.
• In pairs, Ss compare their notes. Ask some pairs to share their
answers with the class.
– Download tools that can help if you know little about
programming
–Use an app building tool
–Think about what app you want to make, what it will do and
why people might want to download it
–Enjoy yourself and let your imagination run wild
Ending the lesson Project Own App Created ex.7 p.101 Student’s
10 minutes 11.1.10- use talk or writing as a means of reflecting on and book, IWB
11.2.1 - understand the main points in unsupported extended
agreement between speakers on a range of general and
unfamiliar topics;
11.6.13- use a variety of dependent prepositions with less
Aim: to research and present the process of creating an app
• Give Ss time to research online and find out more
information about creating an app. Then give them time to use
this information to prepare a presentation.
• Ask Ss to give their presentations to the class. The class votes
for the best app.
• Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Suggested answer
When I first started thinking about creating my own app, I
brainstormed about what I wanted the app to do. I decided that I
wanted an app that could help me create a study timetable after
inputting information about what exams I have and when they
take place. I wanted to create ICT
something that could help me and other students manage their
time more effectively. I also wanted to use the app to create
study cards and organize them into different folders for each
subject.
After deciding what I wanted my app to do and why people
might want to use it, I set about creating it. I found a free app
building tool and entered the name of my app, before choosing
a design that I liked and then selecting which
features I wanted the app to have. The app builder had a lot of
options. For example, you could embed videos and add polls,
but I chose the option to include a timetable, and ability to input
notes onto flashcards and save them. Then, I told the app to
send notifications to the user every day to remind them about
what subjects they need to study.
Finally, I tested out my app by downloading it myself and
having a go. It works pretty well, although I think there are
probably some parts that I could improve on. Overall, though,
the process was really easy and didn’t take too long at all.
you plan to challenge
the more able learners? Values links
prompt less able learners
questioning provide
sentence starters for final
challenge more able
learners to structure final
writing to include key
words
Module 8 « Recent Advances in Technology » 8 C
Lesson 4 (82) Digital Natives & Future Careers p.102-103

Date: Class: 11
Teacher’s name:
contributing to 11.4.3 - skim a range of lengthy texts with speed to identify content meriting
topics;
11.2.3- understand the detail of an argument in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range
of unfamiliar topics;
11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics;
11.1.1 - use speaking and listening skills to solve problems creatively and
11.4.2 - understand specific information and detail in extended texts on a wide
11.4.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics.
use a wide range of vocabulary, which is appropriate to topic and genre, 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;
a range of more complex and abstract, general and curricular topics, read for
cohesion and coherence (missing sentences);
cohesion and coherence (missing sentences); consolidate information in a text
and vocabulary to develop critical thinking skills.
cohesion and coherence (missing sentences); consolidate information in a text
and vocabulary to develop critical thinking skills.
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
Previous learning Apps for Personal and Professional Use
Plan
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,
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;
• 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
11.4.7 - recognize patterns of development in lengthy texts
[inter-paragraph level] on a range of more complex and abstract
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
Answer Key
1B 2E 3A 4C
Answering the question Ex.4 p.103

11.1.1 - use speaking and listening skills to solve problems
11.1.7 - develop and sustain a consistent argument when
speaking or writing;
discussion;
11.1.9 - use imagination to express thoughts, ideas, experiences
and feelings;
unfamiliar topics;
unfamiliar topics;
11.4.2 - understand specific information and detail in extended
curricular topics;
Aim: To consolidate information in a text; to develop
15 minutes critical thinking skills.
• Read the questions aloud and give Ss time to answer them,
referring back to the text if necessary. Elicit answers from Ss
around the class.
• Tell Ss to work in groups to discuss question 4. Monitor the
activity around the class, then ask various groups to share the
advantages and disadvantages they discussed with the class.
1 Yes, I own several devices/spend a lot of time online/post on
social media every day. / No, I don’t have a phone/Internet/I’m
not interested in using apps/going online. I prefer going to real
shops.
2 Generation C has had an impact on marketing and
advertising because TV commercials and classified ads are no
longer best way to reach them. In addition, typical online ads
fail to attract users due to the rise in adblockers, so social media
is now considered most effective marketing tool.
3 Generation C will help shape the future of IT careers because
new paths are opening up in web development, programming
and IT support.
4 Think! A: I think one advantage of belonging to Generation
C is that we are more connected to the world.
B: I agree. Due to social media, we’re quickly updated on news
and new trends.
C: True, but being constantly on social media can lead to an
over-dependence on our devices.
A: You have a point. That can actually lead to less real social
interaction and meaningful relationships.
C: Yes, and another disadvantage is that this leads to a lifestyle
of less exercise, which could cause health problems in later life.
B: Still, you have to admit that being part of Generation C has
its advantages in the world of work. For example, more and
more jobs are becoming available in the technology sector, and
members of Gen C are ideally suited to them.
C: Generation C also enjoys more flexibility in their work
schedules. For instance, being able to work from home, which
saves time and energy on a long commute every day.
A: Right. And that’s an advantage because it can lead to a
healthier work-life balance.
Ending the lesson Matching the words to the meanings ex.5 p.103
10 minutes 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
• 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.
Answer Key
engaged = involved
primary = main
content = material
classified = categorised
presence = existence
active = currently interacting
corporations = companies
conventional = stereotyped
you plan to challenge use a wide range of vocabulary, which is appropriate to topic
the more able learners? and genre, skim a range of lengthy texts with speed to identify Values links
prompt less able learners content meriting closer reading on a range of more complex
to engage in whole class and abstract, general and curricular topics, read for cohesion
checking and plenary and coherence (missing sentences); consolidate information in a
activity with supportive text and vocabulary to develop critical thinking skills.
questioning
key words
Module 8 « Recent Advances in Technology » 8 C
Lesson 5 (83) Digital Natives & Future Careers p.103

Date: Class: 11
Teacher’s name:
Learning objectives that 11.6.13 - use a variety of dependent prepositions with less common nouns,
this lesson is adjectives and verbs on a wide range of general and curricular topics;
contributing to 11.6.14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect; use a variety of multi-word
verbs of different syntactic types on a wide range of general and curricular
topics;
unfamiliar topics;
topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics;
11.5.1 - plan, write, edit and proofread work at text level independently on a
curricular topics;
practiseprepositions
practise prepositions with
with nouns/adjectives/verbs and prepositional phrases,
clauses of concession and multi-word verbs;
practise prepositions with nouns/adjectives/verbs and prepositional phrases,
clauses of concession and multi-word verbs; listen for specific information;
practise language for interviewing and replying;
Some learners will be able to: practise prepositions with
nouns/adjectives/verbs and prepositional phrases, clauses of concession and
multi-word verbs; listen for specific information; practise language for
interviewing and replying; give a
presentation on careers for digital natives.
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
Previous learning Digital Natives & Future Careers
Plan
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
Aim: To practise prepositions with nouns/adjectives/verbs
• Refer Ss to the Appendix to revise prepositions.
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
phrases including those relating to concession and respect; use
a variety of multi-word verbs of different syntactic types on a
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.
Answer Key
1 in 3 of 5 with
2 on 4 of 6 out
Speaking & Functions.
Discussing the interview ex. 8 p.103
• Read the questions in the rubric.
• Play the recording. Ss listen and decide on the answers.
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
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?
unfamiliar topics;
unfamiliar 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.
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
discussion;
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;
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.
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?
learners where they
Module 8 “Recent Advances in Technology ” 8 D
Lesson 6 (84) An Informal Leaflet p.104-105

Date: Class: 11
Teacher’s name:
Learning objectives 11.5.7 - use independently appropriate layout at text level on a wide range of
that this lesson is general and curricular topics ;
wide variety of written genres on general and curricular topics.
analyse a rubric, read a model essay and choose the correct headings;
analyse a rubric, read a model essay and choose the correct headings; analyse a
model essay; practise register;
model essay; practise register and informal language.
model essay; practise register and informal language.
Value links Explore the theme of informal leaflet
Previous learning Digital Natives & Future Careers
Plan
Resources
Beginning the Rubric analysis: Ex.1 p.104 Student’s
lesson 11.5.7 - use independently appropriate layout at text level on a wide book, IWB
5 minutes range of general and curricular topics;
• Ask Ss to read the Writing Tip box. Explain any points Ss are
unsure about.
• Ask Ss to read the rubric and identify and underline the key
words.
Answer Key
Key words: lecturers from abroad, visit your university, President
of the Student's Union, information leaflet, details about the
university, area, activities, 150-200 words.
1 The target readers are lecturers visiting your university from
abroad.
2 The leaflet should be formal and written in the passive voice.
3 I think the target readers would like to learn about details about
the university, its history and its courses, details about the local
area, events and activities available. I do not need to include details
about the seminars as the visitors will have been informed about the
seminars when they were invited .
Main Activities Model Analysis :Ex.2 p.104 Student’s
25 minutes 11.1.8 - develop intercultural awareness through reading and book, IWB
discussion;
Aim: to read a model essay and choose the correct headings; to
analyse a model essay
• Give Ss time to read the model and tell Ss to choose the most
appropriate heading for each section. Check Ss' answers and elicit
reasons for their choices. Student’s
• Then give Ss time to answer the questions. book, IWB
• Ask Ss’ around the class to share their answers read a model
essay and practice linkers.
Answer Key
1 About your visit – The other option is too informal because it is a
colloquial expression and has an exclamation mark.
2 The university – The other option only mention the subjects and
not the facilities and accommodation which are included in the
paragraph.
3 The city and the surrounding area – The other option shows
personal opinion with the adjective 'nice'. Student’s
4 Events and activities – The other option is too informal because it book, IWB
is a colloquial expression and has an exclamation mark.
5 Enjoy your stay – The other option is an informal expression and
has an exclamation mark.
Answer Key
1 The leaflet includes all the points in the rubric, including an
introduction and a brief conclusion. It is well-structured, with five
paragraphs, each with its own subheading.
2 The register is formal, serious and respectful.
3 modern – advanced
comfortable – homely
spacious – open
state-of-the-art – the latest
more established – traditional
spectacular – impressive
lively – bustling Student’s
pleasant – enjoyable book, IWB
4 Main heading: Welcome to Nazarbayev University
Subheadings 1) Regarding your stay 2) Our institution and campus
3) In and around Nur-Sultan 4) Local festivities and activities 5)
Wishing you a pleasant stay.
Matching the words with the synonyms ex.3 p.104
Aim: to practise register
• Direct Ss' attention to the underlined words/phrases in the model.
• Give them time to decide whether they are formal or informal and
then match them to their synonyms in the list.
• Check Ss’ answers. analyse a model for structure
Answer Key
The words/phrases in the model are formal.
forthcoming = approaching
during your stay = while you’re here
founded = set up
spacious = roomy
are the envy = are admired and wanted by
more established institutions = older universities
outskirts = edge
spectacular = breathtaking
lively = bustling
on offer = you can do
will live up to your expectations = will be just what
you’re looking for.
Formal & Informal language

Matching the words with the equivalents ex.4 p.105
curricular topics;
a) Aim: to identify formal/informal language
• Ask Ss to read the lists of phrases and give them time to match
them.
• Then check their answers.
Answer Key
1E 2 B 3 C 4 D 5 F 6 A
b)Aim :to practise using formal/informal
language
• Explain the task and read out the examples.
• Then give Ss time to complete the task.
Answer Key
2 Formal: Would you be interested in seeing the city?
Informal: Would you be into having a
quick tour?
3 Formal: There is sufficient food for everybody.
Informal: There is plenty of food for everybody.
4 Formal: We are looking for suitable accommodation.
Informal: We are after some information on local hotels.
5 Formal: I am hoping to refresh my Kazakh while I’m here.
Informal: I’d like to brush up on my Kazakh if I get the chance.
6 Formal: We should have the system operating within a few days.
Informal: We should be up and running in no time.
Ending the lesson Filling in gaps ex.5 p.105 Student’s
10 minutes 11.1.8 - develop intercultural awareness through reading and book, IWB
discussion;
curricular topics;
Aim: to practise informal language
• Ask various Ss to read the phrases in the list and then give them
time to use them to complete the extract.
1 you’ll find all the information you need
2 you’ll know exactly what to expect
3 if you’re keen on
4 you’re sure to love
5 There are lots of different courses
6 is the place for you
support less able learners by encouraging them to scan Learners have met the learning Values
text quickly to find a section of the text that contains objective if they can: links
the answer. analyse a rubric, read a model
essay and choose the correct
headings; analyse a model essay;
practise register and informal
language.
Module 8 « Recent Advances in Technology » 8 D
Module 8 An Information Leaflet p.105
Lesson 7 (85)
Date: Class: 11
Teacher’s name:
Learning 11.5.7 - use independently appropriate layout at text level on a wide range of general
objectives that and curricular topics;
this lesson is 11.2.2 - understand specific information in unsupported extended talk on a wide
contributing to range of general and curricular topics, including talk on a growing range of unfamiliar
topics;
topics
11.5.5- develop with minimal support coherent arguments supported when necessary
curricular topics;
general and curricular topics.
objectives analyse a rubric, brainstorm for ideas;
analyse a rubric, brainstorm for ideas;
analyse a rubric, brainstorm for ideas, write an information leaflet.
criteria write an information leaflet.
Value links Explore the topic of writing an information leaflet
learning
Plan
Resources
Beginning the Your Turn. Ex.6 p.105 Student’s
lesson a) 11.5.7 - use independently appropriate layout at text level on a book, IWB
10 minutes wide range of general and curricular topics;
Aim: to prepare for a writing task
• Check Ss’ answers around the class. practise supporting sentences.
Answer Key
1 I have to use informal style.
2 My information will be based primarily on research.
Speaking &Functions : Brainstorm for ideas Ex.6 b p.105

b) 11.2.2 - understand specific information in unsupported extended
Aim: To brainstorm for ideas
• Explain the task and give Ss time to talk in pairs and think of ideas.
Tell them to read through the list and tick the ones they should
include.
Answer Key
1, 3, 5, 7, 11, 13
Main Activties Writing : An Information Leaflet using the plan ex.6c p.105 Student’s
25 minutes Useful Language book, IWB
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;
topics;
general and curricular topics with a good degree of accuracy;
wide range of general and curricular topics.
Aim: To write an information leaflet
• Give Ss time to complete the task using their answers in Ex. 6 and
the rubric in Ex. 6a as well as the plan to help them.
• Alternatively, assign the task as HW and check Ss’ answers in the
next lesson.
Welcome to Nur-Sultan!
About your visit
The following information should help you to get the most out of
your upcoming visit to Nur-Sultan, Kazakhstan. We have included
information about the local area as well as some things you’ll be able
to do while you’re there.
The city
Nur-Sultan is in north-central Kazakhstan. It's a beautiful and
modern city with a continental climate, and so gets extremely cold in
the winter. In fact, it's the second-coldest capital in the world! But
during our stay in July, temperatures could reach over 30° C, so bring
appropriate clothing.
Places to visit
The city is lively and a great place for shopping with lots of
shopping centres such as the Khan Shatyr. There are also numerous
museums and amazing monuments to visit, including the famous 97-
metre-tall Baiterek Tower, which has a fantastic view of the city.
Local etiquette
Visitors will do well to respect local customs and act in accordance
with the local culture. Behave formally towards people you don't
know, and don't use people's first names unless you are invited; being
overly familiar could be taken as a sign of
disrespect.
Enjoy your stay!
We hope you have a very comfortable and enjoyable stay in Nur-
Sultan!
Ending the Discussion of the structure of an information leaflet.
lesson
5 minutes
encouraging them to brainstorm for ideas quickly objective if they can: Values links
to write an information leaflet. write an information leaflet
Module 8 “Recent Advances in Technology” 8E
Module 8 Android OS p.106 Culture Corner

Lesson 8 (86)
Date: Class: 11
Teacher’s name:
contributing to 11.4.3- skim a range of lengthy texts with speed to identify content meriting
topics;
unfamiliar topics;
topics;
read for specific information, read for cohesion and coherence (open cloze);
cloze), present a technology company in Kazakhstan.
Vocabulary Verb: deter, shift ( their) focus.
Nouns: open-source.
cloze), present a technology company in Kazakhstan.
Value links Explore the themes of the past, present and future of Android OS
links
Previous learning Writing an information leaflet
Plan
Resources
Beginning the lesson Reading &Listening: Answering questions ex.1 p.106 Student’s
10 minutes 11.1.10- use talk or writing as a means of reflecting on and book,
exploring a range of perspectives on the world; IWB
• Read out the questions and elicit answers from Ss.
• Elicit various other questions about Android OS and write two
of them on the board.
• Then give Ss time to read the text and see if they can answer
them.
Android OS started in 2003 in California in the USA when a
group of people decided to develop software for digital cameras.
But when the market for digital cameras declined, they adapted
the software to be used on mobile devices. It is popular because
it is free, open-source software, meaning the code is available
and can be easily edited and modified to run on a number of
devices.
Who developed Android OS? (Rich Miner, Nick Sears, Chris
White and Andy Rubin)
When was the first Android phone released? (2008)
Main Activities Filling in gaps Ex.2 p.106 Student’s
10 minutes 11.2.2 - understand specific information in unsupported extended book, Class
talk on a wide range of general and curricular topics, including CD, DVD
curricular topics;
Aim: to read for cohesion and coherence (open cloze);
•Ask Ss to read the text again and give them time to complete the
gaps with an appropriate word.
• Play the recording for Ss to listen and read and check their
answers.
Answer Key
1 to 5 was 9 its 13 as
2 but 6 each 10 on 14 if
3 in 7 by 11 be 15 had
4 that 8 that 12 on
5 minutes Filling in words Ex.3 p.106 Student’s
11.3.2 - ask and respond with appropriate syntax and vocabulary book, Class
to open-ended higher-order thinking questions on a range of CD
• Read out the list of words and tell Ss to look up the meanings
of any that are unknown in the Word List or in their dictionaries.
• Give Ss time to use them to complete the phrases referring
back to the text as necessary.
• Then give Ss time to use the completed phrases in sentences of
their own based on the text.
• Tell Ss to compare their answers with their partner and then
elicit answers from Ss around the class.
Answer Key
1 technology 4 screen 7 system
2 recognition 5 fingerprint 8 software
3 space 6 intelligence
Android OS is used in Google’s wearable technology.
Facial recognition technology was introduced in version 4.0.
Android OS was initially invented to upload photos to an online
space.
Today we can unlock the screen on a smartphone with a
fingerprint ID.
Android is used for Google’s artificial intelligence system.
It is the most popular operating system these days.
Android is free open-source software
10 minutes Writing : Collecting and presenting information about a Student’s
Technology Company ex.4 p.106 book, IWB
topics;
curricular topics;
Aim: to present a technology company
• Give Ss time to research online and find out information about
a technology company similar to Android Inc. Ask them to make
notes about it covering all the points mentioned.
• Then ask various Ss to present the company to the class.
Microsoft Kazakhstan is a multi-national software and
technology company with offices in both Almaty and Nur-Sultan.
Microsoft Kazakhstan first opened in 2003 during a period of
rapid economic development. Just like in other countries, the
products offered by Microsoft Kazakhstan include Windows,
Xbox, Xbox-Live,Microsoft Live services, and cloud computing.
Microsoft Kazakhstan is currently developing a strategy to use
cloud computing and artificial intelligence technologies in various
fields in Kazakhstan as the tech industry continues to grow.
Microsoft currently employs around 137 million people
worldwide and is intent on becoming the best employer in
Kazakhstan
Ending the lesson Summing up the results of the lesson, giving and getting Student’s
5 minutes feedback. book
able learners? coherence (open cloze), present a technology company in
monitor less able Kazakhstan.
and prompt in their
speaking activity

Module 8 « Recent Advances in Technology » 8 F
Module 8 Holography the new 3D p.107Curricular: Design & Technology

Lesson 9(87)
Date: Class: 11
Teacher’s name:
Learning objectives 11.2.2 - understand specific information in unsupported extended talk on a wide
that this lesson is range of general and curricular topics, including talk on a growing range of
contributing to unfamiliar topics ;
topics;
predict the content of the text and listen and read for gist, read for specific
information;
information; consolidate new vocabulary;
information; consolidate new vocabulary and give a presentation on how holography
could change our lives.
Vocabulary Nouns: coverage, runway, glimpse, catwalk;
give a presentation on how holography could change our lives
Value links Explore the theme of Time Zones
links
Previous learning
Plan
Beginning the Reading &Listening: Answering questions Ex.1 p.107 Resources
Student’s
lesson 11.2.2 - understand specific information in unsupported extended book, IWB
10 minutes talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics ;
Aim: to predict the content of the text and listen and read for
gist
• Ask Ss to read the title and the subheadings in the text and elicit
Ss’ guesses in answer to the question in the rubric.
• Play the recording and Ss listen and read the text and check if
their guesses were correct.
I think holography can be used to make videos appear in 3D. That
means that TV and Internet images could appear in the middle of
our living rooms instead of being flat images on screens. For music,
holography could mean performances being projected without
artists actually being present at concert venues. Finally, in fashion,
holography could be used to make models and costumes appear
on catwalks or in advertising as 3D images.
Main Activities Completing and filling in the sentences Ex.2 p.107 Student’s
20 minutes 11.4.2- understand specific information and detail in extended texts book, IWB,
topics;
• Ask Ss to read the sentence stubs 1-6 and then read the text again
and complete the task.
Answer Key
1 3D images appear on flat screens, whereas holographic images
are projected to appear as real objects.
2 the US Presidential Election in 2008 by CNN.
3 users could touch a holographic screen and there would be no
need for a mouse or a keyboard.
4 the band members were actually animated characters.
5 has been at the top of the music charts and tickets for her tours
have sold out. Student’s
6 the fashion designer, Alexander McQueen. book, IWB,
• Refer Ss to the Check these words box and explain/elicit the Class CD,
meanings of the words or ask Ss to use their dictionaries and look
them up.
laser projection (phr): when a laser is used to make a film/image
appear on a screen or other object
presidential election (n): a political process to select a new
president for a country
coverage (n): the reporting of a particular event
news correspondent (n): sb who reports the news
project (v): to make an image/film appear on a
wall/screen or other surface
glimpse (v): to see sth briefly
go on tour (phr): to perform a series of concerts around the
country/world
life-like (adj): seemingly real Student’s
sell-out (adj): having sold all the tickets book, IWB
top the charts (phr): to be the number one bestseller in the music
charts
catwalk (n): a long narrow stage that models walk along in a
fashion show
runway (n): a long narrow stage that models walk along in a
fashion show
malfunction (v): to stop working properly; to break down
touchpad (n): a special area on a computer/device
that you touch in order to move the cursor or give an instruction
conference (n): a meeting/event where talks are given usually to
businesspeople
Filling in words Ex.3 p.107
• Explain the task. Give Ss time to complete the task.
Answer Key
1 advanced 3 news 5 top
2 flat 4 sell-out 6 fashion
Speaking &Functions: Discussing the information Ex.4-5 p.107
Ex.4 p.107
11.4.5 - deduce meaning from context in extended texts on a wide
• Go through the words/phrases in the rubric and give Ss time to
look through the text again and find synonyms.
Answer Key
brief look = glimpse
not possible = out of the question
having an effect on =left its mark on
do the same = follow
Ex.5 p.107
11.3.2 -ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general
curricular topics;
Aim: To consolidate information in a text
Read the rubric aloud and elicit a variety of answers from Ss
around the class.
I found it interesting that a holographic pop star could perform a
sell-out tour. It’s also interesting to learn that holographic images
can be used on catwalks instead of real-life models. Finally, I found
it interesting that the Internet could one day be controlled using a
holographic screen instead of a mouse or a keyboard.
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
topics;
11.6.13 - use a variety of dependent prepositions with less common
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.
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.
How do you plan to
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

Module 8 “Recent Advances in Technology”
Module 8 Lesson 10 (88) Language in Use p.60

Date: Class: 11
Teacher’s name:
11.6.4- use a range of affixes with appropriate meaning and correct spelling on
Value links to present interesting information relating to technology in Kazakhstan
Cross – curricular links Science, ICT
Previous learning Holography the new 3D
Plan
Resources
15 minutes Ex.1 p. 108 book, IWB
answers.
Answer Key
1 hold down 4 watered down
2 played down 5 step down
3 mark down 6 narrow down
Ex.2 p. 108
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
Ss’ answers.
Answer Key
1 on 3 to 5 of 7 to
2 of 4 at 6 with
Ss’ answers.
Answer Key
1 whiteboard 4 scanner 7 device
2 computers 5 path 8 assistant
3 presence 6 transactions
Ex.4 p.60 book, IWB
topics;
Ss’ answers.
Answer Key
1 handy 3 monetise
2 Non-profit 4 impractical
Words often Confused
Ex. 5 p.108 Student’s
11.5.2- use a wide range of vocabulary, which is appropriate to book, IWB
Answer Key
1 Collaboration 4 constant
2 limitations 5 typical
3 sensitive
10 minutes Aim: to present interesting information relating to book, IWB
technology in Kazakhstan
• Have Ss read the text and choose the correct words.
Answer Key
1 improvements 6 recognition
2 prevents 7 tell
3 by 8 to
4 so 9 role
5 collaborated 10 logistics
the more able learners? word formation, consolidate words often confused. Values links
questioning
key words
Module 8 « Recent Advances in Technology »
Lesson 11 (89) The Tech of Tomorrow p.109

Summative Assessment for the Module 8 “Recent Advances in
Technology”pp.108
Date: Class: 11
Teacher’s name:
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;
unfamiliar topics;
curricular topics
curricular topics
Value links Explore the theme of the tech of tomorrow.
Cross – curricular links Social life, Science, ICT.
Plan
Resources
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
curricular topics;
• 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.
Answer Key
1B 2E 3D 4B 5C 6A
Ending the lesson . Summing up the results of the lesson, giving and getting feedback
5 minutes

Module 8 « Recent Advances in Technology »
Module 8 Lesson Progress Check p.110

12(48)
Date: Class: 11
Teacher’s name:
11.6.10 - use a wide variety of reported statement, command and question
curricular topics;
curricular topics
curricular topics
Value links Explore the theme of writing an information leaflet for students
Previous learning The Tech of Tomorrow
Plan
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
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
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
curricular topics;
Aim: to practise verb complementation
Answer Key
1b 2d 3c 4a
1 transitive verb + clause
3 linking verb + adjective
4 transitive verb + indirect object + direct object +
adverb/adverbial phrase
Choosing the correct items Ex.6 p.110
Aim: To practise prepositional phrases
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
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.
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!

Module 9 “The Chemistry of Clothes ”
Lesson 1(91) Synthetic Materials p.111

Date: Class: 11
Teacher’s name:
that this lesson is perspectives on the world ;
contributing to 11.3.6 - navigate talk and modify language through paraphrase and correction in talk
range of general and curricular topics.
provide an overview of the module, read for specific information;
provide an overview of the module, read for specific information, consolidate
information in a text;
information in a text, present information about other fabric properties.
Vocabulary wearables & enhanced clothing, psychotextiles, mould.
information in a text, present information about other fabric properties.
Value links Explore the theme of synthetic materials
Cross – curricular Science
links
Previous learning Progress Check
Plan
N
Resourc
lesson Read the title of the module The Chemistry of Clothes and ask Ss to s book,
5 minutes suggest what they think the module will be about (the module is about IWB
synthetic materials, fabric properties, resources and processes involved in
manufacturing clothes [wearables & enhanced clothing, psychotextiles]
and the textile industry). Go through the objectives list to stimulate Ss’
interest in the module.
Main Activties Speaking &Functions: Discussing pictures and Synthetic Materials Student’
10 minutes Vocabulary s book,
Ex.2 p.111 IWB
range of perspectives on the world ;
topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and
Aim: to o introduce vocabulary related to synthetic materials
• Direct Ss’ attention to the picture and read out the questions.
• Elicit answers from Ss around the class. Tell Ss to check in their
dictionaries.
Polyethylene terephthalate is commonly known as polyester. It is related
to synthetic materials because it is a synthetic material that is man-made,
and engineered to have specific qualities. It is wrinkle resistant and
hydrophobic.
10 minutes Reading &Listening: Filling in words ex.2 p.111 Student’
11.4.3 - skim a range of lengthy texts with speed to identify content s book,
meriting closer reading on a range of more complex and abstract, general IWB,
and curricular topics; Class
Aim: to read for specific information CD
• Ask Ss to read the list of words. Explain/Elicit the meanings of any
unknown words and then ask Ss to read the text and use them to
complete the gaps.
Answer Key
1 wrinkle 6 absorb
2 extinguish 7 repel
3 compound 8 properties
4 growth 9 resistant
5 mould 10 substances
• Play the video for Ss and elicit their comments. listen for specific
information
Telling things about Fabric Properties Ex.3 p.111
topics;
Aim: to consolidate information in a text.
Ask various Ss around the class to share what they have learnt about
fabric properties from the text.
I learnt that heat-set fabrics are shrink resistant and wrinkle resistant. I
also learnt that stain release fabrics first absorb substances, and then they
can be washed out easily.
5 minutes Did you know? p.101 Student’
Aim: to expand the topic s book
Read out the “Did you know?” box and elicit whether Ss were aware of
this information or not.
Ending the lesson OVER TO YOU! P.111
10 minutes 11.3.7- use appropriate subject-specific vocabulary and syntax to talk about a range of
range of general and curricular topics.
Give Ss time to collect information about other fabric properties and then ask various
Ss to present their information to the class.
Antistatic fabrics do not cling to other surfaces and do not create static electricity.
They are used in situations where people are working with flammable substances.
Reflective fabrics allow light to bounce off them, making them highly visible
especially in the dark. Therefore, they are often worn at night or when doing
dangerous work. test retention of information from a text
how do you plan to Check if the students after reading the texts can use the new curricular
give more support? vocabulary to fill the gaps. links
How do you plan to Health and
challenge the more safety check
learners to come up
with a strategy for
different types of
in this lesson
Module 9 “The Chemistry of Clothes ” 9A
Lesson 2 (38) Wearables & Enhanced Clothing pp.112-113

Date: Class: 11
Teacher’s name:
Learning objectives 11.4.5- deduce meaning from context in extended texts on a wide range of familiar
that this lesson is and unfamiliar general and curricular topics;
contributing to 11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses
11.3.2- ask and respond with appropriate syntax and vocabulary to open-ended
topics;
curricular topics;
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics.
present and practise topic-related vocabulary, listen and read for gist;
present and practise topic-related vocabulary, listen and read for gist, read for specific
information (sentence completion), revise adjective complements, consolidate new
material;
material, design your own smart item of clothing.
Vocabulary sensor, posture, water-soluble chemicals
material, design your own smart item of clothing.
Value links Explore the themes of Wearables & Enhanced Clothing
Cross – curricular Social life
links
Previous learning Vocabulary “The Chemistry of Clothes”
Plan
N
Beginning the Vocabulary. Resourc
Student’
lesson Filling in words .Ex.1 p.112 s book,
5 minutes 11.4.5- deduce meaning from context in extended texts on a wide range IWB,
of familiar and unfamiliar general and curricular topics; Class
11.5.2- use a wide range of vocabulary, which is appropriate to topic and CD
Aim: to introduce the topic; to present and practise topic-related
vocabulary
• Ask Ss to read the definition and then read the words in the list.
• Explain/Elicit the meanings of any unknown words and then ask Ss to
look at the picture and use the words to complete the labels.
Answer Key
1 brain 4 pressure 7 temperature
2 heart rate 5 production 8 technique
3 nerve 6 levels

25 minutes Answering questions .Ex.2 p.112-113 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, general Class
and curricular topics; CD
• Give Ss time to read the text and find out the answers to the questions.
Answer Key
Smart clothing can be related to Wireless Body Area Networks because
they are both wearable technology, which can be used to collect and
record data about our bodies.
Scientists have used chemicals to give clothing selfcleaning properties,
and the ability to purify the air around the wearer.
Completing the sentences.Ex.3 p.51 Student’
11.4.2- understand specific information and detail in extended texts on a s book,
Aim: to read for specific information (sentence completion) Video
• Give Ss time to read the sentence stubs 1-6 and then read the text again
and complete them.
Answer Key
1 ... charge the user's phone as they walk around.
2 ... feedback on how to improve their posture.
3 ... an external device.
4 ... biological processes.
5 ... light.
6 ... the air/atmosphere.
the Word List.
Filling in words .Ex.4 p.113 Student’
11.5.2- use a wide range of vocabulary, which is appropriate to topic s book,
and genre, and which is spelt accurately; IWB
a) Aim: to consolidate new vocabulary
•Read out the list of words and then give Ss time to complete the
phrases referring to the text if necessary
Answer Key
1 data 4 chemicals 7 chemicals
2 set 5 processes 8 sensors
3 breathing 6 metals 9 source
b) Aim: to consolidate new vocabulary; to consolidate information
in a text
• Ask Ss to work in pairs and give them time to use the phrases in Ex.
4a to ask and answer questions based on the text.
Q: Which kind of clothing is able to carry data?
A: The ‘smart shirt’.
Q: Why is Joe Wang’s shirt called a 'portable chemistry set'?
A: It has sensors that can detect chemicals and heavy metals.
Q: How does the ‘smart shirt’ monitor breathing?
A: It uses external sensors.
Q: Which biological processes does the ‘smart shirt’ tell us about?
A: Heart rate, temperature, and breathing.
Q: What are water-soluble chemicals?
A: They are chemicals that can be dissolved in water.
Q: Which garment needs a power source?
A: Sundaresan Jayaraman’s ‘smart shirt’. etc.
Grammar Student’
Adjective Complements. Ex.5 p.113 s book,
11.6.3 - use a variety of adjectives complemented by that, infinitive and IWB
Aim: to revise adjective complements
• Ask Ss to look through the text again and find examples of adjective
complements.
• Refer Ss to the Grammar Reference section for help if necessary.
… it is obvious that the clothing industry is always changing ...
… people are excited to try out ...
...curious what the future of fashion holds.
Adjective Complements. Ex.6 p.113
Aim :to practise adjective complements.
Give Ss time to match the two columns and then check Ss’ answers
around the class.
1c 2e 3b 4f 5a 6d
Speaking &Functions: Discussing the text information. Student’
Ex.7 p.113 s book,
11.3.2- ask and respond with appropriate syntax and vocabulary to open- IWB
curricular topics;
Aim: to personalise the topic using Ss’ own ideas
• Ask Ss to work in pairs and discuss how they would enhance clothing
and what features/ chemicals they would add.
A: I would enhance clothing by adding heating elements to them. The clothes
would have a battery pack that can be recharged easily at home and the
heat could be adjusted with a remote in your pocket.
B: That’s a good idea. I would treat the clothes with chemicals that help them
to retain heat easily. It would be a great way to stay warm in the winter.
Ending the lesson Writing: Collecting and presenting information about Smart Student’
Clothing. Ex.8 p.113 s book,
11.1.4 - evaluate and respond constructively to feedback from others; IWB
feelings;
curricular topics;
adverbs/adverbial phrases on a wide range of general and curricular
topics.
Aim: to design a smart outfit
• Give Ss time to research online and find more information about smart
clothing.
• Then give them time to use this information and their own ideas to
design an item of smart clothing.
• Ask various Ss to present their smart clothing to the class.
• Have the class vote for each one to decide which is the most
imaginative piece of clothing.
My idea is a smart T-shirt which would be designed specifically for
people who enjoy running. It would be made with strong fabrics that are
breathable, water resistant, and so lightweight that the wearer would
hardly feel it when exercising. It would be called the ‘JogSmart’ T-shirt
and it would help the wearer in several ways.
First of all, the smart T-shirt would be able to record the distance
covered by the wearer and the speed they are travelling at. This
information would then be sent to a ‘JogSmart’ app. Based on the size of
the T-shirt, the app could estimate the ICT body shape of the wearer,
compute the data and accurately calculate how many calories have been
burned. It would also have a setting that changes the music in the wearer’s
earphones depending on how fast they are running, and would include a
trainer setting. The trainer setting would allow the user to set a goal for
distance travelled or calories burned, and the app would give updates
through the wearer’s earphones so that they could track their progress.
What’s more, the ‘JogSmart’ T-shirt would be fitted with LED lights,
which would serve several purposes. They would inform the user if the
garment’s batteries are running low, and indicate when to charge them.
The lights would also be designed to flash after certain times of day, to
increase visibility and ensure that the wearer can run safely after dark.
The T-shirt would also predict the wearer’s movements based their body’s
position, and would flash accordingly to act as an indicator when running
on the road.
The ‘JogSmart’ T-shirt would be stylish and extremely functional. Any
fitness fanatic would be excited to have one.
how do you plan to learners’ learning? History
give more support? monitor for spoken accuracy in doing a project and use
How do you plan to a range of oral correction techniques.
challenge the more Learners have met the learning objective if they can:
able learners? present and practise topic-related vocabulary, listen and
prompt less able read for gist, read for specific information (sentence
learners to engage in completion), revise adjective complements, consolidate
whole class checking new material, design your own smart item of clothing.
with supportive
questioning
provide sentence
starters for final

Module 9 “The Chemistry of Clothes ” 9B
Lesson 3 (93) Psycho textiles pp.114-115

Date: Class: 11
Teacher’s name:
Learning objectives 11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
that this lesson is higher-order thinking questions on a range of general and curricular topics,
contributing to including some unfamiliar topics;
11.4.1 - understand complex and abstract main points in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
adverbs/adverbial phrases on a wide range of general and curricular topics;
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;
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses
on a wide range of general and curricular topics.
learn topic-related vocabulary, listen and read for gist, read for specific
information( multiple choice), consolidate new vocabulary;
information( multiple choice), consolidate new vocabulary, revise adverbs and
adverbial phrases, practise adverbs/adverbial phrases;
adverbial phrases, practise adverbs/adverbial phrases, present e information about
psychotextiles and how they affect the human brain.
Vocabulary Verb: provoke, evoke;
Nouns: circulation
adverbial phrases, practise adverbs/adverbial phrases, present e information about
psychotextiles and how they affect the human brain.
Value links Explore the topic of clothing manufacturing ,its resources and processes
Cross – curricular Psychology, Fashion
links
Previous learning “Wearables & Enhanced Clothing”
Plan
N
Resourc
Beginning the Vocabulary Student’
lesson Reading &Listening: Answering questions. s book,
5 minutes Ex.1 p.114 IWB
a) Aim: to introduce the topic.
Give Ss time to consider their answers and then ask various Ss to tell the
class.
My favourite colours are yellow and green. I like them because they
remind me of nature and springtime, which makes me feel energetic and
happy.
b)Aim: To introduce topic-related vocabulary
• Give Ss time to look at the qualities listed.
• Explain/Elicit the meanings of any that are unknown and/or ask Ss to
look them up in their dictionaries.
• Then elicit whether Ss agree/disagree with the descriptions.
I agree with the descriptions, because they are similar to how I feel
about the colours. The brighter, more vibrant colours represent happy,
energetic feelings, and the darker ones represent sadder, less energetic
feelings.
Main Activities Answering questions Ex.2 p.114 Student’
11.1.8 - develop intercultural awareness through reading and discussion; s book,
5 minutes 11.4.1 - understand complex and abstract main points in extended texts IWB
on a wide range of familiar and unfamiliar general and curricular topics;
• Elicit what else, if anything, Ss know about the
psychology of clothes and elicit whether Ss think it is connected to the
psychology of colour in Ex. 1b.
• Play the recording. Ss listen and read the text to find out.
I think the psychology of clothes refers to the way clothes make us feel,
and the reasons why we buy certain clothes. I think it is connected with
colour because colours can make us feel certain feelings which affect
our choices, and at specific times of year certain colours can be used to
sell clothes to people.
10 minutes Choosing the correct answer Ex.3 p.115 Student’
11.4.2- understand specific information and detail in extended texts on a s book,
topics;
11.4.9 - recognize inconsistencies in argument in extended texts on a
• Ask Ss to read the questions 1-5 and the answer choices.
• Then give Ss time to read the text again and decide on their answers.
Answer Key
1C 2A 3D 4B 5A
the Word List.
Matching the words to the meanings

Ex.4 p.115
of familiar and unfamiliar general and curricular topics; Student’
Aim: to consolidate new vocabulary s book,
• Explain the task and give Ss time to match the words in bold with IWB,
their meanings in the list. Class Cd
Answer Key
melancholy = depression
pioneered = developed
scanned = examined
responses = reactions
intricate = elaborate
evokes = causes
withstand = endure
engineer = bring about Student’
Grammar: Adverbs/ Adverbial Phrases s book,
Ex.5 p.115 IWB
topics;
Aim: to revise adverbs and adverbial phrases
• Refer Ss to the Grammar Reference section to review the theory on
adverbs and adverbial phrases.
• Then tell Ss to look at the underlined adverbs/ adverbial phrases in the
text and match them to the positions mentioned.
• Check Ss’ answers and then elicit examples for each of the
classifications from Ss around the class.
Answer Key
employed successfully – post-verbal position
actively influence – pre-verbal
at the university – end position
Suggested Answer Key Student’
Pre-verbal position – The study was purposefully designed to record s book
emotional responses.
Post-verbal position – The woollen clothing was made especially for
the study.
End position – The technology could be used as “visual medicine” in
the future.
Ex.6 p.115
topics;
Aim: to practise adverbs/adverbial phrases
• Explain the task and give Ss time complete it.
Answer Key
1 The dress is expected to be permanently on sale in department stores
from next spring.
2 Personally, I think I will probably watch the fashion show at Charlie’s
house.
3 She suddenly announced that she’s going to attend Fashion Week in
Milan next September.
4 Apparently, he occasionally wears a suit if he has a business meeting
in the city.
5 Frankly, you could have simply called me yesterday afternoon.
6 He spontaneously bought himself a very trendy jacket last weekend
10 minutes Speaking &Functions: Discussing the text information. Student’
Ex.7 p.115 Think! s book,
11.5.2- use a wide range of vocabulary, which is appropriate to topic and IWB
a) Aim: to consolidate information in a text.
Ask various Ss around the class to say what impressed them from the
text.
The qualities of electrochromic fibres impressed me. It is amazing that
they can change colour in response to electrical currents. The work of
Stylios and Chen impressed me as well. Their discoveries about our
brains’ responses to colours and patterns could be very important in the
future.
b) Aim: to expand the topic
• Give Ss time to consider their answers and write down two more
questions that they would like answered about psychotextiles.
• Elicit answers from the class.
Are there any other possible applications for psychotextiles?
Do psychotextiles affect different people in different ways?
Ending the lesson Speaking & Writing Student’
Ex.8 p.115 s book
10 minutes 11.1.6- organize and present information clearly to others;
curricular topics;
wh- clauses on a wide range of general and curricular topics.
Aim: to write about psychotextiles
psychotextiles and how they affect the human brain. Then give them
time to prepare a short text.
• Ask Ss to read their texts to the class.
• Alternatively, assign the task as HW and ask Ss to share their answers
in the next lesson.
Psychotextiles can use colours to stimulate our brains and achieve
certain responses, but they can also use abstract shapes. Scientists were
surprised to discover the ways our brains respond to certain shapes.
Shapes that have sharp angles tend to evoke alertness and anxiety in our
brains, while rounded angles are calming. This principle is used in
traffic signs, and may also explain why most clothing tends to be made
with soft, flowing lines and angles, and why harsh, sharp ones, are not
used so freely.
able learners?
challenge more able
learners to explain
connections between
different elements

Module 9 “The Chemistry of Clothes ” 9 C
Lesson 4 (94) Clothing in Kazakhstan pp.116-117

Date: Class: 11
Teacher’s name:
that this lesson is perspectives on the world ;
contributing to 11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended
including some unfamiliar topics ;
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;
appositional uses and textual reference on a wide range of general and curricular
topics;
unfamiliar topics;
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended
talk on a wide range of general and curricular topics, including talk on a growing
talk on a wide range of familiar and some unfamiliar general and curricular topics ;
topics;
adverbs/adverbial phrases on a wide range of general and curricular topics.
learn vocabulary relating to what materials are used in the manufacturing of
clothing in Kazakhstan ,read for specific information ,listen and read for cohesion
and coherence (missing sentences);
and coherence (missing sentences), revise apposition/textual referencing, listen for
specific
information and express an opinion.
specific
information and express an opinion, act out a dialogue discussing an issue and
expressing concern/hope and write/give a presentation about the fashion/clothing
industry in Kazakhstan.
Vocabulary Verbs: infuse (with), embroider, soar.
Noun: sequin, appeal,
Adjective: forward- thinking
specific
information and express an opinion, act out a dialogue discussing an issue and
expressing concern/hope and write/give a presentation about the fashion/clothing
Value links Explore the topic of fashion/clothing industry in Kazakhstan
Cross – curricular Fashion, Social life
links
Previous learning Psychotextiles
Plan
Planned timings Planned activities ACTI
ON
Resour
Beginning the lesson Speaking & Functions: Discussing Clothes Manufacturing Studen
10 minutes Vocabulary t’s
Ex.1 A p.116 book,
11.1.10 - use talk or writing as a means of reflecting on and exploring a IWB
range of perspectives on the world ;
curricular topics, including some unfamiliar topics ;
Aim: to introduce the topic.
• Ask Ss to talk in small groups about what materials are used in the
manufacturing of clothing in Kazakhstan.
• Then ask various Ss to tell the class.
Typical materials used in Kazakh clothing are cotton,wool, silk, felt and
fur.
Reading & Listening: Answering questions.

Ex.2 p. 116
• Read out the question and elicit Ss’ guesses in answer to it.
• Then give Ss time to read the text and find out.
Answer Key
Ethno-futurism is the idea that we can take traditional cultural
influences and combine them with modern designs in fashion. It is
relevant in Kazakhstan as some designers are fusing traditional Kazakh
elements with contemporary fashion trends.
Ask Ss to work in pairs and think of two more Dos and Don’ts. Then ask
11.4.3- skim a range of lengthy texts with speed to identify content book,
meriting closer reading on a range of more complex and abstract, IWB,
general and curricular topics; Class
Aim: to listen and read for cohesion and coherence (missing CD,
sentences)
• Ask Ss to read the sentences A-F.
• Then give them time to read the text again and match the sentences to
the gaps 1-5.
Answer Key
1E 2A 3F 4C 5B
the Word List.
Studen
Matching the words to the meanings. t’s
Ex.4 p.117 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.
Answer Key
adorned = decorated
infuse = fill
embroidered = stitched
soared = rose
potential = capability
light industry = the production of small goods
forward-thinking = progressiveread for specific information
(comprehension questions)
Discussing information in pairs. Think!

Ex.5 p.117
11.3.5- interact with peers to make hypotheses and evaluate alternative Studen
proposals on a range of familiar and some unfamiliar general and t’s
curricular topics; book
topics ;
Aim: To develop critical thinking skills; to express an opinion.
Give Ss time to consider their answers in pairs and then write a ask
various Ss to share their answer with the class.
The textile industry in Kazakhstan can be developed by creating more
cotton fields by using more areas for cotton production and inviting
more companies to open factories to increase light industry. The fashion
industry can be developed by giving Kazakh designers more
opportunities to present their work on an international level. By inviting
Kazakh designers to prestigious events like Paris Fashion Week, they
will get the exposure they need to sell their clothing around the world.
This in turn will encourage more creative young people to become
involved in fashion design in Kazakhstan. Studen
t’s
Grammar: Apposition/ Textual Referencing book
Ex.6 p.117
11.6.2 - use a variety of determiners relating to nouns for generic uses,
some appositional uses and textual reference on a wide range of general
Aim: to revise apposition/textual referencing.
• Refer Ss to the Grammar Reference section to revise apposition and
textual referencing.
• Answer Key
a) 1 My friend, Nuriya, designs beautiful clothes.
2 Fashion designing, a popular career choice for women, is very
demanding.
b)1 He won the prestigious LVMH prize and this was a great honour.
2 We submitted our design in February and we were given a grant
to manufacture it in March.
Listening & Speaking.
Ex.7 a.p.117
11.2.2 - understand specific information in unsupported extended talk on
a wide range of general and curricular topics, including talk on a
11.2.5 - recognize the attitude or opinion of the speaker(s) in
unsupported extended talk on a wide range of general and curricular
topics, including talk on a growing range of unfamiliar topics;
a)Aim: to listen for specific information
• Explain the task and ask Ss to read the questions.
• Play the recording and give Ss time to complete the task.
Answer Key
1 She mainly draws her inspiration from flowers, plants and animals in
the natural world.
2 She loves it.
3 She made it after seeing a fox in the UK. It took a long time to make,
but it is one of her favourite pieces.
4 Jack admires the fact that she is using fashion to send a message to the
world.
Ex.7 b.p.117
11.1.2- use speaking and listening skills to provide sensitive feedback to
peers;
topics ;
b) Aim: to express an opinion and develop critical thinking skills.
• Read out the questions and give Ss time to consider their answers.
• Then ask various Ss to share their answers with the class and ask the
class to provide feedback.
If I were a fashion designer, I would design clothes that were inspired
by music. I would use different musical symbols and colours to
represent the song or album that had inspired me. Depending on the
genre of music, I would use different fabrics. For instance, I would use
leather for a garment inspired by rock and roll, and silk for something
inspired by classical music.
Acting out a dialogue
Ex.8 a p.117
discussion;
11.2.2 - understand specific information in unsupported extended talk
11.2.5 - recognize the attitude or opinion of the speaker(s) in
unsupported extended talk on a wide range of general and curricular
topics, including talk on a growing range of unfamiliar topics;
Aim: to listen for gist
• Play the recording and ask Ss to answer the question.
• Play the recording again for Ss to check their answers.
Answer Key
The online article is about textile waste in the fashion industry.
Ex.8 b p.117
curricular topics, including some unfamiliar topics ;
11.3.3 - explain and justify own and others’ point of view on a range of
curricular topics;
topics.
Aim: to act out a dialogue discussing an issue and expressing
concern/hope.
• Ask Ss to work in pairs and act out a dialogue about the impact of
the fashion industry on the environment using the dialogue in Ex. 8a
as a model and using the information in the fact file and the phrases
in the language box to help them.
• Monitor the activity around the class and then ask some pairs to act
out their dialogue in front of the class.
A: Hi John, what are you reading?
B: Hi Sam. I’m reading an article about the fashion industry. Did you
know that textile dyeing processes amount to 20% of global industrial
water pollution?
A: No, I didn’t. It’s a quite a worrying fact, isn’t it? I heard the other
day that polyester production in 2015 released 706 billion kg of
greenhouse gases into the air.
B: Yes, it really gets you down, doesn't it? There is some hope,
though. We can only buy clothes produced in countries with strict
environmental regulations.
A: That’s a great idea. It’s not too late to make a difference.
Ending the lesson Writing & Speaking Studen
11.1.6 - organize and present information clearly to others; book,
11.1.8 - develop intercultural awareness through reading and discussion; IWB
11.4.4 - read a wide range of extended fiction and non-fiction texts on a
curricular topics;
topics;
topics.
Aim: to write/give a presentation about the fashion/clothing
• Explain the task and give Ss time to research on the Internet and
collect information about the fashion/clothing industry in Kazakhstan
and make notes for the points listed and prepare presentation. Remind Ss
to include some statistics.
Good morning. I'm Aizhan Mametova. Are you interested in clothing
and fashion? Along with technology, it's one of the most dynamic
industries in our country today. The fashion industry in Kazakhstan is
changing. Designs have shifted from traditional styles to a unique
combination of old and new, and this is gaining international attention.
Clothes from Kazakh designers are now being marketed and sold in
various countries around the world. The country has great access to
natural resources and space which means that cotton, a very profitable
textile,can be easily produced. This has helped the people significantly.
In the south of Kazakhstan, 70% of the land is owned by farming
families, who produce 95% of cotton produced there. However, the issue
with cotton is that it is very water-intensive. It takes around 10,000 litres
of water to produce 1 kilogram of cotton, which means that it is not the
most environmentally-friendly crop. Scientists around the world are
working on this issue though, and it is hoped that the industry will
achieve sustainable cotton production in the future.
To sum up, the clothing and fashion industry in Kazakhstan has great
potential, both economically, and as a means to showcase our creative
and innovative spirit. However, we should proceed with
the health of our planet in mind.
Are there any questions? … Thank you for listening.
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
Module 9 “T The Chemistry of Clothes ” 9 D
Lesson 5 (95) A Report p.118- 119

Date: Class: 11
Teacher’s name:
Learning objectives 11.5.7 - use independently appropriate layout at text level on a wide range of general
that this lesson is and curricular topics ;
contributing to 11.4.5- deduce meaning from context in extended texts on a wide range of familiar
of familiar and some unfamiliar general and curricular topics .
analyse a rubric, analyse a model text and read for gist (match headings to
paragraphs)essay;
paragraphs)essay, practise formal language;
paragraphs)essay, practise formal language, structuring paragraphs and writing
supporting sentences.
paragraphs)essay, practise formal language, structuring paragraphs and writing
supporting sentences.
Value links Explore the theme of writing a report
Previous learning Clothing industry in Kazakhstan
Plan
Resources
Beginning the Rubric analyses .Answering questions . Student’s
5 minutes 11.5.7 - use independently appropriate layout at text level on a wide
range of general and curricular topics ;
• Give Ss time to read through the Writing Tip
and tell them that this information will help them to write a report
successfully.
• Then ask Ss to read the rubric and underline the key words. Then
elicit answers to the questions from Ss around the class.
Answer Key
Key words: You are a statistician, asked by clothing manufacturer,
write a report about the textile, clothing and footwear (TCF)
industry in your country, describe the current state of the industry
and possible future trends. 150-200 words.
1b
2 The report is for a clothing manufacturer.
3 formal style.
4 b, c
Main Activities Model Analysis. Filling in gaps. Student’s
Aim: to analyse a model text and read for gist (match headings
to paragraphs)
• Give Ss time to read the model and the list of headings.
• Then have Ss match the headings to the paragraphs.
Answer Key
1C2D3A4E5B
Ex.2 B p.56
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.
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
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.
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
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
curricular topics;
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
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.
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.

Module 9 “The Chemistry of Clothes” 9 D
Module 9 A Report p.118- 119

Lesson 6 (96)
Date: Class: 11
Teacher’s name:
Learning 11.4.5- deduce meaning from context in extended texts on a wide range of familiar
objectives that and unfamiliar general and curricular topics;
this lesson is 11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and
contributing to which is spelt accurately;
topics;
11.5.6- write coherently at text level using a variety of connectors on a wide range
curricular topics with a good degree of accuracy.
objectives prepare for a writing task, practise Useful language;
prepare for a writing task, practise Useful language;
prepare for a writing task, practise Useful language;write a report.
criteria prepare for a writing task, practise Useful language; write a report.
Value links Explore the topic of writing a report
learning
Plan
Resources
Beginning the Your turn. Student’s
lesson Answering questions book, IWB
5 minutes Ex.5a p.119
a) 11.4.5- deduce meaning from context in extended texts on a wide
Aim: To prepare for a writing task
Ask Ss to read the rubric and underline the key words. Then give
them time to answer the questions and elicit answers from Ss around
the class.
Answer Key
Key words: You work for an international organisation, asked by a
clothing manufacturer to write a report about the waste products of
the fashion industry, describe the current situation in the industry and
make recommendations, 150-200 words
1 I have to write a report.
2 I am an employee of an international organisation. I am writing to
a clothing manufacturer.
3 I should write in a formal style.
4 The introductory paragraph should outline the
purpose/aims of the report.
The conclusion should give a summary of the situation and my
recommendation.
5 Subheadings:
• Aim
• Current Situation
• Future Trends
• Potential Solutions
• Conclusion
Main Activties A Report using the plan and Useful Language Student’s
30 minutes Ex.5 b p.119 book, IWB
11.1.2 - use speaking and listening skills to provide sensitive
feedback to peers;
general and curricular topics with a good degree of accuracy.
Aim: to write a report
• Give Ss time to complete the task using their answers in Ex. 5a as
well as the useful language box and the plan to help them.
• Alternatively, assign the task as HW and check Ss’ answers in the
next lesson. practise writing arguments for and against a topic.
Aim
The aim of this report is to discuss waste products in the fashion
industry and make recommendations.
Current Situation
Most processes are very wasteful, with optimistic estimates putting
the figure at 40 billion square metres of waste per year. Moreover,
this does not take into account other waste products, for example
polluted water and CO2.
Future Trends
Studies say there will be an alarming increase of 60% in CO2
emissions from the fashion industry by 2030 unless prompt action is
taken. Production of textiles is at an all-time high, and is set to rise
with population growth. Specifically, the 62 million tonnes produced
today is predicted to become 102 million tonnes by 2030.
Potential Solutions
I strongly suggest that we address the amount of waste the fashion
industry produces. For example, if waste materials were put back into
production, 6 billion extra garments could be produced in some Asian
countries alone.
Conclusion
In conclusion, while the fashion industry is extremely wasteful, I
firmly believe it is within our power tochange the situation. I
recommend putting waste materials back into production so the
industry can greatly reduce its impact on the planet.
Ending the Discussion of the structure of a report or summing up the results of the lesson,
lesson giving and getting feedback.
5 minutes
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.
Module 9 “The Chemistry of Clothes” 9 E
Lesson 7 (97) The Welsh National Costume p.120
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;
unfamiliar topics;
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics;
read for specific information, read for cohesion and coherence (multiple choice
cloze );
cloze ), consolidate new vocabulary through synonyms and comprehension of a
text;
text, prepare a presentation on the national costume in Kazakhstan.
Vovcabulary Verb: fulfill
Nouns: gown, apron, shawl, breeches, preservation, spark
Adjective: distinctive
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
Previous learning Writing a report
Plan
Resources
Beginning the lesson Reading & Listening: Discussing the picture and the title Student’s
10 minutes Ex.1 p.120 book

• Ask Ss to look at the pictures and read the title.
• Then give Ss time to read through the text and find out about
the history of the Welsh national costume.
read for specific information
The national costume of Wales was designed in the 1830s and
promoted in a book of illustrations by a woman named Augusta
Hall, who was keen to preserve the Welsh language and culture.
Main Activities Choosing the correct answer. Student’s
10 minutes Ex.2 p.120 book, Class
11.2.2 - understand specific information in unsupported extended CD, DVD
curricular topics;
Aim: to read for cohesion and coherence (multiple choice
cloze)
• Ask Ss to read the text again and give them time to complete
the gaps with a word chosen from the options A-D.
Answer Key
1D 3C 5D 7C 9C
2 B 4 D 6 B 8 D 10 A
Refer Ss to the Check these words box and ask Ss to look them
5 minutes Matching the words to the synonyms. Student’s
Ex.3 p.120 book, Class
11.4.5- deduce meaning from context in extended texts on a CD
topics;
Aim: to consolidate new vocabulary though synonyms.
•Ask Ss to refer to the words in bold in the text and read through
the list of synonymous phrases.
• Then give Ss time to match them and then check their answers
around the class.
Answer Key
heritage = traditions and customs
engineered = planned
preservation = protection
compiled = put together
fulfilled = achieved
ambition = desire
invented = created
5 minutes Speaking & Functions: Discussing the information Student’s
Ex.4 p.120 book, IWB
11.4.5- deduce meaning from context in extended texts on a
topics;
Aim: to consolidate comprehension of a text
• Elicit what Ss learnt from the text from various Ss around the
class.
I learnt that the Welsh national costume was created by Augusta
Hall based on what people generally wore in the British Isles in
the 1830s. I also learnt that is consists of a long gown, a colourful
apron, a shawl and a tall black hat for women.
Ending the lesson Collecting and presenting information about National Student’s
10 minutes Costume book
Ex.5 p.120
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;
topics;
Aim: to prepare a presentation on the national costume in

Kazakhstan
•Give Ss time to research online and find out information about
the Kazakh national costume and prepare a presentation on it.
• Then ask various Ss to present it to the class.
The Kazakh national costume has been worn for centuries. It is
directly related to the lifestyle of the nomadic people who lived
on the Great Steppe, and is generally made from leather, felt, fur,
cloth and sometimes animal skin. It is a very practical outfit that
was designed to help people stay warm throughout the year,
although it can be made more ornate for special occasions. The
outfit is mostly the same for both men and women. It consists of
a skull cap which is often made from felt, a vest made from thick
fabric, a long warm robe and a pair of boots. Although it is no
longer common to see it worn in cities today, the outfit is still
worn at some special events and can still be seen in rural areas on
a daily basis.
challenge the more read for specific information, read for cohesion and coherence Values links
able learners? (multiple choice cloze ), consolidate new vocabulary through
monitor less able synonyms and comprehension of a text, prepare a presentation on
groups and participate the national costume in Kazakhstan
and prompt in their

Module 9 « The Chemistry of Clothes » 9 F
Lesson 8 (98) The Journey of Cotton Clothes p.121

Summative Assessment for the Module 9 “The Chemistry of Clothes”
Date: “Timekeeping
Class: 11 Devices”
Teacher’s name:
that this lesson is reading on a range of more complex and abstract, general and curricular topics ;
contributing to 11.4.1 - understand complex and abstract main points in extended texts on a wide
topics ;
topics ;

read for gist, listen and read for gist (matching headings to paragraphs);
read for gist, listen and read for gist (matching headings to paragraphs), consolidate
new vocabulary and information in a text;
new vocabulary and information in a text, present information about the process
behind the production of another textile ;
Vocabulary Nouns: gin, spin, harvest, bleach
Adjective: raw
Verb: weave, dye
new vocabulary and information in a text, present information about the process
behind the production of another textile ;
Value links Explore the theme of cotton clothes
links
Previous learning The Welsh National Costume
Plan
Beginning the Reading & Listening : Predicting the text content Resources
Student’s
5 minutes 11.4.3 - skim a range of lengthy texts with speed to identify content
Aim: to introduce the topic; to read for gist
• Direct Ss to the pictures and the title of the text and elicit what
they think it is about.
• Then give Ss time to read the text and find out
I expect the text to be about the process of cotton garment
production and the stages involved.
Main Activities Matching the subheading to the gaps . Student’s
11.4.1 - understand complex and abstract main points in extended DVD
curricular topics;
Aim: to listen and read for gist (matching headings to
paragraphs)
• Ask Ss to read the subheadings and then give them time to read
the text again and match them to the paragraphs.
• Play the recording. Have Ss listen and check their answers.
Answer Key
1D 2A 3B 4C
• Refer Ss to the Check these words box and ask Ss to look them Student’s
up in the Word List. book, IWB,
• Play the video for Ss and elicit their comments. Class CD
Filling in words.
Ex.3 p.59
• Ask Ss to read the words in the list and match them to the words
1-8 to make collocations.
• Tell Ss they can refer back to the text if necessary.
Answer Key
1 patterns 4 plant 7 loom
2 seeds 5 goods 8 cotton
3 fabric 6 hand
Writing: A short paragraph about Cotton Textile Student’s

Ex.4 p.59 book, IWB
11.1.2 - use speaking and listening skills to provide sensitive
feedback to peers;
curricular topics;
11.5.3 - write with grammatical accuracy on a wide range of general
Aim: to consolidate new vocabulary and information in a text
• Ask Ss to use the completed phrases in Ex. 3 to describe cotton
textile manufacturing and write sentences.
• Then have Ss swap papers with a partner and give feedback on
each other’s’ answers.
• Ask Ss to use the completed phrases in Ex. 3 to describe cotton
textile manufacturing and write sentences.
• Then have Ss swap papers with a partner and give feedback on
each other’s’ answers.
20 minutes Summative Assessment for Module 9 Sts do the tasks Copies of SA

7
Ending the lesson Collecting and presenting information about Textile. Student’s
5 minutes Ex.5 p.121 book
discussion;
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;
Aim: to present information about the process behind the
production of another textile.
• Give Ss time to research online and collect information about how
another textile is produced and prepare a presentation. Ask various
Ss to present their information to the class.
Linen is a textile made from a plant called flax. First, farmers plant
the seeds and after about 100 days, it is ready for harvest. The plants
are pulled up as soon as they turn brown, and they are often
harvested by hand. They are then tied in bundles. The flax plants
are passed through combs which remove seeds. This is known as
rippling. The bark of the plant is then loosened with water
chemicals, in a process called retting, so that the delicate fibre can
be removed from the plants. The fibres are combed and straightened
and put through special machines which combines fibres of similar
length into strips and prepare them for spinning. The strips are
wound around spools on a spinning frame, forming a long,
continuous ribbon. Once the fabric is finished, it is wound into yarn
spools and is ready for use in clothes production.
How do you plan to
groups and highlight Learners have met the learning objective if they can:
for less able learners read for gist, listen and read for gist (matching headings to
where they should paragraphs), consolidate new vocabulary and information in a text,
self-correct errors present information about the process behind the production of
another textile ;

Module 9 «The Chemistry of Clothes »

Date: Class: 11
Teacher’s name:
11.6.4- use a range of affixes with appropriate meaning and correct spelling on
Value links To present interesting information relating to the textile industry in
Kazakhstan
Previous learning Cotton clothes
Plan
Resources
15 minutes Completing and filling the sentences. book, IWB
Ex.1 p.122
answers.
Answer Key
1 ran into 4 broke into
2 bumped into 5 talk ... into
3 came into 6 got into
Student’s
Choosing the correct items . book, IWB
Ex.2 p.122
11.6.13- use a variety of dependent prepositions with less
Ss’ answers.
Answer Key
1 by 3 with 5 into 7 by
2 to 4 for 6 into
Main Activities Completing and filling the sentences. Student’s
5 minutes Collocations book, IWB
Ex.3 p.122
Ss’ answers.
Answer Key
1 industry 3 materials 5 metals
2 processes 4 fabric 6 chemicals
10 minutes Completing and filling the sentences. Student’s
Word Formation book, IWB
Ex.4 p122
topics;
Ss’ answers.
Answer Key
1 resistant 3 responses
2 circulation 4 preservation
Choosing the correct items. Student’s
Words often Confused book, IWB
Ex. 5 p.122
Answer Key
1 clothing 4 Sparsely
2 economic 5 heritage
3 necessity
10 minutes Aim: to present interesting information relating to the book, IWB
textile industry in Kazakhstan
• Have Ss read the text and choose the correct words/fill the
gaps with the correct words.
Answer Key
1 their 6 only 11 behind
2 both 7 also 12 way
3 Since 8 with 13 for
4 by 9 like 14 been
5 been/started 10 which/that 15 at
the more able learners? word formation, consolidate words often confused. Values links
questioning
key words
Module 9 « The Chemistry of Clothes »

Lesson 10 (100) Polyester p.123
Date: Class: 11
Teacher’s name:
Learning objectives that 11.4.2- understand specific information and detail in extended texts on a wide range
this lesson is of familiar and unfamiliar general and curricular topics;
contributing to 11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a
11.2.2- understand specific information in unsupported extended talk on a wide
unfamiliar topics;
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended
talk on a wide range of general and curricular topics, including talk on a growing

topics;
topics; deduce meaning from context in unsupported extended talk on a wide range
topics
topics; deduce meaning from context in unsupported extended talk on a wide range
topics.
Value links Explore the theme of polyester
Plan
Resources
Beginning the lesson Reading Student’s book,
15 minutes Ex.1 p.123 IWB,
curricular topics;
extended texts on a range of more complex and abstract
11.4.9 - recognize inconsistencies in argument in extended texts
on a range of more complex and abstract general and curricular
topics;
• Give Ss time to read the text and choose the correct answer
for each question.
Answer Key
1 T 2 T 3 F 4 F 5 DS 6 T 7 DS 8 T
Main Activities Listening Student’s book,
15 minutes Ex. 2 p.61 IWB, Class CD
• Ask Ss to read the sentences A-H.
• Play the recording. Ss listen and match the speakers to the
sentences.
Answer Key
1C 2B 3B 4A 5C
10 minutes
do you plan to give learning? curricular links
more support? How do Learners have met the learning objective if they can:
you plan to challenge understand specific information and detail in extended texts on Values links
the more able learners? a wide range of familiar and unfamiliar general and curricular
prompt less able learners topics; understand specific information in unsupported
to engage in whole class extended talk on a wide range of general and curricular topics,
checking and plenary including talk on a growing range of unfamiliar topics; deduce
activity with supportive meaning from context in unsupported extended talk on a wide
questioning range of general and curricular topics, including talk on a
provide sentence starters growing range of unfamiliar topics
key words
Module 9 « The Chemistry of Clothes »
Lesson 11 (101) Summative assessment for Term 4 (Listening, Reading, Writing)

Date: Class: 11
Teacher’s name:
Learning objectives that
this lesson is
contributing to

use some target vocabulary successfully in tasks and show some gist understanding
of the appropriate situation
use most target vocabulary successfully in tasks and show some gist understanding
of the appropriate situation
Assessment criteria
Value links
Cross – curricular links Science
Previous learning “Polyester”
Plan
Beginning the lesson Explain the goals of the lesson Resources
1 minute
Main Activities Summative Assessment for Term 4 Copies of SA 8
39 minutes Sts do the tasks of SA for Term 4–Listening, Reading, Writing

you plan to give more learning? curricular links
support? How do you monitor learner language for accuracy in opinion feedback task Health and
plan to challenge the and ask other learners to peer correct errors safety check
more able learners? ICT links
monitor learner question Values links
writing in groups and
learners where they
Module 9 « The Chemistry of Clothes»
Lesson 12 (102) Progress Check pp.123-124

Date: Class: 11
Teacher’s name:
this lesson is 11.5.2- use a wide range of vocabulary, which is appropriate to topic and
contributing to genre, and which is spelt accurately;
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh-
adverbs/adverbial phrases on a wide range of general and curricular topics;
appositional uses and textual reference on a wide range of general and
curricular topics;
curricular topics;
which is spelt accurately; use a variety of adjectives complemented by that,
infinitive and wh- clauses on a wide range of general and curricular topics; use
a wide variety of pre-verbal, post-verbal and end-position adverbs/adverbial
phrases on a wide range of general and curricular topics;
which is spelt accurately; use a variety of adjectives complemented by that,
infinitive and wh- clauses on a wide range of general and curricular topics; use
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
determiners relating to nouns for generic uses, some appositional uses and
textual reference on a wide range of general and curricular topics; plan, write,
edit and proofread work at text level independently on a wide range of
plan, write, edit and proofread work at text level independently 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 ,write with
grammatical accuracy 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,
which is spelt accurately,plan, write, edit and proofread work at text level
independently 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 ,write with grammatical accuracy 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 Chemistry of Clothes
Cross – curricular links Science, Fashion, Social life
Previous learning Synthetic fibres and the fabric of society
Plan
Resources
20 minutes
Main Activities Vocabulary. Student’s
5 minutes Filling in gaps. book, IWB
Ex.3 p.124
Answer Key
1 promote 5 compile 9 employ
2 engineer 6 pioneer 10 convert
3 infuse 7 repel
4 withstand 8 soar
5 minutes Matching phrases to form sentences. Student’s
Ex.4 p.124 book
11.6.3 - use a variety of adjectives complemented by that,
curricular topics;
Aim: to practise e adjective complements
Answer Key
1d 2a 3e 4b 5c
5 minutes Adverbs/ Adverbial Phrases Student’s

Ex.5 p.124 book, IWB
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-
position adverbs/adverbial phrases on a wide range of general
Aim: to practise adverbs/adverbial phrases
Answer Key
1 She's currently studying fashion at university in Paris. /
She’s currently in Paris studying fashion at university. / She’s
currently studying fashion in Paris at university.
2 Apparently, waistcoats are commonly known as vests in the
USA. / Waistcoats are apparently commonly known as vests in
the USA. /Waistcoats are apparently commonly known in the
USA as vests.
3 His business in London collapsed unexpectedly last spring. /
His business in London unexpectedly collapsed last spring.
4 We will probably present our new line of clothing at Fashion
Week next year. / Probably, we will present our new line of
clothing next year at Fashion Week. / We will probably present
our new line of clothing next year at Fashion Week.
Ending the lesson Apposition/ Textual Referencing
5 minutes Ex.6 p.124
appositional uses and textual reference on a wide range of general and
curricular topics;
Aim: to practise apposition and textual referencing
• Check Ss’
Answer Key
a) 1 Gulnara, the owner of the fashion boutique, also designs jewellery.
2 Clothing, a necessity, is nevertheless very personal.
b) 3 Anna is hard to work with, but her designs are inspiring.
4 Her designs were featured on TV, and this was one of her greatest
ambitions.
Writing.
A report.
curricular topics;
Aim: to write a report
• Explain the task and give Ss time to plan and
complete their work following the rubric and
• Alternatively, assign the task as HW and check
Ss’ answers in the next lesson.
Purpose
The aim of this report is to assess the current environmental impact of the
fashion industry and possible solutions.
Background
The fashion industry is the second-most polluting industry in the world after
the oil industry. It contributes to air and water pollution.
Current Situation
At present, an estimated 20% of industrial water pollution comes from
treating and dyeing textiles. In addition, 23% of all chemicals produced
worldwide are used on textiles. Furthermore, 190,000 tons of micro plastics
from textiles end up in the world's oceans every year.
Potential Solutions
I would strongly recommend changing manufacturing practices and setting
zero-waste targets in order to combat the problem of pollution. Moreover,
using organic raw materials would eliminate the need for chemical pesticides
and fertilisers, which would have an enormous positive impact.
Conclusion
On the whole, the current environmental impact of the fashion industry is
catastrophic. I recommend changing manufacturing processes and switching to
organic sources. In this way, it seems to me that the fashion industry can
greatly reduce the damage it is causing to the environment.
you plan to challenge use a wide range of vocabulary, which is appropriate to topic Values
the more able learners? and genre, and which is spelt accurately, plan, write, edit and links
monitor learner question proofread work at text level independently on a wide range of
writing in groups and general and curricular topics; plan, write, edit and proofread
highlight for less able work at text level independently on a wide range of general
learners where they and curricular topics ,write with grammatical accuracy on a
should self-correct errors 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.

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Sample lesson plans

for Kazakhstan Grade 11

ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК

Жалпы бiлiм беретiн мектептiњ 11 -сыныбына

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

b) To talk about one’s academic new year’s resolution

To listen and read for gist

SB Ex. 1 p. 7 Vocabulary To introduce vocabulary related to

1.2 OVER TO YOU! To discuss and expand the topic • Ask Ss to

Did I stick to timings?

What changes did I make from my plan

ICT skills Using videos& pictures, working with URLs

b) To talk about one’s academic new year’s resolution

To listen and read for gist

PRESENTATION Ex. 2 p. 8 To listen and read for specific information

Ex. 3 p. 8 To read for specific information (T/F/DS)

11.5.2 Ex. 4 p. 8 To consolidate new vocabulary (collocations)

11.4.5 Ex. 5 p. 9 To consolidate new vocabulary

Did I stick to timings?

What changes did I make from my plan

Did I stick to timings?

What changes did I make from my plan

Ex. 3 p. 10 To consolidate new vocabulary/ information in a

11.6.1 Ex. 4 p. 11 a) To identify and classify pre- and post-

b) To identify and classify modifying noun structures; to practise

Did I stick to timings?

What changes did I make from my plan

PRESENTATION Ex. 5 p. 11 To listen for specific information (multiple choice)

11.1.4 Ex. 6 p. 11 Speaking & Writing To consolidate information in

Did I stick to timings?

What changes did I make from my plan

Date: Teacher’s name:

11.4.5 Ex. 3 p. 12 To read for specific information (sentence

11.5.2 Ex. 4 p. 13 To consolidate new vocabulary

Did I stick to timings?

What changes did I make from my plan

PRESENTATION Ex. 6 p. 13 Grammar To identify determiners (articles –

11.6.2 Ex. 7 p. 13 To identify apposition and textual referencing

11.6.2 Ex. 8 p. 13 a) To practise apposition • Explain the task and read

b) To practise textual referencing Explain the task and give Ss time to

11.2.1 Ex. 9 p. 13 Listening To listen for specific information (T/F)

Did I stick to timings?

What changes did I make from my plan

11.4.1 Ex. 2 p. 15 b) To read a model email and substitute informal

11.2.1 Ex. 3 p. 15 To role play inviting – accepting/ declining

11.1.2 Ex. 4 p. 15 To prepare for a writing task • Ask Ss to read the

11.5.1 11.5.3 Ex. 5 p. 15 To write an email • Give Ss time to complete the

Did I stick to timings?

What changes did I make from my plan

PRESENTATION Ex. 2 p. 16 To read for cohesion and coherence (open cloze); to

Did I stick to timings?

What changes did I make from my plan

Date: Teacher’s name:

PRESENTATION Ex. 2 p. 17 To read for gist (matching headings to paragraphs)

11.2.5 Ex. 3 p. 17 To listen for author’s attitude; to express an opinion

Ex. 4 p. 17 To summarise a text

11.1.8 11.4.8 Ex. 5 p. 17 To give a presentation on cloning

Did I stick to timings?

What changes did I make from my plan

Ex. 1 p. 18 To present and practice phrasal verbs

11.5.2 Ex. 3 p. 18 To practise collocations

ENDING THE Ex. 5 p. 18 To consolidate words which are often confused

Did I stick to timings?