Grammar Schools UEC eT Jenny Dooley - Bob Obee es Express PublishingPublished by Express Publishing erty House, Greenham Business Park, Newbury, Berkshire RG19 GHW, United Kingdom Tel. (0044) 1635 817 363, Fax: (0044) 1635 817 463, email: inquiries@expresspublishing.co.uk www.expresspublishing.co.uk Exclusive Distributors LLP "EDU Stream’ 104 Bogenbai batyr, 050002 Almaty, Kazakhstan Tel: +7(727)293 85 89 - +7(727)293 94 20 Mobile: +7701 720 5916 © Jenny Dooley ~ Bob Obee, 2018 Design andilustration © Express Publishing, 2018 Colour tlustrations: Angela, Andrew Simons © Express Publishing, 2018 Music Arrangements by Express studio © Express Publishing, 2018 First published 2018 Printed in Kazakhstan Al rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means, electronic, photocopying, or otherwise, without the prior written permission of the publishers. This book is not meant to be changed in any way. ISBN. 978-1-4715-7391-0 Acknowledgements Authors’ Acknowledgements We would like to thank all the staf at Express Publishing who have contributed their skils to producing this book. Thanks for their support and patience are due in particular to: Megan Lawton (Editor in Chief); Viki Davies, Mary Swan and Sean Toda (senior editors); Michael Sadler and Steve Miler (editorial assistants); Richard White Genior production controllen; the Express design team; Express studio (recording producers); and Kevin Haris, kimberly Baker, Steven Gibbs and Christine Little. We would also like to thank those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the book We thank EDU Stream for photos of people and translations. Photograph Acknowledgements Module 1: 127-Hour © Frank Trapper on p. S; Module 4: Progress Check 4: Thor © sipa/www.iml.gr on p. 60; Module 6: Avatar © Everetthwww.iml.gr on p. 75; Reading 6a: Daniele Guido © sipa/Hand-imal Art wwrw.iml.gr (on pp. 76-77; Progress Check 6: Cancun Underwater sculpture museum © Jason deCaires Taylor. All rights reserved, DACS 2010 on p. 88; Module 9: Progress Check 9: Monkey Festival © sipa/www.iml.gr on p. 121 Every effort has been made to trace all the copyright holders. f any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.Aseect for Kazakhstan Grammar Schools GRADE 10 Jenny Dooley - Bob Obee Bois Express PublishingModule 1 ‘= survival * past tenses * The Wildest Dream (multiple Legend or Tih ae fee eS eee See Speers peewee en corey oe eligyedsdecibes es conjunctions Progress Check (pp. 17-18) conjunctions Module 2 eis einen inintveting foes |e Gateway nero TF re een corer eiccives: arts bear iereireloweristion: |e crate fie Coicagre ton + Wemen the Worploce eee es Frogrss Chee op. 3438)" | » prasal vars tum Module 3 Stein aces ~ A Total Realy xperence Vireua Reality (pp. 33-48) |» transport ae ee hoe 1 eds aces Mere esi) Sots Niece « The ere trulte cho; Bene a Stussnpepeske | tepsanemeno) Ciransieteron (perme cere Frogres Ged Sipp. 45” |” pours Simplest simple) = los books a reading) Module@ eica ase ecioricn eee cae Ber pciciale Sut of Ms World (pp.47-se) |= thesolor stem Goleerecuton’ [ant tralaple deice) ee lepnrenistertcinodas) [Ear age estas Grove Sccrcrnvee eto) Progress Check 4 (pp. $8.60) Module 5 ead sone paca ae ak rare Stress & Fear(pp-61-72) |e som (ean erase rate es ee pone Paelncs to perso ste) Oris ence Tear Mobers (rotple Progress Check 5 (pp. 73-74) '* phrasal verbs: keep choice) Module 6 teat ES = Rantanol Art (sang Imegination & Creativ fats meats ee ae (op. 75.80) eae toasts oS Elatccsrmmancs (eens I ire eating cane oo Be teas Matipteitligences Theory Soe frisig extern) Progress Check 6 (pp. 87-88) ‘© phrasal verbs: look Module 7 SISEE SL IIO BSOS SSE = Deel Defoe Boarophy (ak Reading for Pleasure (pp. 89-94) |« howatve language oyun ieaeirqucton ee nay aaa fa ee) en Caste (i taterent) Module 8 Epedeaandhewcd — pemee The Hatha thes of he Ditferent Woys of Living _|» stagesat fe eerie Fe ple tece crower (pp. 957106) ea ee Cues (eon) ee hare roves Sanme fusions Sees tek Brogrss Chek op. 0706) | ONG verbs be Module 9 '* places © relative clauses '* Simply Unforgettable Acting Places Qndependent |= balay aches, stuators a | sides ofpuose & ljmatate nating) —— eee on «Iho the Future (rutile Poly + geung round ecineciebect queens [ata ete -carty ite tet ces Cont Progress Check 9 (pp. 121-122) djectives Grammar Reference (pp. GRI-GR21) Pronunciation (.PR1) Word ist (pp, WLI WI) Armariean Engl How to use a jonary/thesaurus (p. DT1) Irregular Verbs (p. 1V1)f ‘an interview (multiple choice) = pronunciation: intonation in ‘exclamations = monologues (multiple matching) + pronunciation: homophones * adialogue (VF statements) * aninteview (multiple choice) = monologues (multiple matching) * an interview (VF statements * monologues (multiple matching) * adialogue (multiple choice) * pronunciation: au, /o! * Tectures (complete a Venn diagram; complete a table) © a dialogue (multiple matching) * aninterview (UF statements) © a dialogue (taking notes) © an interview (TF statements) ‘Audioscrips (pp. A1-AS) Evaluations (pp. €1-E19) Workbook Key (pp. WK1-WK12) ‘acting out an interview narrating an experience presenting a famous person ‘= describing an experience describing an international organisation reacting to newslexpressing surpriseldsbelief * describing daily Ife in the future ' presenting a future country agreeing/disagreeing/making suggestions narrating an event describing an experience reporting space facts presenting a biography ’ presentation about arachnids expressing concerrvshowing sympathy/awving advice & responding presenting an interview presenting an artst describing a musicianvactor giving opinionsagreeing/ disagreeing expressing preference describing people describing wishes expressing an argument expressing disagreement (debate) presenting a holiday destination comparing tourist attractions acting out a dialogue describing friends presenting a future city ‘= adiary entry about an * CLIL (Literature) | expedition The Sea Wolf) ‘= a poster about a famous person | « Culture Spot: = anartice Robinson Crusoe ‘ atext about the immigration |» CLIL (PSHE): Bullying Process * Culture Spot: = asummary Empowering the ' an opinion essay Homeless predictions about the future |» CLIL (History) The ' book review Changing Face of Transportation '*Culture Spot: The Tube + a biography + CLL Gaence). The * a fim review Phases ofthe Moon = Culture Spot Stonehenge & the Summer Solstice * aay entry about ascary |» CLIL (PSHE): Deoing experience with Anxiety * an email of advice + Culture Spot: Keep 0 Stiff Upper Lp! Sentences about an artist's work |» CUL (AT & Design) # a text about a TV show Sculpture * Sentences about a ‘= Culture Spot: The Tote musicanvactor Modem ‘+ amindmap about jobs * anartile ‘a graphic organiser & summary of anarticle '* a.graphic organiser & summary ofalecture ‘= a book review = an article describing an * CLL Citizenship) experience Globalisation ‘= aparagraph about pros and | » Culture Spot: British cons Ethnicity ‘= an opinion essay * a paragraph about tourist * CLIL (Geography): attractions Dartmoor: a Granite ‘= a for-and-against essay Landscape '» Culture Spot: London Workbook Audioscripts (pp. WA1-WAA) Grammar Bank Key (pp. GBK1-GBK7) ‘Appendix Key (p. AK1)Introduction to the Teacher Aspect for Kazakhstan is a modular secondary-level course {or leamers studying British English at Grammar Schools at, Low Mid B2 CEFR level, it allows a flexibility of approach Which makes it suitable for classes of all kinds, including large or mixed abilty classes. The course consists of nine modules. A typical module ‘consists of five units plus Curricular & Culture section and Progress Check. The corresponding module in the Workbook provides the option of additional practice. COURSE COMPONENTS Student's Book The Student's Book is the main component of the course. Each module is based on a single theme and the topics covered are of general interest. All modules follow the same basic structure (see Elements of the Coursebook) Workbook & Grammar Book The Workbook is in full colour and contains modules corresponding to those in the Student's Book containing practice on all four language skills. it also contains Grammar Bank with theory and exercises. It can be used either in class or for homework upon completion of the relevant module in the Student's Book. ‘Teacher's Book and Tests CD-ROM The Teacher's Book contains Teacher's Notes which Provide step-by-step lesson plans and suggestions about how to present the material. This book also includes a complete Key to the exercises in the Student's Book & Workbook and the audioscripts ofthe listening material. The Tests, one per module, are available for teachers to use as a formal means of checking their Ss’ progress. There is also a tull key to the Tests, listening tasks & audioscripts as well as an Evaluation section. Class Audio CDs ‘The Class Audio CDs contain all the recorded material Which accompanies the course. This includes the dialogues and texts in the Listening and Reading sections, as well as ‘model dialogues, Pronunciation/intonation section and the ‘material for al listening tasks. we The IWB contains all the material in the Student's Book, Teacher's Book and Audio CDs and aims to facilitate lessons in the classroom. I also contains presentation of all the Use of English structures in the Student's Book as well, as video extracts for Ss to further practise their English and expand their knowledge. Book The ieBook contains all the material in the Student's Book and is the Ss interactive study partner. terial The Workbook & Grammar Book is accompanied by a cross-platform digital application, DVD Video Pal ‘The DVD Video Pal contains videos tightly related to the material in the Student’s Book DVD Activity Book & Key The DVD Activity Book contains the exercises that accompany the videos in the DVD Video Pal. The Key contains the answers to the exercises. Elements of the Coursebook Each module begins with a modular page that contains: a brief overview of what willbe covered in the module, pictures. ‘and words/phrases related to the theme of the module, and, ‘exercises to practise the vocabulary presented, Each module contains the following sections: Vocabulary Pictures are employed to introduce Ss to the vocabulary of ‘each module. Vocabulary is practised through various types. ‘of exercises. A particular feature ofthe book isthe teaching of collocations, which helps Ss remember vocabulary items as parts of set expressions. (See Student's Book Module 1, Unit 1b, Ex.7) Grammar * The grammar items of each module are presented by ‘means of clear and concise theory boxes. + Grammar exercises and activities reinforce Ss’ understanding of these items. There is also a Grammar Reference section at the back of the Student's Book that offers more details. Listening tasks and Speaking practice + Ssccan develop their listening skills through a variety of tasks. These tasks employ the vocabulary and grammar practised in each module, in this way reinforcing Understanding ofthe language taught in the module. * Controlled speaking activities have been carefully designed to allow Ss guided practice before leading them to freer speaking activities. Pronunciation/Intonation Pronunciation activities help Ss recognise sounds and reproduce them correctly. Intonation activities help Ss improve their intonation patterns. ‘Study Skills. Brief tips, explanations and reminders at various points throughout each module help Ss develop strategies which improve holistic learning skills and enable Ss to become autonomous leamers of the English language. Reading texts ‘These texts practise specific reading skils such as ‘skimming, scanning, intensive reading for specific purposes, understanding text structure and so on. The texts are usually exploited in four stages: + warm-up activity to intrigue students; * top-down activities (scanning and reading for gist);* bottom-up activites (reading for detailed understanding) * oral reproduction (Ss outline the main points ofthe text). Writing ‘The writing sections have been carefully designed to ensure, that Ss systematically develop their witing skill, + A model text is presented and thoroughly analysed, and guided practice of the language to be used is provided, + The final task is based on the model text and follows the detailed plan provided. + All writing activities are based on realistic types and styles of writing such as letters, emails, descriptions, Posteards and reviews. Curricular & Culture Spot sections Each module contains a Curricular and a Culture Spot section, + Each Curricular section enables Ss to link the themes of the module to a school subject, thus helping them ccontextualise the language they have learnt by relating i to their own personal frame of reference. Lively and creative tasks stimulate Ss and allow them to consolidate the language they have leamt throughout the module. * In each Culture Spot, Ss are provided with cultural information and read about aspects of English- speaking countries that are thematically linked to the module. Ss are given the chance to process the information they have learned and compare it to the cculture of their own country, Progress Check This section appears at the end of each unit and reinforces Ss’ understanding of the topic, vocabulary and structures presented in the module. A marking scheme allows Ss to ‘evaluate their own progress and identity their strengths and, ‘weaknesses. Competences sections help Ss evaluate their performance and development of language skills, Grammar Reference section This section offers full explanations and review of the ‘grammar structures presented throughout the book. It can bbe used both in class and at home to reinforce the grammar being taught. American English - British English Guide An American English ~ British English Guide outlines and highlights differences between the two main international varieties of English, Irregular Verbs ‘This provides students with a quick reference list for verb, forms they might be unsure of at times. Word List ‘A complete Word List contains the new vocabulary presented in each unit, listed alphabetically, with a phonetic, transcription of each word, SUGGESTED TEACHING TECHNIQUES A. Presenting new vocabulary Much of the new vocabulary in the course is presented through pictures or explanations. Ss are asked to match the pictures to listed words/phrases. (See Student's Book, Module 1, Unit 1b, Ex. 4.) Further techniques that you may use to introduce new vocabulary include: ‘+ Miming. Mime the word you want to introduce. For instance, to present the verb sing, pretend you are singing and ask Ss to guess the meaning of the word. + Synonyms, opposites, paraphrasing and giving definitions. Examples: = present the word strong by giving a synonym: “powerful = present the word strong by giving its opposite: "weak"; present the word weekend by paraphrasing it: “Saturday and Sunday’; = present the word famous by giving its definition: “very well-known (person or thing)”. ‘+ Example. Examples place vocabulary into context and ‘consequently make understanding easier. For instance, introduce the words city and town by referring to a city land a town in the Ss’ country: “Rome is a city, but Parma is atown” + Use of L1. In a monolingual class, you may explain vocabulary in the Ss’ native language. This method, though, should be employed in moderation. + Use of Dictionary. in a multilingual class, Ss may ‘occasionally refer to bilingual dictionary. The choice of technique depends on the type of word or ‘expression. For example, you may find it easier to describe {an action verb through miming than through a synonym or definition, Note: Check these words sections can be treated as follows: Go through the list of words before Ss read the text and present the new words by giving examples, ‘synonyms/opposites or miming their meaning. ‘Alternatively, go through the lst of words after Ss have read the text and ask Ss to explain the words using the context they appear in. Ss can give examples, mime/draw the meaning, or look up the meaning in their dictionaries, B Choral and individual repetition Repetition will ensure that Ss are thoroughly familiar with the sound and pronunciation of the lexical items and structures bbeing taught and confident in their abilty to reproduce them, Always ask Ss to repeat chorally before you ask them to repeat individually. Repeating chorally will help Ss feel confident enough to then perform the task on their own, © Listening and Reading ‘You may ask Ss to read and lsten for a variety of purposes: + Listening and reading for gist. Ask Ss to read orlisten to get the gist of the dialogue or text being dealt with. (See Student's Book, Module 1, Unit 10, Ex. 1b. Tell Ss that in order to complete this task successfully, they do not need to understand every single detail in the text.) * Listening and reading for detail. Ask Ss to read or listen for specific information. (See Student's Book, Module 1, Unit 1d, Ex. 3. Ss will have to read or listen to the text for a second time in order to do the task. They are looking for specific details in the text and not for general information.) D Speaking * Speaking activities can be controlled, allowing for Quided practice. (See Student's Book, Module 1, Unit 1d, Ex. 8 where Ss use the same structures and vocabulary to describe a famous Kazakh hero.) ‘Ss are then led to free speaking activities. (See Student's ‘Book, Module 1, Unit 10, Ex. 10 where Ss are invited to research and present another famous Kazakh hero,) E Writing Al writing tasks in the course have been carefully designed to.closely guide Ss to produce a successtul piece of writing. * Always read the model text provided and deal with the tasks that follow in detail. Ss will then have acquired the necessary language to deal with the final writing task. (See Student's Book, Module 1, Unit 16.) ‘+ Make sure that Ss understand that they are writing for ‘a purpose. Go through the writing task in detail so that Ss are fully aware of why they are writing and who they are wrting to. (See Student's Book, Module 1, Unit te, Ex. 1. $s are asked to write an article.) + Make sure Ss follow the detailed plan they are provided with. (See Student's Book, Module 1, Unit 16, Ex. 10.) * It would be well-advised to actually complete the task orally in class before assigning it as written homework. Ss will then feel more confident with producing a complete piece of writing on their own, F Projects + When dealing with project work, it is necessary to prepare Ss wel in class before they attempt the writing task at home. G Assigning homework When assigning writing tasks, prepare Ss as well as Possible in advance. This will help them avoid errors and get maximum benefit from the task. Commonly assigned tasks include Vocabulary - Ss memorise the meaning of words and phrases or use the new words in sentences of their own; Reading Aloud ~ Assisted by the S's CDs, Ss practise at home in preparation for reading aloud in class; Project ~ After they have been prepared in class, Ss ‘complete the writing task; and. Writing ~ After thorough preparation in class, Ss are asked to produce a complete piece of writing, H_ Correcting students’ work Alllearers make errors — itis part ofthe learning process. The ‘way you deal with errors depends on what the Ss are doing, * Oral accuracy work: Correct Ss on the spot, either by providing the correct answer and allowing them to repeat, or by indicating the error but allowing Ss to correct it. Aternatively, indicate the error and ask other Ss to provide the answer. * Oral fluency work: Allow Ss to finish the task without interrupting, but make a note of the errors made and correct them afterwards, + Written work: Do not over-correct; focus on errors that are directly relevant to the point of the exercise. When giving feedback, you may write the most common errors on the board and get the class to attempt to correct them, Remember that rewarding work and praising Ss is of great importance. Post good written work on a display board in your classroom or school, or give “reward!” stickers. Praise effort as well as success, 1 Class organisation + Open pairs ‘The class focuses their attention on two $s doing the set task together. Use this technique when you want your Ss to offer an example of how a task is done. (See Module 1, Unit 1a, Speaking task of the Student's Book.) + Closed pairs Pairs of Ss work together on a task or activity while you move around offering assistance and suggestions, Explain the task clearly before beginning closed pairwork. (See Module 2, Unit 2d, Ex. 7 ofthe Student's Book.) + Stages of pairwork = Puts in pais. ~ Explain the task and set time limit, = Rehearse the task in open pairs. = In closed pairs, get Ss to do the task. = Go around the class and help Ss. = Open pairs report back to the class. Group work Groups of three or more Ss work together on a task or activity. Class projects or role play are most easily done in groups. Again, give Ss a solid understanding of the task in advance, J_ Using L1 in class Use 1 in moderation and only when necessary. ABBREVIATIONS ‘Abbreviations used inthe Students Book and Teacher's T Teacher Plp). Page(s) S(s)_Student(s) eg. For example HW. Homework ie. Thatis Li Students’ native ete Etcetera language sb Somebody Ex(s). Exercise(s) sth SomethingLegend or Truth [Module — Rene 5 Lesson Objectives: To read for cohesion and coherence (Gap fil), to talk about survival stories, to get an overview of ‘the module Vocabulary: Survival (bit her arm off, learnt to surf, attacked and kiled, survived, got lost, took him to hospital, rock fell, cut his arm off) FEW amd G Lesson Objectives: To listen and read for specific information (multiple choice, comprehension questions), to act out an interview, to write a diary entry Vocabulary: Verbs (spot, surround, conquer, fail); Phrasal verb (set out); Nouns (mountaineer, camp, mountain range, goal, feat, clue, expedition, summit, equipment, log book); Adjectives (wild, numb, thick, vital, frozen); Phrase (make it) EM E Lesson Objectives: To learn topic-related vocabulary, to learn prepositions of movement, to learn collocations with ‘make and do, to learn words often confused, o learn phrasal verbs with GIVE, to practise word formation (-ing/-ed agjectives), to leam prepositional phrases, to tell a story Vocabulary: Extreme weather (blizzard, drought, thunderstorm, heatwave, dust storm, tornado, hurricane, flood); Weather verbs (overllowed, rained, fell, blew, reached, It, travelled, formed); Feelings (ucky, relieved, ‘awful, confused, lonely, afraid, furious, ashamed, tired, worried, bored, scared) 10-11 Wee Lesson Objectives: To learn or revise the past simple, the Past continuous, the past perfect and the past perfect Continuous, to compare the past simple and the present perfect, to compare the present perfect and the present perfect continuous, to learn and practise modal deductions inthe past Lesson Objectives: To read for cohesion and coherence (missing sentences), to learn phrasal verbs with PUT, to predict the content of a listening, to listen for speciic information (multiple choice), to practise intonation in fexclamations, to research, take notes and give a presentation about a famous Kazakh hero, to create a poster based on a research and presentation exercise ‘Vocabulary: Verbs (sigh, screech); Nouns (nomad, steppe, ‘beetle, grasshopper, dragon, petal, warrior, role, bravery, politician, hero, victory, peacemaker, battles); Adjective (spacious) oma) a Lesson Objectives: To analyse a rubric, to analyse a model, to practise using descriptive language, to listen for ideas, to write an article eo exes a Lesson Objectives: To listen and read for specific information (T/F statements), to create a new ending for a story, to listen and read for specific information (comprehension questions), to research, make notes and ‘give a presentation on a famous character in Kazakh literature Vocabulary: Verbs (sink, lower, yawn, row); Phrasal verb (fade away); Nouns (deck, trapdoor, supplies, oilskins); ‘Adjective (cruel); Phrases (bury my head in my hands, ‘canned goods, heart beating, lie flat) Progress Check 1 ad Lesson Objectives: To read for specific information (tmuttiple choice), to listen for specific information (T/F statements), to practise vocabulary and grammar from the module, to write an articleControversial Issues CE 19 Lesson Objectives: To identity socia/environmental problems, to read for cohesion and coherence (gap fill, to match problems to descriptions (multiple matching), to get ‘an overview of the module Vocabulary: Social problems (poverty, homelessness, unemployment); Environmental problems (endangered species, landfils full of rubbish, pollution); Nouns. (Packaging, volunteers, household waste, accommodation) Eocene EET Lesson Objectives: To predict the content of a text, to read. for specific information (T/F statements, comprehension questions), to describe an imaginary experience, to research and wite about the immigration process in Kazakhstan Vocabulary: Vert (exchange); Nouns (gateway, immigrants, ancestor, passengers, pier, newcomers, disabilty, proo, process, famiy reunion, nickname); Adjectives. (through, ‘medical, legal, obvious, required); Adverb (permanent) Eee 22-23 Lesson Objectives: To leam topic-related vocabulary, to talk about the environment, to listen for spectic information (mutiple matching), to practise prepositional phrases, to practise forming adjectives from nouns or verbs, to practise phrasal verbs with TURN Vocabulary: The environment (ozone layer, global warming, fossil fuels, thick smog, oil spil, greenhouse gases, conservation projects); Verbs (prevent, save, raise, reduce, ban, fine, invest); Immigration (documents, Papers, exchange rate, price, city centre, tourist attractions, local government programmes, language ‘courses, business loans); International organisations (WWE, Save the Children, Oxfam, the World Health Organisation, United Nations) Ear B Fy Lesson Objectives: To learn or revise and practise (to) infintvel-ing forms, to lear or revise and practise ‘comparison of adjectives, to learn or revise and practise conditional types 0, 1, 2 and 3 ES ey Lesson Objectives: To read for cohesion and coherence (missing sentences), to practise prepositions, to predict the content of a listening, to listen for meaning (multiple matching), to practise exchanges breaking news, expressing surprse/dsbeliet, to identity homophones, to take notes and summarise a text Vocabulary: Verbs (depend, intend, consider, vote) Nouns (workplace, helpmate, duty, labour union, strikes, rights, progress, developments, freedom, workforce, ‘mayors}; Adverb (significantly); Phrases (gender equality, Jong hours, traditional role, postions of power, low wages, ‘earn rights) 2e Writing E Lesson Objectives: To analyse a rubric, to analyse a ‘model, to practise using linking words/phrases, to practise ‘expressing opinion, to match and link viewpoints and supporting sentences, to write an opinion essay 29 ET okaeees 30 Lesson Objectives: To read for specific information (complete sentences), to act out a dialogue giving advice about an imaginary sitvation, to research, make notes and present a charity organisation in Kazakhstan Vocabulary: Verbs (intervene, defuse, aggravate); Nouns (bystander, approach, strategy); Adjectives (rejected, isolated, proactive, reactive); Phrase (emational wel-being) Gee 31-32 Lesson Objectives: To read for specitic information (mutiple choice, comprehension questions), to practise everyday English in exchanges, to practise vocabulary and ‘grammar from the module, to listen for specific information, (mutiple matching), to write an opinion essayVirtual Reality [Module — Rene 33 Lesson Objectives: To learn predictions (gap fil), to talk about predictions, to get an overview of the module Vocabulary: Predictions (3D-printed meals, meal in a pil, drones, electric cars, solar-powered houses, outer space, earn online, virtual reality devices) ERM cod EE Lesson Objectives: To read for gst, to read for spectic information (comprehension questions, T/F statements, muttple choice), to discuss the impact of vital realty, to read for cohesion and coherence (gap fil) to describe an imaginary experience, o write predictions Vocabulary: Verbs (recreate, experience); Nouns (brain surgery, peasant, nobleman, classroom, lessons, Participation, students, subjects, textbooks, trips); Adjectives. (endless, affordable, digital, educational, interactive); Phrase (leap forward) 3b Vocabulary 36-37 Lesson Objectives: To learn topic-related vocabulary, to tak about transport, to learn words often confused, to practise phrasal verbs with GET, to practise forming agjectives from nouns, to practise prepositional phrases Vocabulary: Transport (bike, motorbike, scooter, bus, coach, car, taxi, lorry, plane, ship, ferry, train, tram, tyre, handlebars, brakes, mast, mirror, wheel, windscreen, ‘nose, boot, bonnet, bell, aerial, window, headlights, exhaust pipe, saddle, licence plate, wing, cockpit, cabin, harbour, deck, pedal, platform, carriage, engine, steering wheel, rear light, rails, dashboard, anchor); Food/Drinks (follow a diet, full meal, sweet, bitter, salty, creamy, spicy, ‘sour, junk food); Housing (balcony, share, flat, spacious, rent, noisy, heating, shower) EEE ea E ET Lesson Objectives: To learn or revise and practise future tenses, to compare future continuous and future perfect, to eam or revise and practise time clauses, to learn or revise and practise future simple passive EE Lesson Objectives: To read for specific information (rmutiple choice, T/F/DS statements), to practise forming compound nouns, to present and practise idioms related to books and reading, to practise passive voice, to predict the content ofa listening, to listen for speci information (TIF statements), to learn and practise language for agreeing/ disagreeing/making suggestions, to act out a dialogue based on a model Vocabulary: Verbs (decline, trick); Phrasal verb (claim back); Nouns (prequel, hobbit appeal); Adjective (tional) ‘Adverbs (reluctant, skilfuly); Phrase (embark on) 3e Writing ee Lesson Objectives: To analyse a rubric, to analyse a model, to practise using language related to book reviews, to practise recommending, to plan a review, to write a book review CLIL3 (History) & Culture Spot 44 Lesson Objectives: To read for specific information (complete sentences), to research, make notes and give a presentation about the history of space travel, to listen and read for specific information, to research, make notes and, ‘compare means of transport Vocabulary: Verb (construct); Nouns (log, breakthrough): ‘Adjective (domesticated); Phrase (the Industrial Revolution) ET Gerke) reg Lesson Objectives: To read for specific information (T/F statements, multiple choice), to practise everyday English ina dialogue, to practise vocabulary and grammar from the module, to listen for specific information (T/F statements), to write a book review viSeries Out of This World vii Terie 47 Lesson Objectives: To learn space vocabulary (gap fil), to research an amazing fact about space, to get an ‘overview of the module Vocabulary: Space (dwarf planet, Moon, atmosphere, light-years, waves, orbit) EER) C 5 Lesson Objectives: To listen and read for gist, to read for pectic information (multiple choice), to ask and answer questions about the content ofa text, to narrate an event, to describe an imaginary experience Vocabulary: Verbs (lash, re-enter, schedule, explode, depend, conserve, build, reduce, consider); Phrasal verbs (carry out deal with) Nouns (crew, explosion, pl, survival, landing, itt, bang, trai, oxygen tank, meteor, command ‘module, lunar module, lifeboat, adapter, carbon dioxide, catastrophe, obstacle); Adjectives (doomed, leaking, «enclosed, superstitious); Phrases (manned mission, no time to lose, cope with, splash down, go down in history, in charge of); Prep (despite) Cee 50-51 Lesson Objectives: To leam topic-elated vocabulary, to talk about space exploration, to listen for spectic information (gap fil), to research and present a planet, to practise phrasal verbs with GO, to practise prepositional phrases, to practise forming nouns from verbs Vocabulary: Space exploration (constellations, colonise, lite forms, rockets, Milky Way, inhabitable, space stations, uninhabitable, meteorites, satelites, black hole, comet, gravity, eclipse, galaxy, full moon); Verbs (launch, orbit, blast, re-enter, land, explore, float, rotate); The solar system (rings, spacecraft, solar, gas giants, asteroid) Career 52-53 Lesson Objectives: To learn or revise and practise reported speech, reported statements, reported questions! ‘commands, reporting verbs, reporting modal verbs, to revise and practise quantitiers, to act out exchanges using reported speech CoS BE Lesson Objectives: To read for specific information (comprehension questions), to practise prepositional Phrases from the text, to complete a summary using the (to) infinitve/sing form, to practise intonation (word stress ‘and weak vowels), to predict the content of a listening, to listen for specific information (mutiple choice), to listen and make notes, to research and make notes and write biography Vocabulary: Verb (withdraw); Phrasal verb (blast off) Nouns (cosmodrome, cosmonaut, porthole, settlement): Adjective (man-made); Phrases (physical training, sign up for sth, a the last minute) 4e Writing B Lesson Objectives: To analyse a rubric, to analyse a ‘model, to practise using language related to film reviews, to practise prepositional phrases, to practise recommending, to plan a review, to write a film review 7 Seekers 58 Lesson Objectives: To read for specitic information (complete sentences), to ask and answer questions based on the text, to research, make notes and give a presentation about how the Earth orbits the Sun, to listen and read for specific information, to research, make notes and present information about a solstice celebration in Kazakhstan Vocabulary: Verbs (reflect, revolve, orbit, face); Phrasal ‘verb (light up); Nouns (star, planet, satelite, axis, amount, surface, phase, new moon, crescent moon, halt moon, ‘gibbous moon, full moon); Adverbs (approximately) Phrases (light source, progressive sequence, waxing ‘moon, waning moon) Gericke 59-60 Lesson Objectives: To read for specitic information (mutiple choice, comprehension questions), to practise vocabulary and grammar from the module, to listen for specific information (gap fil), to write a fim reviewStress & Fear [Module — Rene a Lesson Objectives: To learn vocabulary related to fears, to match descriptions to pictures, to discuss fears, to get an overview of the module Vocabulary: Fears (flying, storms, open water, meeting new people, public speaking, heights, crowds/people, closed spaces, dentstidoctor, animalsibugs, sick, shake, bite, freeze, sweat, hide, panic attacks) 5a Stress & Fear za] Lesson Objectives: To listen and read for gist (purpose, matching headings to paragraphs, main idea in each paragraph), to read for specific information (comprehension questions), to research, make notes and give a presentation, to understand the use ofa text Vocabulary: Verbs (scream, suffer from, block, craw, harm, stale, reduce, shake, sweat, scuttle); Phrasal verb (tun away); Nouns (fear, plughole, venom, rainforest, tarantula, pest controler, mosquito, cockroach, fly, moth, treatment); Adjectives (common, eight-legged, irrational, deep-fried, confident; Phrases (at all costs, play a part, rutitious treat, exposure therapy) EEE 64-65 Lesson Objectives: To learn topic-related vocabulary, to listen for gist (mutiple matching) to talk about feelings, to leam and practise idioms related to fear, to practise prepositional phrases, to practise forming negative adjectives, to practise phrasal verbs with KEEP Vocabulary: Fears & phobias (Animals - snakes, dogs, spiders, Natural environment ~ height, darkness, storms, Situational - closed spaces, tunnels, flying, Blood!Inry ~ germs, blood, needles); Verbs (face, beat, shakes, faints, Control, froze, dry, avoids); Feelings (anxious, nervous, ‘embarrassed, dizzy, scared); Idioms (as white as a sheet, butterties in my stomach, scared stif, jumped out of his skin, hair stand on end) Fae 6 T Lesson Objectives: To leamn or revise and practise passive voice, to leam or revise and practise reflexive/ ‘emphatic pronouns, to research stress and fear and to discuss the information using the passive EE 68-69 Lesson Objectives: To read for specific information (mutiple choice), to make notes and write a summary of a text, to listen for specific information (T/F statements), to discuss the content of a listening, to complete a dialogue, to learn and practise language for expressing concern’ showing sympathy/giving advicelresponding, to act out a dialogue based on a model, to write a diary entry Vocabulary: Verbs (attend, overcome, judge, reassure sb); Noun (therapist); Adjective (miserable); Phrases (make excuses, face your fear) ES) aa Lesson Objectives: To analyse a rubric, to analyse a model, to match problems to advice and make sentences, to practise error correction, to write an email of advice UT eked 72 Lesson Objectives: To listen and read for gist (match headings to paragraphs), to discuss the content of a text, to write an email of advice based on a text, to listen and read for spectc information, to make notes and present a character trait of the Kazakh people Vocabulary: Verbs (deal with, cope with, distract, life, pumping, affect, relieve, fight, heal; Nouns (anxiety, worry, nervousness, unease, tip, puzzle, troubles, mood, chemical, brain, serotonin, dopamine, caffeine, whole grains, vius, wound); Adjectives (light, longer-lasting, ‘energised, processed); Phrase (lose its hold) Eoin Ezz Lesson Objectives: To read for specific information (rmutipie choice, comprehension questions), to practise ‘everyday English in exchanges, to practise vocabulary and grammar from the module, to listen for specific information (TIFIDS statements), to write an email of advice viiicy Imagination & Creativity CE a Lesson Objectives: To leam vocabulary related to the arts, to match types of art to pictures, to discuss favourite booksifilms, to get an overview of the module Vocabulary: The arts (directed, painted, written, sculpted, designed, oll painting, famous building, science fiction film, classic novel, sculpture) 6a Imagination & Creativity aa Lesson Objectives: To read for gis, to read for specific information (missing sentences), to act out an interview, to research, make notes and write a biography, to talk about ‘an artist's work Vocabulary: Verbs (stroke, promote, research, transfer, exhibit, bother); Phrasal verb (carry on); Nouns (career, fur, potrait, outine, advertising agency, creation, advertising ‘campaign, environmental organieation, Hyperrealist ‘movement, masterpiece, canvas, design, scales) Adjective (realistic); Adver> (surprisingly); Phrases (bring t0 ite, public awareness, endangered species, stay stil, shower away, handheld gadget, true-to-life) CT A Lesson Objectives: To leam topic-telated vocabulary, to talk about art & cratts, to listen for specific information (mutiple matching, gap fil), to practise prepositional phrases, to practise forming compound nouns, to practise phrasal verbs with LOOK, to write a text based on a mode text Vocabulary: Art & crafts (digital photography, pottery, painting watercolours, drawing, wood carving, ice sculpting, kniting, jewellery making); TV shows (awards, characters, cast, set, hits, season, critics, series, episode, plotlines); Theatre & performances (stage, rehearsals, ‘costumes, interval, act, audience); Professions related to the arts (juggler, living statue, trapeze artist, opera singer, ‘mime artist, stand-up comedian, street magician) Career Ei 7 Lesson Objectives: To learn or revise and practise relative clauses, adverbs and pronouns, to learn or revise and practise determiners, pronouns and quantifiers Gas Ep Lesson Objectives: To read for specific information (missing sentences), to ask and answer questions based on a text, to predict the content of a listening, to listen for specific information (muttiple choice), to practise pronunciation, to learn the language for giving an opinion! agrecing/disagresing, to act out a dialogue based on a model, to research, prepare a mindmap and present information related tothe text Vocabulary: Verbs (oitcise, measure): Nouns (inteligence, theory, surgeon, process, wisdom); Adjectives. (mutiple, logicalmathematical, spatial, bodiy-kinaesthetc, linguistic, ‘musica, interpersonal, intrapersonal, naturals, complicated); Phrase (according to) a) BD Lesson Objectives: To analyse a rubric, to analyse a ‘model, to decide on an appropriate ttle, to practise parts of speech, to practise error correction, to plan an article, to write an article, to practise peer correction UI ek Lesson Objectives: To listen and read for spectic information (complete sentences), to discuss the content of a tex, to research, make notes and present a sculpture, to listen and read for specific information, to research, make notes and present an art galery in Kazakhstan Vocabulary: Verbs (depict, resist, convey, pour, cool, ‘harden, gather); Phrasal verbs (chip away, melt down): Nouns (stone, metal, wood, butter, ice, material, quality, hillside, carving, casting, mould, modeling, clay, assembling); Adjetves (long-asting, temporary, realistic, abstract) Gem aT Lesson Objectives: To read for specitic information (TIFIOS statements), to practise everyday English in exchanges, to practise vocabulary and grammar from the ‘module, to listen for specitic information (gap fill), to write an articleReading for Pleasure Rene 89 Lesson Objectives: To revise types of fiction books, to practise adjectives related to books, to get an overview of the module Vocabulary: Types of fiction books (romance, horror, adventure, science fiction, mystery, fantasy, fascinating, thing, imaginative, convincing, heart-warming, a waste of time, unrealistic, boringldul, predictable, sly, too trightening) kerr 90-94 Lesson Objectives: To read and ask and answer questions about a biography, to read background information about a novel for spectic information (comprehension questions), to read an extract for specific information (T/F statements) and tone, to complete a graphic organiser and use it to write a summary of an extract, to learn and practise figurative language, to analyse a ttle, to analyse characters, to leam about setting and symbolism, to learn about elements in fiction, to write a review of a novel, to compare a novel to the film adaptation, to present ideas for an adaptation of a classic ‘novel in a modem setting Vocabulary: Verbs (encounter, manage, survive, observe, pursue, conclude): Phrasal verb (lee into); Nouns (cave, ‘Pint, ground, shore, impression, fancy, stump, reflection, inhabitant); Adjectives (grateful, confused, contrived); ‘Adverbs (exceedingly, thereabouts); Phrase (a blink of an eye); Idiom (thunderstruck)xi Different Ways of Living CE 95 Lesson Objectives: To read for cohesion and coherence (gap fil), to listen and match descriptions to pictures, to describe pictures, to get an overview of the module. Vocabulary: People around the world (dark hair, rosy cheeks, friendly people, happy to have guests, nomadic tribe, colourtul clothes, tal, slim, hardworking, polite, pale skin, facial tattoos, brave, courageous, peaceful) PEI ee) Ey Lesson Objectives: To listen and read for gist, to read for pectic information (multiple choice), to tak about a text, to research, take notes and present information about a tribe, to write an article describing an imaginary experience Vocabulary: Verbs (wander, hang, hunt, provide, gather, wonder); Phrasal verbs (pick up, set of, five off; Nouns (crops, elder, baboon, bow, homeland, interpreter, niece, hheat, soil, bug, meaning, nature, berry, possession, responsibilities, worry, arrival, departure, effect); Adjectives (lean, fit, curly, extreme, poor, generous, easy- going); Phrases filled with, skin belt, native language, short supply, Keep track of time, hunter-gatherer, in person, dive in, free from belongings, be better off, attached to, matter of time, be over) EDR te 5 5 Lesson Objectives: To learn topic-related vocabulary, to talk about stages of ie, to describe people, to listen for specttic information (mutiple matching), to practise phrasal verbs with BREAK, to practise forming -ingl-ed participles, to practise prepositional phrases ‘Vocabulary: Stages of Ife (infancy, childhood, adolescence, adulthood); Physical characteristics: Age (child, young man ‘or woman, middle-aged, ol, in his/her latelearly twenties); ‘Complexion (tanned, dark, pale); Height (al, short, of average height); Build (skinny, plump, overweight, thin, slim, athletic, wel-buil); Face (oval, round, long); Lips (al, thin}; Eyes (brown, big, small, hazel}; Nose (big, flat, hooked); Hair (curly, shor, straight, long, wavy, bald, frizzy, fair, dark, shoulder-length); Special features (wrinkles, freckles, shaved head, beard, moustache); Character (easy-going, arrogant, responsible, forgettu, annoying, ‘messy, ambitious, sensitive, shy, truthtu, open-minded, ‘bold, grumpy, sensible, sel-confident, impatient, generous, sociable, carefree, rude, brave, frank, honest, bossy, vain, stingy, mean, polite, outgoing, helpful, nosey, anxious, noisy, sad); Family relationships (mum, dad, sister, brother, grandma, grandpa, mother-in-law, fatherinlaw, aunt, uncle, daughter, son, niece, nephew); Families (nuclear family, extended family, single-parent family) Ear ea oe Lesson Objectives: To learn or revise and practise wishes, to revise and practise pre-determiners, determiners and quantifiers 8d. Skills 107 103 Lesson Objectives: To describe pictures, to read for specie information (comprehension questions), to complete ‘a summary of a text in the passive (sentence completion), to research, make notes and present information about Vocabulary + survival/weather © feelings phrasal verbs: GIVE/PUT * word formation: (ing/ ed adjectives) * prepositions > Reading ‘* anarticle (multiple choice; answer questions) © amyth (missing sentences) > Use of English past tenses present perfect simple/ continuous past modals of deduction * adverbs (order / comparatives ~ superlatives) conjunctions exclamations Listening an interview (multiple choice) intonation in exclamations Speaking acting out an interview narrating an experience presenting a famous person Writing a diary entry a poster an article CLL (Literature): The Sea-Wolf, Culture: Robinson Crusoe rogress Check Wars o “Be brave. Take risks. Nothing can substitute experience.” Discuss «Vee oN F cei ¥ (Paulo Coelho) WP) Complete the texts. Use: took, survived, bit, fell, attacked, lost, cut, learnt. wn IN vIX During the Years of The Great Disaster in | Kazakhstan, Abylay Abilmansur became an ‘orphan when enemies ie sa | his famiy, He amazingly i 4) ‘and grew up to be a great warrior, {_wellrespected politician and military commander. i A SHARK ATTACK SURVIVOR In 2003, Bethany Hamilton ‘was surfing in Hawaii when a shark 1) a her arm off, She was just 13 at the time, but since then she has 2) (0 surf with one arm and has won many surfing titles. Her story inspired the film Soul Surfer. I~ A LOST IN THE WS a Oe ee uM uta a desert marathon in Morocco when he got ED) os eeeneeeneeeoreeeee EES CU spent nine days in the desert with no food or water before a family of nomads found him Bee rrern MR Oe 127-hour ordeal In 2003, Aron Ralston was hiking through canyon in Utah when a huge rock i on his arm. After being trapped for five days and seven hours, he bravely 8) of his arm with a small en knife to survive! Actor James Franco played the role of Ralston in the flm 127 Hours. D) GA“ compare the stores of the people inthe texts 3g ein Which story do you think is the most inspiring? Why?ae Legend or Trut { > )Video Qwe- ‘was Sir Edmund Hillary? LB is he connected to Mount Everest? By compete the sentences. Use: at) Vax solved, returned, fought, discovered, set, failed, spotted, conquer. 1 George Mallory and Andrew iwvine out from their camp on 4th June 1924 to climb to the summit of Mount Everest 2 Athird climber them just 240 metres from ‘the summit of Everest 3 Both Mallory and Irvine had in World War | 4 Mallory and Irvine were the first people to Everest, 5 Conrad Anker Mallory’s frozen body in 2007. 6 Anker... to Everest as part of a documentary film. To ADKOF os noeesnenees 10 reach, the summit of Everest using modern equipment. 8 Nobody has . B (oa) Read the text again. For each question, the mystery of Mallory and choose the best answer (A, B, Cor D). levine yet 11 What is the purpose of the text? A to review a documentary film B to describe the mystery surrounding an event © to encourage people to climb Mount Everest D to prove that Mallory didn't reach the summit of Everest ‘The sentences in Ex. 2 are about some people who tried to reach the summit of Mount Everest. Which of these sentences are false? 2 What does the writer say about Mallory and Irvine? ( Listen to and read the A They did not work well as a team. text to find out. B Irvine did not get on with members of the expedition. © Mallory could have done the climb alone. Sani a) ie D They had different levels of experience. Identifying key informa 3. What is Ankers atitude towards Mallory and Irvine's climb? Read the text quickly to get the general ‘A He doubis that they reached the summit idea and the writer's purpose. Read the B He believes that Mallory wasn'ta skilful climber questions and underline the key words. © He is certain that Mallory left a photo on the summit. ea letra ore nape swer D He thinks that Mallory died ater reaching the summit. questions. Note that the first question focuses on the writer's purpose and the 4 Which could be another suitable title for the text? last on overall meaning, The other A How to Climb a Mountain questions follow the order of B The First Conquerors of Mount Everest information in the text and one of Ric sales on Ale oe onc © An Unsolved Mystery on Mount Everest D The Discovery that Solved a 75-year-old Mystery1 Aid) to introduce the topic ofa text Read out the questions and elicit Ss! guesses in answer to them ‘Suggested Answer Key Sir Edmund Hillary was a mountaineer from New Zealand. In 1953, Hillary was the first man to reach the summit of Mount Everest, with Tenzing Norgay. To introduce key vocabulary from a text ‘+ Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words given inthe list ‘+ Give Ss time to complete the sentences and then ‘check answers around the class. Answer Key 1 set 4. conquer 7 failed 2 spotted 5 discovered 8 solved 3. fought 6 returned ‘+ Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss {0 Use their dictionaries and look them up. ‘Suggested Answer Key ‘mountaineer (n): sb who climbs mountains ‘set out (phr v): to start on a journey ‘camp (n): an outdoor area with tents for people to stay in ‘mountain range (n): a group of connected mountains goal (n): a target ‘summit (n): the top (of a mountain) wild (adj); untamed numb (adj): having no feeling ‘spot (v): 10 see from a distance thick (adj): dense ‘surround (¥): to cover sth from all sides vital (adj): having great importance ‘conquer (v): to defeat feat (n): an achievement ‘elue (n)za hint ‘expedition (n): an organised journey for a purpose 2.9. exploration trozen (adi): being covered in ice ‘equipment (n): the things used for a particular purpose fail (v): to not succeed og book (n): a journal that documents a journey ‘make it (phr): to succeed 2 ABD 72) To read for speci information (TiF statements) + Read out the sentences in Ex.2. + Play the recording * Give Ss time to listen to and read through the text and find out which sentences are false, + Ask various Ss to tell the class and correct the false sentences, Answer Key 1T 27: 3. F (Only Mallory had fought in World War 1) 4 F (Edmund Hilary and Tenzing Norgay are generally thought to be the frst people to Conquer Everest, but could be true as nobody knows whether Mallory and Irvine reached the summit) 5 F (Anker found Mallory’s body in 1999.) eT 7 F (Anker failed to reach the summit using outdated equipment) aT 4 Aid) To read tor specie information (multiple choice questions) + Read the Study Skills box aloud and then ask Ss to read questions 1-4 * Give Ss time to underline the key words and elicit synonyms for them, * Give Ss time to read the text and decide on the correct answers from the options AD. ‘+ Check Ss’ answers around the class and ask Ss to justify their answers with the relevant part of the text Answer Key 1 B (whole text) 3 A(l.31-33) 2 D(e.1114) 4 C (whole text) 6(T)5 (AiR) To consolidate information in atext + Allow Ss time to read the questions and then read the text again and answer them, + Elicit answers from various Ss around the class, Answer Key 1 He had planned to leave a photo at the summit {and this photo wasn't found on his body. 2 He was using outdated equipment similar to that tused by Mallory and Irvine in 1924. 6 (TTR AED To personalise atopic *+ Allow Ss time to discuss the question, * Monitor the activity around the class. * Ask some $s to answer the question aloud, ‘Suggested Answer Key ‘No, I wouldn't. | think it would be very dangerous and very cold and itis not something that would appeal to ‘me./Yes, | would. | think it would be very exciting and fulfling to do something that very few people have done, and reach the top of the highest mountain in the world. 7 Ail) To consolidate new vocabulary through synonymous words. + Read the words in the list and give Ss time to ‘match them to the words in bold inthe text. + Elicit answers from various Ss around the class and elicit what part of speech each word/phrase is, Answer Key tallest = highest (ad)) brave = courageous (adj) vital = important (ad) expedition = mission (n) locating = finding (ing form) outdated = old-fashioned (ad)) certain = sure (ac)) accomplishment = achievement (n) + Play the video for Ss and elicit their comments at the end. @ (ARB) to consolidate information ina text + Go through the list of names and ask Ss to use them to make sentences based on the text + Elicit answers from Ss around the class. Suggested Answer Key George Mallory was an experienced climber who died on Mount Everest in 1924, He may have reached the summit before he died. ‘Andrew Irvine was George Mallory’s climbing partner ‘and he also died on Mount Everest in 1924. Edmund Hillary was one of the frst climbers to reach the summit of Mount Everest in 1953. Tenzing Norgay was Edmund Hilary’ climbing partner and also reached the summit of Mount Everest in 1953. Conrad Anker is an American mountaineer who discovered the body of George Mallory in 1999 on Mount Everest. Anthony Geffen made a documentary about climbing Everest using equipment lke that used by Mallory and vine, Speaking £3) Ai) 10 consolidate information in a text + Explain the task and dvide Ss into pai. + Tell Ss to act out an interview between Anker and a news reporter about the discovery of Mallory’s body ‘and his role in The Widest Dream ‘+ Monitor the activty around the class and then ask ‘some pairs to act out their interview in front ofthe rest of the class Suggested Answer Key ‘A: So how did you feel when you discovered Mallor’s body? B: Iwas shocked and excited. | hoped ! would fnd it but | was disappointed thatthe discovery didn't answer all my questions. We stil dont krow if Mallory made t to the top. A: Is that why you took part in the documentary ‘The Wildest Dream’? B: Ys, in a way! wanted to find out itt was possible to climb to the summit using the equipment they had at the time. was very disappointed when | fale. ‘A: So do you think Mallory and Irvine mad it? B: I dont thnk so, but they may have. We need to look again for Inine's body to find out for sure, Writing 6 AID ro write a ciary entry + Explain the task and give Ss time to prepare their answers and then ask various $s to read their diary entries to the class. * To help Ss, write these headings on the board: date, place, feelings. Ask Ss to make notes under the headings and then use their notes to create their diary entry * Alternatively, assign the task as HW and ask Ss to present their answers in the next lesson. Suggested Answer Key date: 1st May 1999 place: 500 metres from the summit of Mount Everest 1st May 1999 Today, | made a shocking and exciting discovery near the top of Mount Everest. We found Mallory’s body just 500 ‘metres from the summit. Sadly, we have no way of knowing whether or not he actually made it and was on his way down or whether he was stil on his way up. t seems that he probably died from a fall. 1 am glad we found him, but disappointed that the mystery is stil unsolved. Background information Everest is the highest point on Earth at a height of 29,029 feet (8,848 meters). The worlds tallest ‘mountain, itis one of the Himalayas of southern Asia. It is located on the border of Nepal and the Tibet ‘Autonomous Region of China.em their camp in the Himalayan mountain range. Their goal was Pete etc Soke Kee ot Str the tallest mountain on Earth! A wild wind was blowing all See eI a ecu ke oun 19 cold, but they bravely moved upwards. Behind, a third climber spotted them just 240 metres from the summit cece et eee UPR Deen TR eRe Men cae er eal Por emcee) ey tcc MCs oe ao summit of Everest twice before. vine, on the other hand, had never climbed Everest and was ust 22 — but he was stil eee au ae Lec Mallory and Irvine the firs to conquer Everest - 29 jears before Edmund Hillary and Tenzing Norgay achieved Cee ned eae Od ome clues ‘Check these words * mountaineer * set out * camp * mountain range * goal * summit * wild ‘+ numb + spot * thick * surround + vital * conquer * feat * clue * expedition * frozen | + equipment * fail + log book * make it [1042] Answer the questions. 1. What evidence exists to suggest that Mallory reached the summit? 2. Why did Conrad Anker fil to reach the summit? Bn UM Would you take part in such an expedition? Why?/Why not? err) Work in pairs. One person is Cerca ee ‘reporter. Act out an interview about the Ce eeu role in The Wildest Dream. the American mountaineer Conrad Anker Tee ee cle) Ee mae meek co Neen PC lu Cun na) ned that Mallory probably died from a fall, but Anker Ce ae Ce eT Interestingly, though, Mallory had planned to leave a phot SLE nei Laem In 2007, Anker returned to Everest as part of Anthony Geffen documentary The Wildest Dream. This amazing film show Oey rea Cues t) rs failed to reach the summit using this outdated equipment etn eigen Ere eon sa ei aeo ise) he had a ee estan Pr clout eters Be se et Mu RL CIRe nome Coy SUN Cat Ceres meces chieve the wildest dr Match the words in bold to their synonyms. What part of speech are they? ‘important * achievement * courageous ‘highest + mission * old-fashioned ‘finding * sure 10:18] How are these names connected to Mount Everest: George Mallory, Andrew irvine, Edmund Hillary, Tenzing Norgay, Conrad Anker, Anthony Geffen? Make sentences based on the text. Tell the class. NE} ane CTE) Anker. You have just discovered Mallory's Ca eC Lue ae aeVocabulary from the text Oo Choose the correct word. 1 Not many people believe that Mallory made/reached it to the top of Everest. 2. They achieved/managed their aim of climbing the tallest mountain in Britain 3. The climber’s hands felt wild/numb because of the freezing weather. 4 Alter the heavy blizzard, thick snow surrounded/ ‘conquered the village. 5 His clue/goal was to reach the top of the mountain in one hour. Complete the headlines. Use: feat, summit, documentary, mystery, body. CLIMBER DISCOVERS NEW CLUES / T0 75-YEAR-OLD @ EBA Moura Ns ‘OF GEORGE MALLORY we BOUT ©) sronse wary comes our (O) ANKERFAMS TO REACH EVEREST HILLARY AND NORGAY ACHIEVE © amaine 8 Choose the correct preposition. 1. Mount Everest is the tallest mountain tofon/ot Earth 2 We siill don't know with/forifrom certain who reached the summit first. 3. Mallory and Irvine started climbing by/ontin the hope of reaching the summit 4 AVOH/On the time of Mallory's expedition, climbing equipment was very basi 5 They think the climber died under/aboutitrom a bad all Vocabulary Topic vocabulary Extreme weather Bo a) Label the pictures. Use: blizzard, drought, thunderstorm, heatwave, dust storm, tornado, hurricane, flood. b) Complete the sentences. Use: overflowed, rained, fell, blew, reached, lit, travelled, formed. Which of the extreme weather conditions in Ex. 4a is each sentence about? 1 Its been months since it last 30 the crops are failing 2 Bolts of lightning up the sky throughout the night 3. Strong circling winds over the land destroying ‘everything in their path 4 Temperatures over 40 degrees for days on end 5 As the snow . strong winds blew it around the town, 6 Strong winds loose sand and dit aoross the area 7 The river and water covered the town's streets ® After winds over the sea, they hit ragions along the coast Feelings Read the sentences and choose the correct adjective. 1. He couldn't believe that his friends had reached the port safely. (lucky/relieved) 2. She still has no idea what happened that day. (awful/ confused) 3 He wished that he had someone to talk to. (lonely/atraid) 4 She felt awful about the terrible mistake she had made. (furious/ashamed) 5 He couldn't help thinking about what might go wrong (tired/worried) 6 She wasn't at all interested in the tour. (bored/scared)