Sample Lesson Plans Aspect 10-1

Sample lesson plans for Kazakhstan Grade 10
ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК
Жалпы бiлiм беретiн мектептiњ 9-сыныбына арналѓан оќулыќ Экспресс

Паблишин баспасы 2019
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 10th grade – Aspect 10 for Kazakhstan-3 hours a week, 102 hours a year
Grade 10
1) Content. Using 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. Organise and present information clearly to
others. 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 in unsupported extended talk; specific information and the
detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk
on a limited range of unfamiliar topics. Recognising 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 limited range of unfamiliar
topics. Deducing meaning from context in unsupported extended talk.Viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics.Identifying inconsistencies in argument in extended
talk on a range of general and curricular subjects.
3) Speaking. Using formal and informal language registers; asking and responding to complex questions to
get information about a wide range of general and curricular topics. 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 on a
growing range of general and curricular topics. Interacting with peers to make hypotheses about a wide range of
general and curricular topics. Navigating talk and modifying language through paraphrase and correction in talk.
Using appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics.
4) Reading. Understanding the main points in extended texts; specific information and detail in extended
texts on a range of familiar general and curricular topics, and some unfamiliar topics. Skimming a range of lengthy
texts with speed to identify content meriting closer reading on a range of general and curricular topics.Reading a
wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics.
Deducing meaning from context in extended texts on a wide range of familiar general and curricular topics, and
some unfamiliar topics. The attitude or opinion of the writer in extended texts on a wide range of familiar general
and curricular topics. Patterns of development in lengthy texts [inter-paragraph level] on a range of general and
curricular topics. A wide range of familiar and unfamiliar paper and digital reference resources to check meaning
and extend understanding. Inconsistencies in argument in extended texts on a wide range of general and curricular
topics.
5) Writing. Planning, writing, editing and proofreading at text level independently using a growing range
of vocabulary, which is appropriate to topic and genre, and which is spelt accurately in a wide range of written
genres. Writing with grammatical accuracy, using style and register to achieve appropriate degree of formality in a
growing variety of written genres on a range of general and curricular topics. Develop with support coherent
arguments supported when necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics. Coherent writing at text level using a variety of connectors on a range of familiar
general and curricular topics. Independent use of appropriate layout at text level on a range of general and
curricular topics. Communicating and responding to news and feelings in correspondence through a variety of
functions. Punctuation in written works at text level with a good degree of accuracy.
6) Use of English. Using a variety of abstract compound nouns and complex noun phrases; a variety of
quantifiers for countable and uncountable nouns and a variety of noun phrases; a variety of compound adjectives,
adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of
familiar general and curricular topics; a wide variety of determiners and pre-determiner structures; a wide variety
of question types; relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a
wide range of familiar general and curricular topics. Using perfect continuous forms and a variety of simple
perfect active and passive forms including time adverbials … so far, lately, all my life; a variety of future active
and passive and future continuous forms; a wide variety of active and passive simple present and past forms and
past perfect simple forms in narrative and reported speech; present continuous and past continuous active and
passive forms on a wide range of general and familiar curricular topics. Using a variety of reported statements and
question forms on a wide range of familiar general and curricular topics; a variety of comparative degree adverb
structures with regular and irregular adverbs; a wide variety of pre-verbal, post-verbal and end-position adverbs; a
growing variety of past modal forms including must have, can’t have, might have to express speculation and
deduction about the past; a variety of prepositional phrases before nouns and adjectives; a number of dependent
prepositions following nouns and adjectives and a variety of prepositions following verbs. Using infinitive forms
after an increased number of verbs and adjectives; gerund forms after a variety of verbs and prepositions; a variety
of prepositional and phrasal verb. A wide variety of conjunctions on a wide range of familiar general and
curricular topics. If / if only in third conditional structures; use a variety of relative clauses including with which
[whole previous clause reference] on a wide range of familiar general and curricular topics.
Learning objectives system
Education aims in the programme are presented by the codes. The first number in the code is a grade, the
second one is the number of the strand, the third one is the number of the aim.
1) Strand 1: Content
Grade 10
Low-mid B2
10.1.1-use speaking and listening skills to solve problems creatively and cooperatively in groups
10.1.2-use speaking and listening skills to provide sensitive feedback to peers
10.1.3-respect differing points of view
10.1.4-evaluate and respond constructively to feedback from others
10.1.5- use feedback to set personal learning objectives
10.1.6-organize and present information clearly to others
10.1.7-develop and sustain a consistent argument when speaking or writing
10.1.8- develop intercultural awareness through reading and discussion
10.1.9-use imagination to express thoughts, ideas, experiences and feelings
10.1.10-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
2)Strand 2: Listening
Grade 10
Low-mid B2
10.2.1-understand the main points in unsupported extended talk on a wide range of general and curricular
topics, including talk on a limited range of unfamiliar topics
10.2.2-understand specific information in unsupported extended talk on a wide range of general and curricular
10.2.3-understand the detail of an argument in unsupported extended talk on a wide range of general and
curricular topics, including talk on a limited range of unfamiliar topics
10.2.4-understand implied meaning in unsupported extended talk on a wide range of general and curricular
10.2.5-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 limited range of unfamiliar topics
10.2.6-deduce meaning from context in unsupported extended talk on a wide range of general and curricular
11.2.7- understand speaker viewpoints and extent of explicit agreement between speakers on a range of
general and curricular topics
10.2.8-recognize inconsistencies in argument in extended talk on a range of general and curricular subjects
3)Strand 3: Speaking
Grade 10
Low-mid B2
10.3.1-use formal and informal language registers in talk on a wide range of general and curricular topics
10.3.2-ask and respond to complex questions to get information about a wide range of general and curricular
topics
10.3.3-explain and justify own and others’ point of view on a wide range of general and curricular topics
10.3.4- evaluate and comment on the views of others in a growing variety of talk contexts on a growing range
of general and curricular topics
10.3.5-interact with peers to make hypotheses about a wide range of general and curricular topics
10.3.6-navigate talk and modify language through paraphrase and correction in talk on a range of familiar
10.3.7-use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular
topics
4)Strand 4: Reading
Grade 10
Low-mid B2
10.4.1-understand main points in extended texts on a wide range of unfamiliar general and curricular topics
10.4.2- understand specific information and detail in extended texts on a range of familiar general and
curricular topics, and some unfamiliar topics
10.4.3-skim a range of lengthy texts with speed to identify content meriting closer reading on a range of
10.4.4-read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and
curricular topics
10.4.5-deduce meaning from context in extended texts on a wide range of familiar general and curricular
topics, and some unfamiliar topics
10.4.6-recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and
curricular topics
10.4.7-recognize patterns of development in lengthy texts [inter-paragraph level] on a range of general and
curricular topics
10.4.8- use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and
extend understanding
10.4.9-recognize inconsistencies in argument in extended texts on a wide range of general and curricular topics
5)Strand 5: Writing
Grade 10
Low-mid B2
10.5.1-plan, write, edit and proofread work at text level independently on a range of general and curricular
topics
10.5.2-use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt
accurately
10.5.3-write with grammatical accuracy on a range of familiar general and curricular topics
10.5.4-use style and register to achieve appropriate degree of formality in a growing variety of written genres
on a range of general and curricular topics
10.5.5-develop with support coherent arguments supported when necessary by examples and reasons for a
wide range of written genres in familiar general and curricular topics
10.5.6-write coherently at text level using a variety of connectors on a range of familiar general and curricular
topics
10.5.7-use independently appropriate layout at text level on a range of general and curricular topics
10.5.8-communicate and respond to news and feelings in correspondence through a variety of functions on a
range of general and curricular topics
10.5.9-punctuate written work at text level on a wide range of general and curricular topics with a good degree
of accuracy
6) Strand 6: Use of English

Grade 10
Low-mid B2
10.6.1- use a variety of abstract compound nouns and complex noun phrases on a range of familiar general
and curricular topics, and some unfamiliar general and curricular topics
10.6.2-use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a
wide range of familiar general and curricular topics
10.6.3-use a variety of compound adjectives, adjectives as participles, comparative structures indicating
degree, and intensifying adjectives on a wide range of familiar general and curricular topics
10.6.4-use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and
curricular topics
10.6.5-use a wide variety of question types on a wide range of familiar general and curricular topics
10.6.6-use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun
structures on a wide range of familiar general and curricular topics
10.6.7- use perfect continuous forms and a variety of simple perfect active and passive forms including time
adverbials … so far, lately, all my life, on a wide range of familiar general and curricular topics
10.6.8- use a variety of future active and passive and future continuous forms on a wide range of familiar
10.6.9-use appropriately a wide variety of active and passive simple present and past forms and past perfect
simple forms in narrative and reported speech on a wide range of familiar general and curricular topics
10.6.10- use present continuous and past continuous active and passive forms on a wide range of general and
familiar curricular topics
10.6.11-use a variety of reported statements and question forms on a wide range of familiar general and
curricular topics
10.6.12-use a variety of comparative degree adverb structures with regular and irregular adverbs;
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and
curricular topics
10.6. 13-use a growing variety of past modal forms including must have, can’t have, might have to express
speculation and deduction about the past on a wide range of familiar general and curricular topics
10.6.14-use a variety of prepositional phrases before nouns and adjectives;
use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following
verbs on a wide range of familiar general and curricular topics
10.6.15-use infinitive forms after an increased number of verbs and adjectives
use gerund forms after a variety of verbs and prepositions
use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics
10.6.16-use a wide variety of conjunctions on a wide range of familiar general and curricular topics
11.6.17-use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause reference] on a wide range of
familiar general and curricular topics
Module 1 Lesson 1 School:
Legend or Truth
Introduction Lesson
Date: Teacher name:
CLASS: Number present: absent:
Learning 10.1.6 - organise and present information clearly to others;
objectives(s) that 10.2.1 - understand the main points in unsupported extended talk on a wide range of
this lesson is general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range
contributing to
of general and curricular topics, including talk on a limited range of unfamiliar topics
Lesson objectives All learners will be able to:
use some target structures accurately in more controlled and freer production tasks
with some support
Most learners will be able to:
use most target structures accurately in more controlled and freer production tasks
with some support
Some learners will be able to:
with little support
Previous learning Previous Course
Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. Read the title of the module.
Legend or Truth, and ask Ss to
suggest what they think the
module will be about (the module
is about real life and fictional
stories.) Go through the
objectives list to stimulate Ss*
interest in the module.
Middle of the lesson 2. To introduce the topic and new Ex. 1, p.5 Answer Key
vocabulary 1 bit
• Direct Ss' attention to the texts survived
and the words in the list and give fell
Ss time to use the words provided 2 learnt
to complete the gaps (1-8). lost
• Check Ss' answers. cut
3 attacked
took
3. Aim: To compare survival stories. Ex. 2, p.5 4 survived
Play the Video. Elicit Ss’ answers 5 lost
at the end. 6 took
7 fell
8 cut
SS’ own answers
Suggested
Answer Key
All the stories are
about people
surviving difficult
events. All the
people except for
Abylay
Abilmansur were
taking part in
sporting activities
when something
happened to them.
Three of the
stories are about
problems caused
by something
natural: a
sandstorm, a shark
or a falling rock.
Abylay
Abilmansur's story
is different
because his life
was in danger
because of other
people. Both
Bethany Hamilton
Ex. 3, p.5 and Aron Ralston
4. Aim: to express an opinion. Elicit
various opinions from the SS lost one of their
around the class. arms but managed
to sun/ive.
Bethany and Aron
also had to help
themselves out of
danger, but Mauro
Prosperi had help
from a family of
nomads.
SS’ own answers
Suggested
Answer Key
I think the story of
Bethany Hamilton
is the most
inspiring because
we learn that after
the shark attack
she continued to
surf and win
competitions so
she didn't let her
accident stop her
from living a full
life.
Ending the lesson Check Ss’ answers around the class. Home-task: words
Students give their own examples using the of wisdom, p5 SB
correct forms of the verbs. to express own
opinion
Additional information
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Reflection Answer the most relevant questions from the box on the left
about your lesson.
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my plan

and why?
Legend or Truth
The Wildest Dream
Date: Teacher name:
Learning 10.2.2 - understand specific information in unsupported extended talk on a wide range
objectives(s) that of general and curricular topics, including talk on a limited range of unfamiliar topics
this lesson is 10.4.1- understand main points in extended texts on a wide range of unfamiliar
contributing to general and curricular topics
10.4.3- skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of general and curricular topics
10.4.2- understand specific information and detail in extended texts on a range of
familiar general and curricular topics, and some unfamiliar topics
10.3.3- explain and justify own and others’ point of view on a wide range of general
and curricular topics
10.1.6- organize and present information clearly to others
10.5.1- plan, write, edit and proofread work at text level independently on a range of
10.5.2- use a growing range of vocabulary, which is appropriate to topic and genre,
and which is spelt accurately
with some support
with some support
with little support
Previous learning Introduction lesson
Plan
Notes
Beginning the lesson 1. Warm –up: pictures of
mountains. What is common
with them ? – Mountains. To
elicit what Ss know about the
mountains.
Middle of the lesson 2. Aim: То introduce the topic of Ex. 1, p.6 Suggested
a text. Answer Key
Read out the questions and elicit Ss' Sir Edmund
guesses in answer to them. Hillary was a
mountaineer
from New
Zealand. In
7953, Hillary
was the first
man to reach
the summit of
Mount Everest,
with Tenzing
Norgay.
3. Aim: To introduce key Ex. 2, p.6
vocabulary from a text.
Refer Ss to the Word List at the back Suggested
of their books and give them time to Answer Key
look up the meanings of the words 1 set
given in the list. 2 spotted
Give Ss time to complete the 3 fought
sentences and then check answers 4 conquer
around the class. 5 discovered
6 returned
7 failed
Refer Ss to the Check these words box 8 solved
and
explain/elicit the meanings of the
words or ask Ss to 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):
to see from a distance thick
(adj): dense
surround (v): to cover sth from all
sides vital (adj): having great
importance conquer (v): to defeat feat
(n): an achievement clue (n): a hint
expedition (n): an organised journey for a
purpose e.g. exploration
frozen (adj): being covered in ice
equipment (n): the things used for a
particular
purpose
fail (v): to not succeed
log book (n): a journal that
documents a journey make it (phr): to
succeed
4. Aim: To read for specific

information (T/F Ex. 3, p.6
statements) Answer Key
• Read out the sentences in Ex. 2. 1 T
• Play the recording. 2 T
• Give Ss time to listen to and read 3 F (Only
through the text and find out Mallory had
which sentences are false fought in
• Ask various Ss to tell the World War I.)
class and correct the false 4 F (Edmund
sentences Hillary and
Tenzing
Norgay are
generally
thought to
be the first
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.)
6 T
7 F (Anker failed
to reach the
summit using
5. Aim: To read for Ex. 4, p.6 outdated
specific equipment.)
information 8 T
(multiple choice
questions) Answer Key
• Read the Study Skills box aloud and 1. B (whole
then ask Ss to read questions 1-4.
• Give Ss time to underline the key text)
words and elicit synonyms for them. 2. D (t 11-14)
• Give Ss time to read the text and 3. A (I 31-33)
decide on the correct answers from
the options A-D. 4. C (whole
• Check Ss' answers around the class text)
and ask Ss to justify their answers
with the relevant part of the text.
Ex. 5, p.7
6. Aim: to consolidate
information in a text.
• Allow Ss time to read the
questions and then read the Answer Key
text again and answer them. 1 He had
• Elicit answers from various Ss planned to
around the class. leave a
photo at the
summit and
this photo
wasn't
found on his
body.
Ex. 7, p.7 2 He was using
outdated
7. Aim: To consolidate new equipment
vocabulary through similar to that
synonymous words used by Mallory
• Read the words in the list and and Irviine in
give Ss time to match them 1924.
to the words in bold in the
text. Answer Key
• Elicit answers from various Ss tallest = highest
around the class and elicit (adj) brave =
what part of speech each courageous (adj)
word/phrase is. vital = important
(adj) expedition =
WRITING, p.7 mission (n)
locating = finding
8. Aim: to write a diary entry. f-ing form)
• Explain the task and give SS outdated = old-
time to prepare their answers and fashioned (adj)
then ask various SS to read their certain = sure
diary entries to the class. (adj)
• To help Ss. write these headings on accomplishment =
the board: date, place, feelings. Ask achievement (n)
Ss to make notes under the headings
and then use their notes to create
their diary entry.
Suggested
Answer Key
date: 1st May
1999
place: 500 metres from the summit of
Mount Everest 1st May 1999
Today I 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 still on his way up. It seems that he
probably died from a fall. I am glad we
found him. but disappointed that the
mystery is still unsolved.
Ending the lesson Check Ss’ answers around the class. Home-task:
Students give their own examples using the WB&GB pp.4-5
correct forms of the verbs.
Values links
is used
form ‘was’]
about your lesson.

and why?
Legend or Truth
Vocabulary
Date: Teacher name:
Learning 10.6.14-use a variety of prepositional phrases before nouns and adjectives;
objectives(s) that use a number of dependent prepositions following nouns and adjectives and a variety of
this lesson is prepositions following verbs on a wide range of familiar general and curricular topics
contributing to
10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative
structures indicating degree, and intensifying adjectives on a wide range of familiar

use some target structures accurately in more controlled and freer production tasks with
some support
use most target structures accurately in more controlled and freer production tasks with
some support
use most target structures accurately in more controlled and freer production tasks with
little support
Previous learning Reading
Plan
Notes
Beginning the lesson 1. Aim: to consolidate Ex.1, p.8 Answer key
vocabulary from the text. 1 made
• Explain the task and give Ss time to 2 achieved
complete it. 3 numb
• Check Ss' answers.
4 surrounded
5 goal
Middle of the lesson 2. Aim: То consolidate Ex. 2, p.8 Suggested
vocabulary from the text. Answer Key
• Explain the task and give Ss time A mystery
to complete it.
• Check Ss'answers. B body
C documentary
3. Aim. To practice D summit
prepositional phrases. E feat
• Give Ss time to complete the task.
• Check Ss' answers. Ex. 3, p.8 Suggested
Answer Key
4. Aim: To present/practice 1 on 2 for 3 in
vocabulary related to 4 At 5 from
extreme weather.
• Give Ss time to lable the
pictures with the words from the list. Ex. 4, p.8
• Check Ss’answers Answer Key
1thunderstorm
5. Aim: to practice vocabulary 2blizzard
related to extreme weather.
3hurricane
• Explain the task and give Ss
time to complete it 4drought
• Ss check their answers in 5flood
pairs. 6tornado
7heatwave
6. Aim: To present/practice 8dust storm
adjectives for feelings.
• Explain the task and give Ss Ex.4b, p.8 Answer key
time to complete the task 1 rained (drought)
individually 2 lit (thunderstorm)
• Ss check their answers 3 travelled
around the class. (tornado)
4 reached
(heatwave)
5 fell (blizzard)
6 blew (dust storm)
7 overflowed
(flood)
Ex. 5, p.8 8 formed
(hurricane)
Answer key
1relieved
2confused
3lonely
4ashamed
5worried
6bored
Students give their own examples using the WB&GB Ex. 1,
correct forms of the verbs. 2p.6
Values links
is used
form ‘was’]
about your lesson.

and why?
Module 1 Lesson 4 School: №4 IT Lyceum
Legend or Truth
Vocabulary 1b
Date: 12.09.2019 Teacher name: Seytimova Ayssulu
CLASS: 10 Б Number present: 17 absent:
Learning 10.6.14-use a variety of prepositional phrases before nouns and adjectives;
objectives(s) that use a number of dependent prepositions following nouns and adjectives and a variety
this lesson is of prepositions following verbs on a wide range of familiar general and curricular
topics
contributing to
10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative
structures indicating degree, and intensifying adjectives on a wide range of familiar
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
10.6.1- use a variety of abstract compound nouns and complex noun phrases on a
range of familiar general and curricular topics, and some unfamiliar general and
curricular topics
with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1. Aim: to present/practice Ex.6, p.9 Answer key
verbs/prepositions of 1.sailing
movement
2. swimming
 Give Ss time to look at the pictures 3. fell
and complete the gaps with the words 4. circled
from the list in the correct form to
complete the sentences. 5. ran
6. threw, pulled
 Check Ss’answers
Middle of the lesson 2. Aim: To present/practice Ex. 7, p.9 Answer Key
collocations with make/do 1.do
2. make
 Give Ss to complete the task 3.make
 Tell Ss to check their answers in the 4. do
dictionaries 5.do
 Explain that collocations are two or
6.make
more words that often go together
 Ask Ss to add these to the 7.make
collocations section in their 8.do
notebooks in alphabetical order 9.make
10.do
3. Aim:to present/practise Ex. 8, p.9 Answer key
words often confused 1. saw
 Explain the task 2. see
 Give S time to complete the task
3. looking
4. watched
4. Aim: to present/practise
phrasal verbs with GIVE Ex. 9, p.9 Answer key
 Explain the task 1. up
 Give S time to complete the task 2. out
 Check Ss’answers 3. in
4. up
5. Aim: to practise word Ex.10, p.9 Answer key
formation (-ing/-ed
1. interested
adjectives)
 Read the theory box aloud to Ss and 2. amazing
explain any points they are unsure of, 3. satisfied
providing extra examples if necessary. 4. frightened
 Give Ss time to complete the task.
Explain that correct spelling is
necessary.
 Ask Ss to list the adjectives in
alphabetical order and add them to their
lists in their notebooks. Ss should
revise this list regularly using the
words in sentences of their own.
Ex. 11, p.9 Answer key
6. Aim: to practise 1. on
prepositional phrases in 2. in
context. 3. around
 Explain the task.
4. without
 Give Ss time to complete the task
5. for
 Ask Ss to check the answers in
Appendix II 6. at
7. after
Ex. 12, p.9 Answer Key
7.Aim: to tell the story using One day last
pictures as prompts. summer, Jim and I
 Ask Ss to use the pictures in Ex.6 to were sailing over a
tell the story from Bill’s point of view
reef. Fish were
using the verbs/prepositions of
movement to help them. Remind Ss to swimming through
include adjectives to show the the water. I leaned
character’s feelings. over to see them
 Give Ss time to complete the task in and I fell into
pairs water. There were
some sharks
nearby and they
came and circled
around me. I was
terrified. Jim ran
across the deck of
the boat to get a
rope. He quickly
threw the rope
towards me. I
managed to catch
it and he pulled me
back into the boat.
I was so relieved
to get out of the
water in one piece!
Students give their own examples. WB&GB Ex.3-6,
p.6
Values links
is used
form ‘was’]
about your lesson.

and why?

Legend or Truth
Use of English 1c
Date: Teacher name:
Learning 10.6.9.- use appropriately a variety of active and passive simple present and past
objectives(s) that forms and past perfect simple forms in narrative and reported speech on a range of
this lesson is familiar general and curricular topics
10.6.10- use present continuous and past continuous active and passive forms on a
contributing to
wide range of general and familiar curricular topics

with some support
with some support
with little support
Previous learning Vocabulary
Plan
Notes
Beginning the lesson 1. Aim: to present/revise pst forms Ex.1, p.10 Answer key
1 past simple
• Direct Ss' attention to the text and -B
elicit the verb forms (1-7) in bold. 2 past
• Then give Ss time to match the continuous - D
verb forms (1-7) to the uses (A-G). 3 past simple -
• Check Ss' answers and refer them F
to the Grammar Reference section 4 past perfect
for more information. -C
• Check Ss’answers 5 past
continuous - G
6 past perfect
continuous - A
7 past perfect
-E
2.Aim: To practice the past simple and the
past continuous. Answer Key
Middle of the lesson Ex. 2, p.10 1 were you
• Expain the task and then give Ss doing, was
time to complete it. watching, was
reading
• Check Ss’answers 2 was looking,
saw, Did
anyone get
3 did they get,
fost, started
4 was leaving,
caught, Were
the passengers
3. Aim: to practise the past perfect and
the past perfect continuous Ex. 3, p.10 Answer key
 Explain the task
1. had you
 Give S time to complete the task
been waiting
2. had drunk
3. had been
walking
4. had
survived
5. hadn’t you
checked
6. had been
4. Aim: to practise the past tenses searching
 Explain the task
 Give S time to complete the task Ex. 4, p.10 Answer key
1went/bought
2read
3wereb
driving/broke
4did you start
5realised/had
lost/stopped
Students give their own examples. WB&GB Ex.1-4,
p.7
Values links
is used
form ‘was’]
about your lesson.

and why?
Legend or Truth
Use of English 1c
Date: Teacher name:
Learning 10.6.7- use perfect continuous forms and a variety of simple perfect active and
objectives(s) that passive forms including time adverbials … so far, lately, all my life, on a wide range
this lesson is of familiar general and curricular topics
contributing to
10.6. 13-use a growing variety of past modal forms including must have, can’t have,
might have to express speculation and deduction about the past on a wide range of
with some support
with some support
with little support
Previous learning Use of English
Plan
Notes
Beginning the lesson 1. Aim: То identify and locate Ex.5, p.11 Answer key
present perfect/present perfect Present Perfect:
continuous tenses in the text
• Read out the theory box and go has lived on
through the examples. Present Perfect
• Refer Ss to the Grammar Reference
Continuous:
section for more information.
• Explain the task and give Ss time have been telling
to complete it. Answer Key
Elicit answers from Ss around the class 1.have been
2 .Aim: To practise present perfect - Ex. 6, p.11 looking 4
present perfect continuous has lit
• Explain the task and then give Ss 2.has been hiking
time to complete it. 3. have travelled
• Check Ss' answers. 4. has lit
5. have been
Middle of the lesson Ex. 7, p.11 waiting
3.Aim: To practise past tenses and the
present perfect - present perfect
continuous in context
• Explain the task and give Ss time Answer key
to complete the gaps in the text 1has been working
v/ith the correct forms of the verbs
in brackets. 2hasn’t seen
• Check Ss' answers. 3suggested
4was shining
5was blowing
6had been fishing
7appeared
8lit
9had forgotten
10tried
11was shouting
12noticed
13saw
14threw
Ex. 8, p.11 15climbed
4.Aim: to practise past tenses in a text and 16haven’t gone
consolidate information
• Explain the task and read out the
example.
• Ss complete the task in pairs.
• Monitor the activity around the
class.
 Ask various pairs to share their
answers with the class
A: What was the weather like when
they left?
B: The sun was shining and a warm
breeze was blowing.
A: How long had they been fishing
before dark clouds appeared above
them?
B: They had been fishing for a few
hours.
A: Why didn’t they know about the
thunderstorm?
B: Ulan had forgotten to check the
forecast.
A: Why didn’t they row back to shore?
B: The waves were too strong.
A: What happened while Aidar was
shouting for help?
B: While Aidar was shouting for help,
Ulan noticed a lighthouse nearby.
A: What did the lighthouse keeper do
when he saw them?
B: He threw down a rope as they came
near.
A: Have they ever gone fishing again?
B: No, they haven’t gone fishing ever
since.
Ex.9, p.11
5.Aim: To present modals of deduction Answer Key
in the past
• Read out the examples in the A positive
theory box. deduction – must
• Refer Ss to the Grammar
Reference section for more have
information. A negative
• Elicit answers from Ss around the deduction –
class.
can’t/couldn’t
have
Uncertainty –
Ex. 10, p.11 may/might have
Answer Key
6.Aim: to practice modals of deduction
in the past Sezim and her
• Explain the task and then give Ss
friends couldn’t
time to complete it. have got stuck in a
• Check Ss' answers. blizzard because
the weather was
sunny.
They could have
woken up early
because it’s still
very sunny when
they took the
photograph.
They might have
carried tents with
them because they
seem to have
sleeping bags.
They might have
walked far because
they are high up in
the mountains.
Students give their own examples. WB&GB Ex.5, p.7
Values links
is used
form ‘was’]
about your lesson.

and why?
Module 1 Lessons 7-8 School: #4 IT-Lyceum
Home is where the yurt is…
Skills 1d
19.09.2019
CLASS: 10 Number present: absent:
Learning 10.1.1 - use speaking and listening skills to solve problems creatively and
objectives(s) that cooperatively in groups
this lesson is 10.2.1- understand with little or no support the main points in extended talk on a wide
range of general and curricular topics;
contributing to
of general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
of general and curricular topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on
a range of general and curricular topics;
10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference
resources to check meaning and extend understanding
10.5.1 - plan, write, edit and proofread work at text level independently on a range of
general and curricular topics;
10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a
curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adjectives
use gerund forms after a variety of verbs and prepositions use a variety of
prepositional and phrasal verb on a wide range of familiar general and curricular
topics

with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1Aim: To introduce the topic of a text Ex.1(a), p.12 Suggested Answer
Read out the question and elicit Ss' Key
answers. Yurts look like
big, circular tents.
They are
traditional homes
in Kazakhstan
Suggested Answer
2Aim: To predict the content of a text: Key
reading for gist. Ex. 1(b), p.12 I think the text will
Elicit Ss 'ideas about the text. be about yurts and
Give Ss time to read the text and find the legends behind
out. their history and
origins.
Middle of the lesson Ex. 2, p.12

3.Aim: To consolidate new vocabulary
through finding definitions in the
dictionary
Read the words in the list and give Ss
time to look them up.
Elicit answers from various Ss around
the class.
nomad (n): a person who moves from
place to place with no permanent home
steppe (n): a large area of grassland
spacious (adj): having lots of space
beetle (n): a small insect with wings
grasshopper (n): an insect which makes a
high-pitched noise
dragonfly (n): an insect with two pairs of
wings sigh (v): to let out a long, loud
breath screech (v): to make a loud, high-
pitched noise
petal (n): the coloured parts of a flower
Answer Key
Ex. 3, p.12 1E 2C 3A 4D 5B
4.Aim: To read
for coherence and cohesion
Read the Study Skills box aloud.
Give Ss time to read the text and
complete the gaps with the appropriate
sentence. Remind Ss to pay attention to
the words before/after each gap as these
will help them do the task. Ss should
read the completed text to see if it makes
sense
Check Ss’ answers. Answer key
1. gust
Ex.4, p.12 2. pour
5.Aim: To practise new vocabulary. 3. leafy
Give Ss time to complete the phrases and 4. clap
come up with sentences based on the 5. high-
text. pitched
Elicit answers from Ss around the class.
6. find
1. The man fett a gust of wind as he 7. dried
was walking on the steppe. 8. flexible
2. Soon it started to pour down with
rain.
3. The man stayed dry under a tree
with leafy branches.
4. He heard a clap of thunder.
5. The ant had a high-pitched voice.
6. The man found shelter from the
storm under a tree.
7. The ant brought the man some
dried twigs.
8. The man used the flexible plant
stems to keep the frame of his yurt
together.
Answer key
6 Aim To present/practise phrasal verbs Ex.5, p.13 1 up 2 on 3 off
with put 4 up with
Read the Study Skills box on p. 12.
Read the phrasal verbs in the diagram
on p. 13.
Give Ss time to complete the sentences.
Ex. 6, p.13
7 Aim To express an opinion
Give Ss time to discuss the question in
pairs.
I think staying in a yurt would be fun,
because it's a bit like camping. I think it
would be more comfortable, however,
because yurts are large and warm and dry,
and there are carpets on the floor. They
are often very beautiful inside, too. I think
I would enjoy it.
• Play the video for Ss and elicit their
comments at the end.
Ex. 7(a), p.13
8 Aim To predict the content of an
interview. Read the Study Skills box
aloud.
Direct Ss attention to the words in the
exercise. Ss look the words up in the
Word List.
Elicit definitions from Ss around the
class.
Ask Ss what they think the book is
about.
I think the book is about events that
happened in history. The words battles, Answer key
victory, warrior, bravery and hero suggest Ex.7(b), p.13 1A 2A 3C 4B 5C
that it is about a war.
To listen for specific information

(multiple choice) Play the recording
twice. Ex. 8, p.13
Ss listen and complete the task.
Check Ss’ answers.
9Aim To consolidate information for the

listening task
Ss listen and write down three things
they learnt.
Ask some Ss to present their list to the
class. Answer key
Suggested Answer Key 1. such a
I learnt that Abylay Khan loved Kazakh Ex.9, p.13 2. How
folklore and that he never ran away from 3. So
difficult situations. I also learnt that he had
4. What a
70 children!
10 Aim To present/consolidate
exclamations
Read the theory box aloud. Ex.10, p.13
Allow Ss time to fill in the missing
words.
11 Aim research and present a famous
person
Explain the task and ask Ss to copy the
headings into their notebooks, collect
information and make notes under the
headings.
Give Ss time to practise their
presentations.
Ask various Ss to present their chosen
Kazakh hero to the class.
Suggested Answer
Key name: Tole-bi
year of birth/death: summer 1663; 1756
aged 92 in southern Kazakhstan
what he/she was famous for: clever,
advised leaders of great Kazakh tribes;
became a bi of the Great Zhuz; united
Kazakh people in the Years of the Great
Disaster; wrote the Seven Codes; great
peacemaker; poet, speaker
The national hero we now call Tole-bi was
born in the summer of 1663. He died in
1756 in southern Kazakhstan, and in the
92 years of his life he accomplished many
amazing things.
No one in Tole's family was famous before
him, and Tole started out just giving advice
to relatives and friends. His advice was so
good and he was so clever, however, that
soon he was advising the leaders of great
Kazakh tribes. He became a bi - the leader
of a collection of tribes called the Great
Zhuz. During the Years of the Great
Disaster, he united the Kazakh people to
fight against their enemies. He also wrote
the Seven Codes, which became the laws in
Kazakhstan at that time.
Tole-bi was a great peacemaker, poet and
speaker and a true hero of Kazakhstan. Ex.12, p.13
Elder Anet Baba called him "a son of the
people "and it's certainly true that he spent
his whole life helping the Kazakh people.
12 Aim To create a poster about a

famous person
Explain the task. Remind Ss to use the
notes they made in Ex. 10 to help them,
and to include pictures.
Check Ss notes and assign the task as
HW.
Students give their own examples. WB&GB 1C
Values links
is used
form ‘was’]
Module 1 Lessons 9 School:

Writing
An article
Date: Teacher name:
Learning 10.5.1 - plan, write, edit and proofread work at text level independently on a range of
objectives(s) that general and curricular topics;
this lesson is 10.5.3 write with grammatical accuracy on a range of familiar general and curricular
topics;
contributing to
10.5.4 - use style and register to achieve appropriate degree of formality in a growing
variety of written genres on a range of general and curricular topics;
10.5.5 - develop with support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of
familiar general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and
curricular topics;
10.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a range of general and curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
10.6.12 - use a variety of comparative degree adverb structures with regular and
irregular adverbs; use a wide variety of pre-verbal, post-verbal and end-position
adverbs on a wide range of familiar general and curricular topics;
with some support
with some support
with little support
Previous learning Skills
Plan
Notes
Beginning the lesson 1Aim: То analyse a rubric Ex.1, p.14
• Ask Ss to read the rubric and
underlined words to answer the
questions. • Check Ss’ answers.
Answer Key
1.I am going to write an article.
2.My teacher is going to read it.
3.It is going to be about an amazing
rescue.
4.I should write 120-180 words.
Middle of the lesson Answer key
2Aim: To read a model article, put the
Ex. 2, p.14 1D 2A 3G 4C 5E
events in order and give a summary
• Give Ss time to read the model article 6H 7F 8B
and to put the list of events in the correct
order.
Ask Ss to summarise the article using
the suggested sequence words.
First, Peter and Richard set out on a hike.
Then, they stopped for a break. Next, Peter
smelt something in the air. After that, they
saw flames and were soon surrounded by
Tire. They jumped in a pond. Suddenly,
they heard a helicopter. Finally, they were
pulled to safety by the rescue worker in the
helicopter
3.Aim: To present/practise setting the
scene
Read the theory box aloud.
Ask Ss to say how the writer set the Ex. 3, p.14
scene in Ex. 2.
Answer Key
The writer sets the scene by telling us who
the people were and how they felt, where
they were and when the story took place.
The writer also tells us what the weather
was like
4.Aim: To present descriptive language

Read out the Study Skills box
Ask Ss to complete the task of finding
Ex.4, p.12
the adjectives used in the text.
Check Ss' answers.
Answer Key
day beautiful summer
sky clear blue
flames bright
pond small
smoke thick
noise loud
rope long.
5.Aim: To present adverbs
• Read out the theory box. Ask Ss to
identify the type of adverbs which are
written in bold in the text.
Check Ss’answers. Ex. 5, p.14
Answer key
Very = adverb of degree
Happily = adverb of manner
Suddenly = adverb of manner
Nearby = adverb of place
Then = adverb of time
Soon = adverb of time
Never = adverb of frequency
6 Aim То practise the correct order of
adverbs. Explain the task.
Give Ss time to put the words in the
sentences in the correct order to form
sentences.
Check Ss' answers.
Answer Key Ex.6, p.15
1. He climbed up the steep mountain
more slowly than the others.
2. The accident happened extremely
quickly.
3. After a short while, the weather
began to grow stormy. / The
weather began to grow stormy after
a short while.
4. The rescue team were searching
busily in the woods all day.
5. Everyone climbed fast, but John
climbed the fastest.
7 Aim To present conjunctions

Read the theory box and examples aloud
Give Ss time to find examples in the text.
Answer Key
Peter and Richard...; ... shining and Ex. 7, p.15
there...; ... around and saw...; ... deep, but
it was ...; ... rope and the boys...
8 Aim To analyse a rubric

Ask Ss to read the rubric and underline
the key words to help them answer the
questions.
Explain that articles about events that
have happened are written using past
tenses.
Check Ss' answers. Ex.8, p.15
Answer Key
article, Tourists lost at sea, 120-180 words
1.I am going to write an article and my
teacher is going to read it.
2.I must begin my article with the title
‘Tourists lost at sea.'
3. I am going to use past tense.
9Aim To listen for gist and sequence of

events.
Play the recording (twice if necessary).
Allow Ss time to complete the task of
putting the events shown in the pictures
in the correct order.
Check Ss' answers. Ex.9, p.15
Answer Key
1 D 2 В ЗА 4 С
10Aim To prepare for a writing task &

write an article.
Go through the plan with Ss.
Give Ss time to make notes under each
paragraph heading. (Play the recording
again if necessary.)
Monitor the activity around the class. Ex.10, p.15
Write paragraph headings on board,
and fill in with Ss' answers.
Suggested
Answer Key Para
1:
- Steve and Alan
- summer holidays
- The Caribbean
- boat trip for scuba diving
- warm and sunny
- exc
ited
Para
2:
- wetsuits, masks, oxygen tanks
- beautiful coral reef
- stayed too long underwater
- found the boat
had gone Para 3:
- floating in sea alone
- heard a helicopter
- captain of boat had called emergency
services Para 4:
- helicopter spotted them
- rescued
- relieved
• Give Ss time to complete the task using
the Useful Language box. and their
notes.
• Remind Ss to follow the plan, and use
the Check list.
• Check Ss’ answers.
• Alternatively, assign the task as HW
and check Ss' answers in the next
lesson.
Students give their own examples. WB&GB 1D
Values links
is used
form ‘was’]
CLIL
Literature
Date: Teacher name:
Learning 10.1.5 - use feedback to set personal learning objectives;
objectives(s) that 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
this lesson is 10.2.1 - understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar topics;
contributing to
10.4.1 - understand main points in extended texts on a wide range of unfamiliar
10.4.2 - understand specific information and detail in extended texts on a range of
familiar general and curricular topics, and some unfamiliar topics;
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics;
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar
general and curricular topics, and some unfamiliar topics;

with some support
with some support
with little support
Previous learning Writing
Plan
Notes
Beginning the lesson 1Aim: To make a prediction and read Ex.1, p.16
for
gist
• Ask Ss to look at the picture, read
the introduction and suggest what
they think will happen next.
• Elicit answers around the class.
• Play the recording and have Ss
read the text to check their
answers.
I think Humphrey and Maud get into
a small boat and leave the ship.
Ex. 2, p.16 Answer key
2Aim: To read for specific information 1F 2T 3F
(T/F statements) 4T
Have Ss read the extract and decide
whether the information is true or false.
Check Ss' answers.
Refer Ss to the Check these words box
Middle of the lesson and explain/elicit the meanings of the
words or ask Ss to use their dictionaries
and look them up.
sink (v): (of a ship) to go under the water
cruel (adj): deliberately causing pain or
suffering to others bury my head in my
hands (phr): to cover my head with my
hands
deck (n): the outside top floor of a
ship/boat
trapdoor (n): a small door in a floor or
ceiling, often hidden
supplies (n): the food, equipment, etc.
needed for a particular task
canned goods (phr): food preserved in
cans/tins
oilskins (n): clothes made waterproof by
the addition of oil
lower (v): to move sth from a high place to
a lower one (here from the ship into the
water)
heart beating (phr): the sound of the heart
pumping blood when nen/ous
lie flat (phr): to lie horizontally in order to
hide yawn (v): to open your mouth wide
and breathe in deeply when tired or bored
row (v): to move a boat forward using oars
fade away (phr v): to slowly disappear
from view
3.Aim: To listen and read for specific

Information. Play the recording as Ss Culture
read the text and allow them time to Ex. 1, p.16
answer the questions.
Check Ss' answers.
1 He was a prosperous merchant
and a writer.
2 He was a character in Defoe's
novel of the same name. He
survived a shipwreck and lived on
a desert island.
3 He faced an earthquake, pirates
and cannibals.
4 In the end, a ship rescues Crusoe
and Friday and they sail back to
England.
• Play the video for Ss and elicit
their comments at the end.
4.Aim: To develop
Ex.2, p.16
research & public speaking skills
Explain the task and elicit names of
famous characters in literature from
Kazakhstan.
Write the headings on the board to help
the Ss.
Give Ss time to do research, find
information and make notes.
Ss then prepare a presentation and
present their information to the class.
Students give their own examples.
Values links
is used

form ‘was’]

Progress Check
Date: Teacher name:

Learning 10.2.3 - understand the detail of an argument in unsupported extended talk on a wide
objectives(s) that range of general and curricular topics, including talk on a limited range of unfamiliar
this lesson is topics;
contributing to
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer
reading on a range of general and curricular topics;
10.5.2- write with minimal support about real and imaginary past events, activities
and experiences on a range of familiar general topics and some curricular topics;
10.5.3 write with grammatical accuracy on a range of familiar general and curricular
topics;
curricular topics;
10.6.7 - use perfect continuous forms and a variety of simple perfect active and
passive forms including time adverbials … so far, lately, all my life, on a wide range
of familiar general and curricular topics
10.6.9.- use appropriately a variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a range of
10.6. 13 - use a growing variety of past modal forms including must have, can’t have,
10.6.14 - use a variety of prepositional phrases before nouns and adjectives use a
number of dependent prepositions following nouns and adjectives and a variety of
prepositions following verbs on a wide range of familiar general and curricular
topics;
with some support
with some support
with little support
Previous learning CLIL, Culture
Plan
Notes
Beginning the lesson 1Aim: To read for specific information Ex.1, p.17 Answer Key
Explain the task. 1D 2C 3A 4B 5D
Ask Ss to read the questions and
underline any key words.
Allow Ss time to read the text and
answer the multiple choice questions.
Play the video for Ss and elicit their
comments at the end. Answer key
Ex. 2, p.17 1F 2T
2Aim: To listen for specific information
3T4F 5T
(T/F statements)
Ask Ss to read the statements 1-8. 6T 7F 8F
Play the recording. Ss listen and decide
whether the statements are true or false.
Check Ss' answers.
Answer key
3.Aim: To consolidate vocabulary from 1 hit 2 did
the module
Middle of the lesson Ex.3, p.18 3reached
Allow Ss time to complete the task.
Check Ss’ answers. 4confused
5 survived
4.Aim: To consolidate use of Answer key

prepositions from the module 1 up 2 in 3 back
Allow Ss time to complete the task. Ex.4, p.18 4 without 5 on
Answer key
5 Aim To consolidate grammar from the
module 1 had they been
Allow Ss time to complete the task. Ex.5, p.18 hiking
Check Ss'answers. 2was driving,
began
3haven’t found
4was sailing
5 Had she been
working
6 Aim To consolidate grammar from the Answer key

module 1 has just reached
Ex.6, p.18 2 has been
Check Ss' answers.
trekking
3 been
4 must
5 can’t
7 Aim To write an article

Explain the task.
Give Ss time to plan and complete their
work and then check Ss' answers. Ex. 7, p.18
Alternatively assign the task as HW and
check Ss’ answers in the next lesson.
Students give their own examples. Grammar in
Focus p.18
Values links
is used
form ‘was’]

Summative Assessment for Module 1
Date: Teacher name:

contributing to
topics;
curricular topics;
10.6. 13 - use a growing variety of past modal forms including must have, can’t have,
10.6.14 - use a variety of prepositional phrases before nouns and adjectives use a
topics;
with some support
with some support
with little support
Previous learning Progress Check
Plan
Notes
Beginning the lesson SA 1 according the tasks
Middle of the lesson

Ending the lesson Home-task:
Values links
is used
form ‘was’]
Module 2 Lesson 1 School: #4 IT-Lyceum

Controversial Issues
Introduction Lesson
CLASS: 10 b Number present: absent:
contributing to
with some support
with some support
with little support
Previous learning Previous module revision
Plan
Notes
Beginning the lesson 1 Aim Module Objectives
Read the title of the module
Controversial Issues and ask Ss to
suggest what they think the module will
be about (the module is about global
issues, the environment, international
organisations, immigration and gender
equality.) Go through the objectives list
to stimulate Ss' interest in the module.
Middle of the lesson 1 1 Aim To introduce Ex. 1, p.19
new vocabulary
Play the recording. Ss listen and repeat
chorally and'or individually.
Direct Ss' attention to the issues in the
pictures A-F and give Ss time to match
them to the types of issues in the rubric.
Answer Key
social problems: poverty, homelessness,
unemployment
environmental problems: endangered
species, landfills full of rubbish, pollution
2
Aim: To complete newspaper
extracts
Direct Ss to the two texts and the words Ex. 2, p.19
in the rubric and give Ss time to use the
words to complete the texts.
Check Ss’ answers around the class.
Answer Key
1accommodation 3 household waste
2volunteers 4 packaging
A: homelessness B: landfills full of rubbish
3 Aim To personalise the topic

Elicit which problem(s) is/are the most
serious in Ss’ country. Ex. 3,p.19
In my country, pollution is the most serious
problem.
of wisdom, p19 SB
Students give their own examples using
to express own
the correct forms of the verbs. opinion
Values links
is used
form ‘was’]
Module 2 Lesson 2-3 School: #4 IT-Lyceum


3.10.2019
CLASS: 10 b Number present: absent:
this lesson is 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
contributing to
10.2.1 - understand the main points in unsupported extended talk on a wide range of
10.3.3- explain and justify own and others’ point of view on a wide range of general
and curricular topics
10.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a range of familiar general and curricular topics;
general and curricular topics, and some unfamiliar topics
10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of
10.5.1- plan, write, edit and proofread work at text level independently on a range of
with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1. Warm –up: pictures of
mountains. What is common
with them ? – ……. To elicit
what Ss know about the ……..
Middle of the lesson 2Aim: То introduce the topic of a text Ex. 1, p.20
Read out the question and elicit Ss’
guesses in answer to it.
Ellis Island is in the sea outside New York
City. In the old days, when people travelled
to the USA, they had to pass through Ellis
Island.
3Aim: Read the Study Skills box aloud.
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 in
the list.
(Ss' own answers)
To predict the content of a text
Ask Ss to guess what the text is about
based on the phrases in Ex. 2a.
Ex. 2, p.20
4Aim: To introduce key vocabulary
from a text. Elicit answers from Ss
around the class.
I think the text is about what people who
moved to the USA had to do when they
arrived in the country.
Play the recording. Ss listen and read
and check if their guesses were correct.
5Aim: To consolidate vocabulary Ex. 3, p.20

from the text
• Refer Ss to the Check these words box
and
explain/elicit the meanings of the words
or ask Ss to use their dictionaries and
look them up.
gateway (n): an entrance
immigrants (n): people who move
permanently to a new country
permanently (adv): forever
ancestor (n): sb from your family who
lived a long time ago
passengers (n): people travelling on
board a moving vehicle
pier (n): a bridge over water connected
to the land at only one end
thorough (adj): very careful
medical (adj): related to health
legal (adj): related to the law
newcomers (n): people who have just
arrived at a place
obvious (adj): easy to see or understand
disability (n): a physical or mental
problem that affects sb's ability to do
everyday tasks
required (adj): necessary
proof (n): evidence
process (n): a series of actions
exchange (v):to give sth and get sth else
in return
family reunion (n): a meeting of
members of a family who haven't seen
each other for a long time
nickname (n): a name given to sb or sth
instead of their real name
• Ss complete the sentences.
Check answers from Ss around the class.
Answer keys
1.nickname
2.permanently
3. disability
4. passengers
5. newcomers/immigrants
6. process
7. ancestors
8. thorough
Ex. 4, p.21
6 Aim: То read for specific information
(T/F statements)
Give Ss time to answer the questions.
Check Ss’ answers and reasons around
the class.
Answer Key
1 F Ellis Island is also known as the
‘Island of Tears'.
2 F 40% of all Americans have an
ancestor who
was an immigrant who arrived
through Ellis Island.
3 T If immigrants were rich, they
only had a brief
check on board their ships.
4 T They had to leave their luggage
in the baggage
room before they entered the
Great Hall.
5 F The people who had chalk
marks on their
clothing had obvious medical
problems and disabilities.
6 F After 1917, full medical checks
were required
for everyone.
7 T The legal officer needed proof of
where the
immigrants came from.
8 F Some people stayed for longer if
they had
legal problems or a family
member in the island’s hospital.
9 T After they left the island, they
could buy train
tickets.
10 T ‘The kissing post' got its
nickname because so many
family reunions took place Ex. 5, p.21
there.
7 Aim:To consolidate
information in a text
• Give Ss time to answer the
questions.
• Remind Ss not to copy from the
text but to paraphrase the
information in their own words.
• Check Ss' answers around the
class.
1 Ellis Island is called the Gateway
to America because it was the
place where government officials
decided whether immigrants could
enter the USA or not.
2 First and second class passengers
only had one quick check, but
third class passengers had two
checks - a medical exam and a
legal check. 1
Answer Key
entered = went into
wealthy = rich
originally = firstly
crowded = full of people
wrong = not right
full = complete
whole = entire
stay = not leave Ex. 7, p.21
buy = purchase
exciting = thrilling
8 Aim: To consolidate new vocabulary

through
antonyms
1
• Ask Ss to read the words and
antonyms in the exercise and give
Ss time to match them.
• Tell Ss to check their answers in
the Word List at the back of their
books.
• Check Ss’ answers around the
class.
their comments at the end. Ex.8, p.21
Answer key
1c 2e 3d 4h 5a 6b 7f 8g 9j 10i
9Aim: Listening & Speaking
To consolidate
information in а юлi oy describing
an imaginary situation
• Play the recording. Ss listen and
follow the text in their books.
• Then give Ss time to consider the
exercise in pairs and discuss their
answers.
• Ask various pairs to tell the class.
WB&GB pp.2A
Students give their own examples
using the correct forms of the
verbs.
Values links
is used
form ‘was’]
Module 2 Lesson 4-5 School:
Vocabulary 2b
Date: Teacher name:
Learning 10.2.2 - understand specific information in unsupported extended talk on a wide range
objectives(s) that of general and curricular topics, including talk on a limited range of unfamiliar topics;
this lesson is 10.2.3 - understand the detail of an argument in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of unfamiliar
contributing to
topics;
curricular topics;
use a number of dependent prepositions following nouns and adjectives and a variety
of prepositions following verbs on a wide range of familiar general and curricular
topics
with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1 Aim To consolidate vocabulary from a Ex.1, p.22 Answer key
text.Explain the task and give Ss time to 1. Required
complete it. Ask Ss to check their 2. Immigrants
answers in the Word List at the back of
3. Disability
their books.
Check Ss' answers around the class. 4. Pier
5. Ancestors
6. Proof
7. Process
8. obvious
Middle of the lesson 2 Aim To consolidate vocabulary from a Ex. 2(a), p.22 Answer key
text 1.medical
Explain the task and give Ss time to 2.family
complete it.
3.government
Check Ss’answers.
4.money
5.whole
6.main
7.train
8.first
9. foreign
10. next
3 Aim To practise vocabulary Ex.2(b), p.22

Ask Ss to use the phrases from Ex. 2a to
write sentences.
Check Ss' answers around the class
1 My uncle has got a medical
problem and he takes medicine for
his heart every day.
2 We meet up once a year for a big
family reunion.
3 My friend’s father is a government
official in Astana.
4 We have to exchange money when
we travel to another country.
5 In the old days, the whole process
of immigration took about 3-5
hours on Ellis Island.
6 We take exams in the main
building of our school.
7 I always put my train ticket in my
wallet so that I don't lose it on my
journey.
8 I’ve never travelled first class on
an aeroplane, but I'd like to!
9 The USA was the first foreign
country I ever visited. 10 I passed my
English exam, so the next step is to
start lessons for the higher level.
4Aim: To present and practise topic- Ex. 3(a), p.22 Answer key
related vocabulary in context. Ask Ss to
1.LAYER
read the news headlines and complete
them with the words in the list. Ask Ss to 2.WARMING
check their answers in the Word List at 3.FUELS
the back of their books. Check Ss’ 4.SMOG
answers around the class. 5.SPILL
6.GASES
7.CONSERVATI
5Aim To present and practise topic- ON
related Ex.3(b), p.22 Answer key
vocabulary in context 1.save
Explain the task. 2.fine
Give Ss time to complete it in closed 3.reduce
pairs.
4.prevent
Check Ss answers around the class.
5.ban
To match sentences to headlines 6.invest
• Give Ss time to match the
sentences 1-7 in Ex. 3b to the 7.raise
headlines 1-7 in Ex 2a.
class.
Answer Key
1 headline 2 5headline
2 headline 5 4
6 headline
3 headline 6 3
7headline
4 headline 1 7 Ex. 4, p.23 Answer key
1C 2A 3F 4E
6Aim To listen for gist (multiple
matching)
• Explain the task and ask Ss to match
the solutions (A-F) to the speakers (1-
4).
• Play the recording twice if necessary.
• Ss listen and complete the task.
• Check Ss’ answers. You can play the Ex. 5, p.23
recording with pauses for Ss to check
their answers.
7Aim To present and practise topic-
related vocabulary in context
• Explain the task.
• Give Ss time to complete it.
Check Ss' answers around the class
Answer Key
1 foreign
2 documents
3 papers
4 rate
finances: В, E
5 price
6 centre
7 tourist
8 programmes
fitting in: C. D,
Ex.6(a), p.23 Answer key
9 courses
10 business 1.destruction
paperwork: A 2.risk
3.commuties
8Aim: To present new vocabulary 4.healthcare
Give Ss time to complete the task and 5. peace
then check Ss' answers.
Ex.6(b), p.23
To consolidate new vocabulary

WWF works on environmental issues.
Save the Children, Oxfam, the World
Health Organisation and the United
Nations work on social issues.
• As an extension, ask Ss to work in
groups. Each group chooses an
organisation and collects
information under the headings
where/when started, who started
it. aim/purpose. activities.
• Ss present the information to the
class.
Give Ss time to complete the task and

then ask various Ss to tell the rest of the
class their answers. (Ss’ own answers) Ex.7, p.23 Answer key
1.on 2.from 3.in
9Aim To practise prepositional phrases 4.in 5.at
• Ask Ss to check their answers in
Appendix II
• Check Ss’ answers around the class. Ex.8, p.23 Answer key
1.national
10Aim To practise word formation
(forming adjectives from nouns or 2.famous
verbs) 3.understandable
• Read the theory aloud to Ss and 4.colourful
explain any points they are unsure of
providing extra examples if 5. natural
necessary. 6.sunny
necessary.
• Check Ss' answers. Remind Ss to add Ex. 9, p.23 Answer key
these words to their lists in their 1.out 2. Into
notebooks. 3.down 4.off
5.down
11Aim To present/practise phrasal verbs
with TURN
Ending the lesson Check Ss’ answers around the Home-task:

class. WB&GB 2b
Students give their own
examples using the correct
forms.
more support? How do you plan to planning to check learners’
Health and safety check
Values links
is used
form ‘was’]
Use of English 2c
Date: Teacher name:

Learning 10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative
objectives(s) that structures indicating degree, and intensifying adjectives on a wide range of familiar
this lesson is general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adjectives
contributing to
use gerund forms after a variety of verbs and prepositions use a variety of
prepositional and phrasal verb on a wide range of familiar general and curricular
topics
10.6.17 - use if / if only in third conditional structures; use a variety of relative
clauses including with which [whole previous clause reference]on a wide range of
with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1 1Aim To present infinitive/ing forms Ex.1, p.24
• Read the text in the box aloud.
Draw Ss’ attention to examples
of the use of the infinitiveA/ng
form in the text.
• Refer Ss to the Grammar
Reference section and give
them time to complete the
rules.
class.
Answer Key
1 -ing e.g. to making
2 infinitive with to e.g. fortunate
enough to get
3 infinitive without to e.g. might
mean
Middle of the lesson 4 -ing form e.g. moving to a new
country...
5 infinitive with to e. g. Do you want
to immigrate...
6 -ing e.g. get used to living ...
7 infinitive with to e.g. would you
like to immigrate?
8 infinitive with to e.g. feel lucky
to ...
9 -ing e.g. to making
10 infinitive with to e.g. fortunate
enough to get
11 infinitive without to e.g. might
mean
12 -ing form e.g. moving to a new
country...
13 infinitive with to e. g. Do you want
to immigrate...
14 -ing e.g. get used to living ...
15 infinitive with to e.g. would you
like to immigrate?
16 infinitive with to e.g. feel lucky Ex.2,p.24
to ...
2Aim To practise infinitive/ing forms

time to complete it.
class.
Answer Key
1.decide, to make
2.travelling, visiting
3.sponsor, to do
4 to watch, entering Ex.3, p.24
5 to live, To tell
3Aim To practise the difference in

meaning between to infinitive and the
-ing form
time to complete
it.
• Check Ss’ answers and
explanations around the class.
Answer Key
1 giving (they finished giving them)
2 to buy (they stopped temporarily)
3 to submit (don't forget)
4 visiting (do you recall)
Ex.4,p.24
5 to take (she attempted)
6 immigrating (he will do it as an
experiment)
4Aim explain the task and then give SS

time to complete it.

class.
Answer Key
1 to move 5 to take 9 speak Ex.5, p.25
2 to achieve 6 to practise 10
3 to do 7 learning know
4 to improve 8 attending
5Aim To present/revise and practise

comparison
of adjectives
Read the examples in the box aloud.
Explain the task, directing Ss’ attention
to the Grammar Reference section, and
then give Ss time to complete the task.
1 As 4even 7 by far
2 enough 5 the least
3 very 6 than
6Aim To practise comparison of
adjectives
• Read the information in the box
aloud.
• Explain the task and read the
example aloud.
• Ask Ss to work in pairs and give
them time to complete the task.
class.
The New York point of entry was by
far the busiest in 2015. The Boston
point of entry is the least busy of the
three. The San Francisco point of Ex.7, p.25
entry is not as old as the other two.
The New York point of entry has a
slightly higher percentage of
immigrants in the population today
than the San Francisco one.
7Aim To present/revise conditionals

Read the theory box aloud.
Ask the Ss to work in pairs. Explain the
task and direct Ss’ attention to the
Grammar Reference section.
Give Ss time to complete the task, then
elicit answers from pairs around the
class.
Answer Key Ex. 8, p.25

Fist sentence: (if = might) The economy
might improve, and if it does,
unemployment will decrease. Second
sentence: (unless = if not) Unemployment
can never decrease unless the economy
improves first.
8Aim to practice conditionals. Explain the

task and then give Ss time to complete it.
Check Ss’ answers around the class and
elicit the types of conditionals. Ex.9, p.25
Answer key
1. wouldn’t have become (type3)
2. won’t spend (type1)
3. wouldn’t have missed (type 3)
4. make (type0)
5. would stay (type2)
9Aim To practise conditionals using

personal examples. Explain the task and
give Ss time to complete it. Elicit
answers from various Ss around the
class.
1.If everyone drove electric cars, the air
wouldn't be so polluted
2.If the government creates more jobs,
unemployment will decrease.
3.If immigration wasn't a possibility,
people wouldn't have as many job
opportunities
Ending the lesson Check Ss’ answers around the
class.
Students give their own

examples using the correct
forms.
Values links
is used
form ‘was’]

Women in the workplace
Skills 2d
Date: Teacher name:
Learning 10.2.1- understand with little or no support the main points in extended talk on a wide
objectives(s) that range of general and curricular topics;
this lesson is 10.2.6 - deduce meaning from context in unsupported extended talk on a wide range
contributing to 10.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics;
10.3.1.- use formal and informal registers in their talk on a growing range of general
and curricular topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on
a range of general and curricular topics;
10.5.6 - link, independently, sentences into coherent paragraphs using a variety of
basic connectors on a range of familiar general topics and some curricular topics;
10.5.8 - spell most high-frequency vocabulary accurately for a range of familiar
curricular topics;
10.6.14 - use a variety of prepositional phrases before nouns and adjectives; use a
topics;
with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1Aim: Ex.1(a), p.26
• Read out the question.

• Ask Ss to skim the text to find the
answer.
I think the term ‘gender equality'
means women and men doing the
same things at work.
b)To introduce the topic of the text Ex. 1(b), p.26

Ask Ss to look at the picture and
elicit Ss’ guesses as to how it relates
to the text.
I think the picture is related to the
text because it shows a woman
working in a factory, and the text is
about women at work.
2Aim: To read for specific information Ex. 2, p.26

(missing sentences)
Ask Ss to read the sentences A-F and
underline the key words.
Remind Ss to look at the sentences
before and after the gaps in the text.
Give them time to read the text again
and choose the correct answers for the
questions.
Check Ss’ answers around the class and
ask Ss to justify their answers.
Play the recording for Ss to check their
answers.
1 E (International Women's Day, on
this day - But
it’s also a day... notice how much
has changed for women)
2 D (Queen Victoria - agreed with
her opinion)
3 A (Labour unions started allowing
women workers
... strikes in order to earn
women more rights ... women in
Britain took the right to vote...)
4 F (the women were expected ...
refused to
accept this... fought to keep...)
5 В (improved significantly... come a
long wav)
Ex. 3, p.12
3.Aim: To consolidate new vocabulary
through synonymous words/phrases
Read the words/phrases in the list and
give Ss time to find synonymous words
in the text. Elicit answers from various
Ss around the class and elicit what part
of speech each word'phrase is.
businesses = para 3: companies (n)
point of view = para 1: opinion (n) a
small amount = para 1: handful (n)
law-makers = para 2: government (n)
being paid = para 2: earning (v)
improve = para 3: come a long way
(phr)
4.Aim: To consolidate
vocabulary from the text
Explain the task and Ss time to complete
it. Ex.4, p.26
Check Ss answers around the class
Answer key
1 long 2 traditional 3 power 4 pay 5 earn
1.In the old days, single women in Britain
had to work long hours.
2.British women had a traditional role in
their culture before the 20th century.
3.Mayors and presidents have positions of
power.
4.Women used to have low pay compared
to men in Britain.
5.Women earned the right to vote in 1918.
5.Aim: To practise prepositions.
Give Ss time to complete the phrases and
come up with sentences based on the
text. Ex.5, p.27
Answer Key
1 over 3 during 5 before 7 on
2 to 4 Around 6 for
comments at the end
6 Aim To introduce new vocabulary

and prepare for a listening task
• Refer Ss to the Word List at the
back of their books and give them
time to look up the meanings of
the words/phrases given. Ex. 6, p.27
prejudice (n): an opinion not based on
fact
equal society (phr): a state of living
where everyone is treated the same
same rights and opportunities (phr): the
same basic things that people deserve and
the same chances in life gender roles (n):
the way people expect sb to behave, based
on whether they are male or female fight
inequality (phr): to try and change a
situation where people are treated unfairly
Ask Ss how they think these words

are related to gender equality.
Elicit answers from Ss around the
class.
I think these words are related to gender
equality because in an equal society
there would be gender equality because
everyone would have the same rights
and opportunities. Where there is no
gender equality, there is prejudice and
society believes men and women have
special gender roles and they can't do
the same things. People have to fight that
inequality.
a) To listen for specific information
(multiple matching)
• Explain the task then ask Ss to
read the statements A-E.
• Play the recording and Ss listen
and complete the task. Check Ss’
answers.
Answer Key
Speaker 1: A Speaker 3: В
Speaker 2: C Speaker 4: E
b) To listen and understand
speakers' viewpoints
• Explain the task and then play
the recordng again.
• Elicit answers from Ss around the
class.
Answer Key
Speakers 1 and 4 agree that there's still a
lot to be done to achieve gender equality
in the workplace.
Ex. 7(a), p.27
7 AimTo act out a dialogue using
prompts based on a model dialogue
Explain the task and read out the
example.
Give Ss time to complete the task in
pairs using the prompts, their own ideas,
the useful language and following the
example

1 A: Have you heard about the new
immigration law?
It's preventing people from
entering the country. В: That's
Ex.7(b), p.13
unbelievable! What a nightmare!
2 A: Listen to tNs! A woman has just
set a new
world record in a race/
B: That's fantastic!
3 A: Guess what? The government has
just bought
some land to make a new nature Ex. 8, p.27
reserve.
B: That's great!
8 Aim To present homophones

• Read the theory box and play the
recording. Ss repeat the words.
• Play the recording again and ask Ss to
complete the task.
class.
Ex.9, p.27
1B 2A 3D 4C.
9Aim to write the summary of the text

• Explain the task and write the
headings on the board to help the Ss.
• Give Ss time to read the text and
make notes under the headings.
• Ss then write a summary of the text
using their notes. Alternatively,
assign the task as HW.
• Ask Ss from around the class to read
their summaries aloud.
Students give their own examples. WB&GB 2d
Values links
is used
form ‘was’]
Writing
An opinion essay
Date: Teacher name:
Learning 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
objectives(s) that perspectives on the world;
this lesson is 10.5.4 - use style and register to achieve appropriate degree of formality in a growing
contributing to
curricular topics;
curricular topics;

with some support
with some support
with little support
Plan
Notes
• • Ask Ss to read the rubric. Draw
Ss' attention to the underlined
words.
• Give Ss time to answer the
questions and then check Ss'
answers.
Answer Key
1 an essay for my teacher on
working mothers
2 a) formal
c) longer sentences,
formal linking
words/phrases
2Aim: To read a model essay and match Ex. 2, p.28 Answer key
paragraphs to content 1B 2A 3C 4E 5D
Middle of the lesson • Give Ss time to read the model and
match the contents 1-5 to each
paragraph A-E.
Ex. 3, p.28
3.Aim: To identify and analyse
topic sentences/ supporting
sentences in a model essay
• Go through the theory box with
Ss.
• Ask Ss to find the
topic/supporting sentences, then
the linking words.
Answer Key
Para B: To begin with, going to work
means that mothers can provide more
income for the family. - Yes - example
- For example, they can buy better
food and clothing for their children.
(For example)
Para C: Secondly, working mothers
are excellent role models for children.
Yes - example - For instance, they
demonstrate how to take care of
children, the house and pursue a
career. (For instance)
Para D: On the other hand, working
long hours means that mothers spend
a lot of time away from home. - Yes -
results - Therefore, they may miss out
on quality time with their children.
(Therefore)
b) To suggest alternative topic
sentences
Ss work in pairs. Elicit suitable
alternatives from Ss around the class.
Para B: In the first place, working mothers
are better able to provide for their family.
Para C: Furthermore, they set a good
example for their children.
Para D: However, working mothers may
be away from home a lot
To identify formal language
• Elicit what characterises a text as
formal.
• Elicit examples from Ss around
the class.
full verb forms: e.g. they can buy.
means, may miss out on
formal linkers: As a result, To begin
with. On the other hand etc.
longer, more complex sentences: e.g.
Secondly working mother... pursue a
career, more advanced vocabulary:
e.g. pursue a career, beneficial etc. no
imperatives
4.Aim: Ex.4, p.28

To practise linking words/phrases
Elicit suitable alternatives from Ss
around the class. Direct Ss' attention
to the Grammar Reference section,
and then give Ss time to complete the
task
To begin with = To start with For
example = Therefore As a result = In
this way Secondly = In addition For Ex. 5, p.28
instance = For example On the other
hand = Alternatively Therefore = As
a result In conclusion = All in all
5.Aim: To practise linking
words/phrases
• Explain the task. Give Ss time to
complete it.
class. Ss justify their answers.
Answer Key
1.First of all (list points)
2.For example (example)
3.As a result (result)
4.However (contrast) Ex.6, p.29
5.such as (example)
6.In this way (result
6 Aim To practise phrases used for

expressing opinion
Explain the task. Give Ss time to complete
it.
Check Ss’ answers. Ex. 7, p.29
Answer key
I strongly feel that = In my opinion
I believe that =to my mind
7 Aim to practise phrases used for

expressing opinion
Explain the task, give Ss time to complete
it. Check Ss’ answers.

2 I believe that it is better for
children to grow up in the
countryside.
3 I strongly believe that eye contact Ex.8, p.29
is very important in a conversation.
4 As far as I am concerned, everyone
needs a close friend.
8 Aim To analyse a rubric
Ask Ss to read the rubric. Elicit
which are the key words and ask Ss
to underline them.
Key words: teacher, essay, ‘It is good
to be part of an extended family! Ex.9, p.29
opinion with reasons to support your
point of view, 120-180 words
9Aim To write an opinion essay

• Give Ss time to complete the task
using the Useful Language box and
their answers from Ex. 8.
• Remind Ss not to use short verb
forms and to use appropriate
linkers.
• Remind Ss to follow the plan and
use the Checklist
• Alternatively, assign the task as
HW and check Ss' answers in the
next lesson.
Families come in all shapes and sizes.
Some people think a nuclear family is
the best option but I strongly believe
that an extended family has a lot
more to offer.
To start with, in an extended family
you rarely feel lonely For example,
you can spend your free time together
instead of by yourself. Therefore, you
can share your interests and
experiences.
Secondly family members can provide
support to each privacy.
Students give their own examples. WB&GB 2E
Values links
is used
form ‘was’]
CLIL
PSHE
Date: Teacher name:
this lesson is 10.1.6 - organise and present information clearly to others;
10.1.8 - develop intercultural awareness through reading and discussion;
contributing to
10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
10.3.5 - interact with peers to make hypotheses about a wide range of general and
curricular topics;
10.4.1 - understand main points in extended texts on a wide range of unfamiliar
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and
with some support
with some support
with little support
Plan
Plannd timings Planned activities Resources Teacher
Notes
Beginning the lesson 1Aim: To introduce the topic and to Ex.1, p.30
read for gist
Direct Ss' attention to the picture and
give Ss time to read the text. Elicit
answers to the questions in the rubric
from various Ss around the class.
I think it would be awful to be bullied. It
would really affect my confidence and
my performance at school. We can
prevent and deal with bullying by
working together to change children's
attitudes towards bullying. Teachers can
talk about it during class time and
parents can discuss it with their children
at home.
2Aim: To read for specific information
• Ask Ss to read the sentence stubs 1-7 Ex. 2, p.30
and then give them time to read the
Middle of the lesson text again and complete them.
• Check Ss’answers around the class.
1 ... rejected and isolated.
2 ... an anti-bullying school
environment.
3 ... from occurring in the first place.
4 ... engage students in a discussion
about bullying.
5 ... control their own behaviour and
environment.
6 ... diffuse a situation quickly.
7... a child fights back.
3.Aim: To act out a situational

dialogue giving advice
• Explain the situation and the task.
• Divide the class into pairs and ask
them to act out a dialogue giving
advice to sb who is being bullied
taking turns and swapping roles.
class and then elicit advice from
various Ss around the class.
A: What's wrong, Angela? You look
upset about something.
B: Well, some girls at school keep on
teasing me and calling me names.
A: Oh no. That's terrible. I used to be
bullied when I was in secondary
school, too. It was awful, but
thankfully, I managed to deal with
the problem.
B: Really? Do you have any advice
you could give me? Personally. I
was thinking of confronting them.
A: No, I don't think that's a good
idea. I recommend that you speak
to a teacher first. That's what I
did. They will definitely give you
support. Also, another good idea is
to ignore the girls completely. If
you show them that they aren't
bothering you, they will probably
just stop.
B: OK. Thanks for your advice.
Values links
is used
form ‘was’]
Progress Check
Date: Teacher name:

contributing to
topics;
curricular topics;
with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1Aim: To read for specific information Ex.1, p.31
Explain the task.
• Ask Ss to read the questions 1-5
and the possible answers.
choose the correct answer for each
question.
• Check Ss’ answers. Ss should
justify their answers.
Answer Key
1 В (1.4) 4 A(C.36)
2 C(l. 10-14) 5 C (whole
3 В (t. 23-25) text)
Ex. 2, p.31
2Aim: To answer comprehension
questions
• . Give Ss time to answer the
questions.
• Remind Ss not to copy from the
Middle of the lesson text but to paraphrase the
information in their own words.
class and ask for justifications
from the text.
1 He decided to join in because his
holiday was coming to an end and
he wanted to do something
different. (During my week there,
I'd seen other tourists releasing the
turtles in the early evening, and as
my stay came to an end, I decided
to join in.)
2 They are in danger from poachers
and from tourists using the beach
where they lay their eggs. (These
turtles are under threat from
poachers who want their meat and
eggs.)
3 The project protects the eggs from
poachers and allows them to hatch
safely. Then they release the baby
turtles into the wild. (Oscar and
his volunteers collect the eggs and
take them to protected areas
where they are allowed to hatch in
safety. Then within 24 hours, they
are taken back to the beach where
tourists like me join in the
conservation effort... We gently
placed them on the sand, stepped
back and watched as they crawled
slowly into the sea.)
Ex.3, p.32
their comments at the end.
3.Aim: To consolidate everyday

English from the module
• Ss complete the task.
Answer key
1a 2 b 3 b 4 a
Ex.4, p.32
4.Aim:
To practise vocabulary from the module
Answer Key
1 habitats 6 species
2 power 7energy
3 fossil 8 solar
4 volunteers 9smog
5 packaging 10 campaig
n Ex.5, p.32
5 Aim To practise grammar from the

module
Answer Key
1 Following 5walk
2 to do 6 taking
3 to change 7will get
4 making 8 to
choose
6 Aim To listen for specific information Ex.6, p.32
(multiple matching)
• Ask Ss to read the questions 1-4.
• Play the recording Ss listen and
match the speakers to the
statements accordingly.
Answer Key
1 S 2D 3 S 4S
Ex. 7, p.32
7 Aim To write an article

Explain the task.
work and then check Ss' answers.
Students give their own examples. writing p.32
Values links
is used
form ‘was’]
Date: Teacher name:

contributing to
topics;
curricular topics;
with some support
with some support
with little support
Plan
Notes
Beginning the lesson SA according the tasks

Ending the lesson Home-task:
Values links
is used
form ‘was’]
Virtual Reality
Introduction Lesson Predictions
Date: Teacher name:
contributing to
with some support
with some support
with little support
Previous learning Previous module revision
Plan
Notes
Beginning the lesson 1 Aim Module Objectives p. 33
Read the title of the module Virtual
Reality and ask Ss to suggest what they
think the module will be about (the
module is about the future, transport,
food/drinks and housing). Go through the
objectives list to stimulate Ss' interest in
the module.
Middle of the lesson 1 Aim To introduce Ex. 1, p.33

the topic and present new vocabulary
Direct Ss’ attention to the pictures and
the gapped phrases under each one.
Read out the words in the list and give
Ss time to use the words provided to
complete the gaps (1-8).
Check Ss’ answers
Answer Key
1 printed
2 pill
3 drones
4 electric
5 solar-powered
6 outer
7 online
8 reality
2 Aim: To make predictions
• Explain that we use will to make a
positive prediction and won't to make
a negative prediction. Ex. 2, p.19
• Read out the examples and then give
Ss time to complete the task in pairs.
• Check Ss’ answers around the class.
I think we won't commute on drones. I
think we will use electric cars.
I think we will live in solar-powered
houses. I think we won't live in outer
space.
I think we won't learn online from home.
I think we will use virtual reality devices
in classrooms.
3 Aim Direct Ss’ attention to the

quotation and ask Ss to discuss what it
means with a partner and/or give their
opinion on it. Then ask various Ss to tell
the class.
A: I think this quotation means that we
need to act now to build the future we
want.
B: Yes, but I think it means more than
that. I think it means we should not sit
by and let other people decide what
happens to us.
of wisdom, p33 SB
the correct forms of the verbs. to express own
opinion
Values links
is used
form ‘was’]
Virtual Reality 3a
Date: Teacher name:

this lesson is 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
contributing to
10.2.1 - understand the main points in unsupported extended talk on a wide range of
10.3.5 - interact with peers to make hypotheses about a wide range of general and
curricular topics;
10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of
curricular topics;
with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1Warm –up: discuss the
pictures. What is common
with them ? – ……. To elicit
what Ss know about the ……..
Middle of the lesson 1Aim: To introduce the topic and Ex. 1, p.34
predict
the content of the text
Ask Ss to read the definition and elicit
Ss' ideas about how virtual reality can
change our lives.
Play the recording. Ss follow in their
books and find out if their ideas match
those in the text.
Virtual Reality will affect leisure,
education and shopping.
Refer Ss to the Check these words box
and
explain/elicit the meanings of the words
or ask Ss to use their dictionaries and
look them up.
recreate (v): to create again
experience (v): to encounter an event/ feel
an emotion
endless (adj): without end
leap forward (phr): significant progress
brain surgery (n): an operation on the
brain
peasant (n): a poor agricultural worker
nobleman (n): a person of high status
linked to the aristocracy
Ex. 2, p.34
affordable (adj): not too expensive
2Aim: To read for specific

information (answer questions)
Read out the questions.
Give Ss time to read the text and answer
them in complete sentences in their own
words.
Check Ss’answers around the class.
1.VR headsets have been available for
fifty years.
2.Total VR will first be used in video
games.
3.Shoppers will benefit from VR because
they will be able to look around virtual
shops and touch the products for sale.
Ex. 3, p.34

(T/F statements)
Ask Ss to read the statements (1 & 2).
Give Ss time to read the text again and
decide if each statement is true or false
and mark them accordingly.
Check Ss' answers around the class and
ask Ss to correct any false statements by
making them true.
Answer Key
F (It’s only in the past fifty years that
technology has advanced enough to create
Virtual Reality 3D headsets.) Ex. 4, p.34
(multiple choice)
Ask Ss to read the questions (1-3).
Give Ss time to underline the key words
and elicit synonyms for them.
Give Ss time to read the text again and
choose the correct answers.
Check Ss' answers around the class.
Answer key
1A 2B 3B
Play the video for Ss and elicit their Ex. 5, p.35
6 Aim: То consolidate new vocabulary

through an antonym
• Read the word in italics and give Ss
time to find the antonym in the
text.
• Elicit the answer from the class.
Answer key Ex. 6, p.35
advanced
7 Aim: To consolidate new vocabulary

through a synonym
• Read the word in italics and give Ss
time to find the synonymous word
in the text.
• Elicit the answer from the class. Ex.7, p.35
Answer Key
transform
8 Aim: To consolidate information in a
text
• Give Ss time to discuss the question
in pairs.
• Ask various pairs to tell the class.
VR will make games more realistic
and exciting. It will make learning Ex.8, p.35
more interactive and exciting. It will
make online shopping easier by giving
shoppers better access to products.
9Aim: To read for cohesion and
coherence (cloze text)
then complete the gaps with the
words in the list using their
dictionaries to help them if
necessary.
Answer key
1. textbooks
2. students
3. classrooms
4. lessons
5. interactive
6. subjects Ex. 9, p.35
7. digital
8. educational
9. trips
10. participation
10Aim to expand the topic and give an
opinion.
Give Ss time to consider their answers
and then ask various Ss around the class
to share their answers with the rest of
the class
Answer key
This school could use VR in Geography to
allow Ss to visit places that they would not
be able to visit such as the Amazon
Rainforest. They could also use it in
Science lessons to do experiments. They
could also use VR in History lessons to see
how people lived in the past.
11Aim Speaking
To describe an imaginary situation
Give Ss time to consider the question in
pairs and discuss their answers.
Ask various pairs to tell the class.
A: I use virtual reality to do my
shopping. When I buy fruit and
vegetables. I can touch them and feel
them to check if they are fresh. I also
use it to play games and have fun.
В: I use it for my work. I don't have to
go into the office. I work from home
but I can still access any resources I
need in the office and I can talk to
my co-workers who are also using
virtual reality to do their work.
12Aim Writing
To write predictions about the future
Explain the task and give Ss time to
think of their answers and write five
predictions about the future.
Ask various Ss to read their predictions
to the class. Alternatively, assign the task
as HW and ask Ss to read their
predictions in the next lesson.
Ss’ own answers
WB&GB pp.3A
Students give their own examples
using the correct forms of the
verbs.
Values links
is used
form ‘was’]
Virtual Reality
Vocabulary 3b
Date: Teacher name:
Learning 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
objectives(s) that of general and curricular topics;
this lesson is 10.4.8.- use familiar and some unfamiliar paper and digital reference resources to
check meaning and extend understanding
contributing to
curricular topics;
use a number of dependent prepositions following nouns and adjectives and a variety
of prepositions following verbs on a wide range of familiar general and curricular
topics
with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1 Aim To consolidate vocabulary from a Ex.1, p.36
text
complete it. Check Ss’ answers.
Answer key
1. leap 2. industry 3. spending
4. limit 5. touch . 6.recreate
Middle of the lesson 2 Aim To practise collocations Ex. 3, p.36
complete it.
Check Ss'answers
Answer key
1.brain 2.digital 3.golf 4.educational
5.online 6.wirtual
3 Aim To practise prepositional phrases Ex.3, p.36

Answer key
1. of 2.for 3.through 4.in 5.for
4Aim: To present vocabulary relating to
transport Ex. 4, p.36
Give Ss time to choose the odd word out
from each list and then check their
answers in their dictionaries.
Answer key
2. nose 3.bell 4.saddle 5.licence
6.pedal 7. steering wheel 8. anchor
To practise vocabulary relating to
transport
• Explain the task and read out the
example exchange.
• Ask Ss to complete the task in
closed pairs.
class.
A: It has got a mirror, wheels and a
windscreen.
B: It’s a bus.
5Aim To complete a cloze text; to read Ex.5 p.36

for
cohesion and coherence
• Ask Ss to look up the meanings
of any unknown words in their
dictionaries.
• Explain the task and give
Ss time to complete it.
Answer Key
1 flight 7carriage
2 seatbelt 8 stop
3 baggage 9passenger
4 compartments s
10 port
5 rail 11 deck
6 belongings 12crew
To identify the location of situational
monologues
Answer Key
A plane В train C ferry
6Aim To talk about means of transport Ex. 6, p.36

using adverbs of frequency and
prepositions relating to transport
Explain the task and ask Ss to talk in
pairs about which means of transport
they use and how often.
Monitor the activity around the class
and then ask some pairs to tell the class.
A: I usually go to school on foot. I
sometimes go by bus. I go on the
bus when the weather is bad.
В: I usually travel by car. I sometimes go
by train. I often go on a plane but I never
go on a ship.
7Aim to generate vocabulary relating to
Ex. 7, p.37
food/drinks and describe daily eating
habits.
• Ask Ss to copy the table into
their notebooks and then give
them time to think of a variety
of vocabulary items for each
category in the table
• Then read out the example and
ask Ss to describe their daily
eating habits in closed pairs.
class and then ask various Ss to
tell the rest of the class.
Vegetables: potato, carrot,
pepper, etc Fruit: apple,
banana, pear, etc Fish:
trout, tuna, cod, etc
Poultry: chicken, turkey,
duck, etc Meat: pork, lamb,
veal, etc Dairy products:
milk, cheese, yoghurt, etc
Drinks: tea. coffee, water,
cola, etc Snacks: crisps,
crackers, nuts, etc Other:
honey, bread, rice, pasta,
etc
In the morning, I usually have a glass
of orange juice and a slice of toast. At
noon, I have a sandwich with cheese
and salad. At 6 pm, I usually have
meat, potatoes and carrots, or
chicken with rice or pasta and cheese.
In the evening, I often have a cup of
tea and a biscuit.
8Aim: To present/practise vocabulary
relating to food/drinks
Ex.8, p.37
• Ask Ss to check any unknown
words in the Word List at the back
of their books or in their
dictionaries.
• Explain the task and give Ss time
to complete it.
Ss check their answers in pairs.
Answer key
1. following 2.full 3.sweet 4.spicy

5.spicy
9Aim to present/practice vocabulary
relating to housing
• Give Ss time to look up the words in Ex.9, p.37
the list in the Word List or in their
dictionaries and then complete the
questions and answer them in pairs.
Answer Key
1 flat 4 noisy 7 balcony
2 rent 5 heating 8 share
3 spacious 6 shower
10Aim To present/practise words often
Ex.10, p.37
confused
Explain the task.
Give Ss time to look up the words in
their dictionaries.
Answer key
1.spend 2.pass 3.spend 4.pass 5.pass
6.pass
I usually spend the evening with my
family.
My granddad spent all his life
working for the government.
I hope I pass my History test on
Friday
People say the years seem to pass
more quickly as they get older.
11Aim To present/practise phrasal verbs
with GET
• Explain the task. Ex.11, p.37
• Give Ss time to complete the task
Appendix I
Answer key
1.in 2.on 3.off 4.over
12Aim To practise word formation
(forming adjectives from nouns)
Read the table aloud to Ss and explain Ex. 12, p.37
any points they are unsure of, providing
extra examples if necessary.
Give Ss time to complete the task.
necessary.
Check Ss’ answers
Answer key
1.speechless 2.tasty 3.educational

4.nutritious 5.comfortable 6.successful
13Aim To practise prepositional phrases
Appendix II
Answer key
1.with 2.from 3.with 4.on 5. on
WB&GB 3b
the correct
forms.
Values links
is used
form ‘was’]

Virtual Reality
Use of English 3c
Date: Teacher name:

this lesson is 10.6.8 - use a variety of future active and passive and future continuous forms on a
contributing to
with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1 1Aim То present/revise future tenses Ex.1, p.38
• Direct Ss’ attention to the text and
then give them some time to read
it.
• Then ask Ss to match the verb
forms in bold to the uses (A-G).
• Check Ss’ answers and refer them
to the Grammar Reference section
for more information. Ex.2,p.38
Answer ker
A2 B5 C1 D4 E7 F3 G6
2Aim To practise will/won't
Explain the task and then ask Ss to ask

and answer in pairs using the prompts.
Middle of the lesson Monitor the activity around the class
and then ask some Ss to share their
predictions with the class.
Answer Key
2A: Will universities only teach
online courses? B: Ves, they
will./No, they won't.
3A: Will everyone speak the
same language? B: Yes. they
will./No. they won't.
4A:Will robots teach lessons in
classrooms?
5B: Yes. they will./No. they

won't.
6A: Will all houses run on green
energy?
B: Yes, they will./No. they won't.
7A: Will we eat lab-grown meat?
В: Yes. we will./No. we won’t.
Ex.3, p.38
3Aim To practise will and be going to
Explain the task and then give Ss time to
complete the task.
Answer Key
1 I will open the windows.
2 They will probably stay at home.
3 It is going to have an accident.
4 / will go to work by bus then.
5 I'm sure she will have her own
restaurant one day
4Aim To practise be going to with Ex.4,p.38

personal examples
Explain the task and read out the
example.
Then give Ss time to complete the task in
closed pairs.
Check Ss' answers by asking various Ss
to share their answers with the class.
I'm going to read a book this weekend.
I'm going to hang out with my friends this
weekend. I’m going to visit a museum this
weekend.
I'm going to eat out at a fast food
restaurant this weekend.
I'm going to do homework tNs weekend.
I'm going to order takeaway food this
weekend.
I'm going to travel somewhere by train this
weekend.
• 5Aim Read out the example and elicit

which tense is used to talk about the
future for timetables (present simple)
and future arrangements (present
continuous). Ex.5, p.38
• Ask Ss to read the notes and then act
out short exchanges following the
example.
• Monitor the activity around the class.
Answer Key
A: What time does the flight depart?
B: It departs at 12:45. so we are leaving
the hotel at 11:00. etc
1 6Aim То present the future continuous

and the future perfect Ex.6, p.39
• Read out the theory box and the
examples.
• Elicit how the tenses are formed
and then elicit any similar
structures in Ss’ LI.
• Check Ss' answers and refer them
to the Grammar Reference section
for more information.
Answer Key
We form the future continuous with
will + be + main verb + -ing.
We form the future perfect with will
+ have + past participle of main verb.
(Ss' own answers)
7Aim To practise the future continuous

and the future perfect
• Explain the task and give Ss time Ex.7, p.39
to complete it.
1 will be taking 2will have moved 3
will have worked 4Will the bus have
left
8Aim To practise the future
continuous and the future perfect with Ex. 8, p.39
personal examples
Explain the task, read out the
example and then elicit answers from
Ss around the class.
I will be having lunch with my
friends at 1 pm next Friday.
I will be sitting on the bus at 8 am
tomorrow.
I will have finished high school by the
end of this year.
9Aim To practise future tenses
• Explain the task, read out the
example and then give Ss time to
complete it.
1 b will be driving (an action
in progress at a stated future
time)
2 a will visit (a prediction
based on what we think/ believe)
b are visiting (a fixed arrangement
in the near future)
3 a won’t fix (a prediction
based on what we think/believe)
b won't have fixed (a future action
[notjcompleted before a stated
time in the future)
4 a are meeting (a fixed
arrangement in the near future)
b will meet (an on-the-spot
decision; a promise)
10AimTo present/practise time clauses
Read out the theory box and the
examples.
Refer Ss to the Grammar Reference
Ex.10, p.39
section for more information.
Give Ss time to complete the task and
then check their answers
Answer Key
1 will Bayan take, will ask. comes
2 will have started, get
3 have, will let
11Aim To practise sentence

transformations
(future simple active to passive)
• Read out the theory box and the Ex.11, p.39
example.
to complete it.
Answer Key
1 A new VR headset will be
released.
2 The students will be awarded
their degrees.
3.Max will be promoted.
12Aim To practise future tenses

Suggested Answer Key Ex.12, p.39
its name: Futureland
its flag: a black flag with the Moon on it
where it is: on the Moon
its laws: eco-friendly e.g. no fossil fuels,
only energy
from natural sources
its economy: digital money
Ending the lesson Check Ss’ answers around the

class.

the correct forms.
Values links
is used
form ‘was’]
Women in the workplace
Skills 3d
Date: Teacher name:
this lesson is 10.2.2 - understand specific information in unsupported extended talk on a wide range
contributing to
10.2.7 - understand speaker viewpoints and extent of explicit agreement between
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general
and curricular subjects;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a growing range of general and curricular topics;
10.4.1- understand the main points in texts on a growing range of unfamiliar general
and curricular topics, including some extended texts;
10.4.4 read a growing range of extended fiction and non-fiction texts
on familiar and some unfamiliar general and curricular topics
10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference
resources to check meaning and extend understanding;
curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past
forms and past perfect simple forms in narrative and reported speech on a wide range
of familiar general and curricular topics;
with some support
with some support
with little support
Plan
Notes
Beginning the lesson 1Aim: То introduce the topic Ex.1, p.40
• Direct Ss' attention to the picture
on the cover of the book.
• Elicit Ss’ guesses as to what the
book is about.
• Play the recording. Ss follow in
their books and find out if their
guesses were correct.
The picture shows a man walking along a
road, so I think the book is probably about
a journey.
(multiple
choice)
• Ask Ss to read the questions and Ex. 2, p.40
the answer choices.
Middle of the lesson • Encourage Ss to answer the
questions based on their first
reading of the text.
• Ss read the text again and decide
on the correct answers.
Answer Key
1A 2C 3В
3.Aim: To read for specific information

(T/F/DS
statements)
• Ask Ss to read the statements.
• Ss read the text again and mark the
Ex. 3, p.40
statements correctly. They correct the
false statements.
Answer Key
1 T
2 DS ST
3 DS
4 4 F Peter Jackson directed the film.
Play the video for Ss and elicit their
4.Aim: to present
compound nouns
• Read the Study Skills box aloud.
• Ask Ss to find examples of compound
nouns in the text and elicit answers
from Ss around the class.
Answer Key
best-selling, page-turner Ex. 4, p.40
• Check Ss' answers around the class.
Answer key
Full moon, storyline, background,
masterpiece, sunlight, bookmark
5.Aim: to present idioms related to

books and reading.
5 to books and
• Remind Ss what
an idiom is and elicit examples
in Ss’Ll.
to complete it.
• Check Ss‘ answers around the
class.
Answer Key
1 lines 2 bock 3 lips 4 leaf
Ex.5, p.41
b) To understand the meaning
of idioms
related to books and reading
• Give Ss time to find the idiom in
the text (never judge a book by
its cover). Explain that it means
not to make assumptions about
people based on what they
looklike.
to complete it, using their
digital dictionaries if necessary.
class.
Answer Key
read between the lines: to understand
sth when it hasn't been said or
written directly
every trick in the book: everything sb
can think of
read my lips: to listen carefully to
what I'm saying
take a leaf out of sb s book: to act like
sb else
1 6 Aim To revise passive voice (present

simple - past simple)
• Read the theory box aloud.

• Direct Ss' attention to the text
and ask them to find examples
of passive voice.
class.
Answer Key
was completed, was later published,
is set, are introduced, is cleverly
written Ex.6, p.41
To practise passive voice (present
simple - past simple)
to complete it.
Check Ss answers around the class
Answer Key
1 The book was given an
amazing review.
2 The part of the hobbit is
played by a famous actor.
3 The bookshop was filled
by hundreds of fans.
4 ' The Hobbit' was written
by J. R. R. Tolkien.
5.The book is recommended to
all ages.
7 Aim To introduce new vocabulary and
prepare for a listening task
• Refer Ss to the Word List at the back of
their books and give them time to look
up the meanings of the words/phrases
given.
Answer Key
book report (n): a review of a
book written for homework Ex. 7, p.41
bookworm (n): a nickname for sb who
loves to read sequel (n): a book/film
that continues the story of a previous
one
protagonist (n): the main character in
a book/film highly entertaining (phr):
(of a book, film, play,: etc) very
interesting
life-saver (n): a person who helps sb
else out of a difficult situation
• Ask Ss to look at the words and
definitions and try to predict
what the listening is about.
• Elicit guesses from Ss around the
class.
I think the conversation is about
books, possibly some books which
Aiman and Serik had to read for
school, because of the words ‘book
report'.
(T/F statements)
• Explain the task then ask Ss to
read the statements 1-5.
• Play the recording and Ss listen
and complete the task. Check
Ss’ answers.
Answer Key
1 F 2 T 3 F 4 F ST
8 Aim To read for specific information

Read out the question in the rubric.
Ss read the dialogue in their books and
find out.
Answer Key
They are trying to buy a sci-fi book Ex. 8, p.41
for their friend Umit.
9Aim To practise/substitute
language for
agreeing/disagreeing/making
suggestions
• Ask Ss to read the dialogue again
and replace the underlined
sentences with sentences from the
Useful Language box Ex.9, p.41
class.
What do you think? = What about it?
No. I don't think this is a good idea. -
Let's look at something else.
how about... = what would you say
about...
Sure, why not? - That sounds great.
Shall we buy... = Let’s buy...
Yes, let's do that. - What a good idea!
10Aim To act out a dialogue based on a

model
dialogue
think of two sci-fi books. Ex. 10, p.41
Ss complete the task in pairs using the
Useful Language box and following the
model in Ex. 8.
Write this diagram on the board for Ss
to follow.
• Monitor the activity around the class
and then ask some pairs to act out
their dialogue in front of the class.
A: Hello. What are you doing online?
B: Hi! I'm looking for a sci-fi book for
Leyla's birthday. What about ‘The
Maze Runner'? It’s supposed to be
really good. What do you think?
A: I’d prefer to buy something different.
I think she's already read that one -
I've definitely seen a copy at her
house. Is there anything else?
B: Let’s see. ... What would you say
about ‘These Broken Stars'? It’s
about two young people who get
stranded on a lonely planet after their
spacecraft crashes. Sounds good?
A: Sure, why not? How much is it?
B: The paperback is £8, but you can buy
a special edition for £12. Why don't
we get that and split the cost?
A: That sounds great!
Students give their own examples. WB&GB 3d
Values links
is used
form ‘was’]
Writing
An book review
Date: Teacher name:
Learning 10.1.7 - develop and sustain a consistent argument when speaking or writing;
objectives(s) that 10.5.1 - plan, write, edit and proofread work at text level independently on a range of
this lesson is general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre,
contributing to
and which is spelt accurately;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular
topic;
curricular topics;
curricular topics;
with some support
with some support
with little support
Plan
Notes
• Read out the rubric and the
questions.
• Give Ss time to prepare their
answers.
class.
Answer Key
1 I am going to write a book review
for an English learner's website.
2 I will mainly use present tenses.
3 a, d, e, f, g
Key words to be underlined: English
learners website, reviews, favourite
books, what book is about, general
comments, plot, characters, why
recommend it. 120- 180 words
2Aim: To read a model review for gist Ex. 2, p.42
Go through the types of books and elicit
what each is about. Ss can give examples
if they like.
Ss can check in the Word List.
Give Ss time to read the model and
complete the task.
Answer Key
The book is a science fiction novel.
To match paragraphs to content
Give Ss time to match the contents 1-4 to
each paragraph A-D.
Answer key
1B 2D 3C 4A
3.Aim: To practise topic-related Ex. 3, p.42

vocabulary
Give Ss time to read the gapped
sentences and complete the task.
1 bestseller 6 twist
2 gripping, put 7plot
3 tells 8 set
4 based 9 writte
n
Ex.4, p.28
Ex. 5, p.42
Ex.6, p.43
Ex. 7, p.42
5 main, well-developed
4.Aim:
To practice adjectives related to
review.
Explain the task. Give Ss time to
complete it.
Check Ss’answers around the class
Answer key
1 character 2 ending 3
plot/storytime
5.Aim: to practise the language of

recommending a book
Give Ss time to read the
paragraphs and complete them,
then check Ss' answers around the
class.
Answer Key
1 you are looking for
2 thoroughly recommend
3 won't disappoint
4 make sure
5 couldn't put it down
6 In my opinion
7 well worth reading
8 this book's for you
To write a recommendation
Explain the task. Give Ss time to
complete it.
Check Ss' answers around the
class.
'Ender's Game' is the best book
I have read so far this year. It is
well worth reading and I
thoroughly recommend it.
6 Aim To analyse a rubric and

prepare for a writing task
Ask Ss to read the rubric and then
underline the key words.
Give Ss time to answer the
questions and then check Ss’
answers.
Answer Key
Key words: school English
magazine, book reviews,
describing the plot, giving
comments and why you
recommend it (120-180 words)
1 I have to write a book review
for readers of the school
English magazine.
2 I will use present tenses.
3 I will write about ‘Ender's
Game’.
Para 1 - name,
type, author of
book Para 2 -
setting, main
points of plot
Para 3 - comments
about character, plot,
recommendation
7Aim To write a review

Give Ss time to complete the task
using thethe
Ending lesson
Useful box and
Language Check Ss’ answers around the class.
their answers from Exs 5b & 6. give their own examples.
Students
Remind Ss toinformation
Additional follow the plan, and
use the Checklist
Differentiation
Check Ss' answers. – how do you plan to give
Alternatively,
more support? assign
Howthe
do task as to
you plan
HW and check Ss’ answers in
challenge the more able learners?the
next lesson.
monitor less able learners in group work
and give further modelling and drilling
support
challenge more able learners to give

multiple [and/or] answers in practice
exercises
Module 3 Lessons 10
CLIL
History
Date:
CLASS:
objectives(s) that 10.2.2 - understand specific information in unsupported extended tal
this lesson is of general and curricular topics, including talk on a limited range of
10.4.2 - understand specific information and detail in extended te
contributing to
familiar general and curricular topics, and some unfamiliar topics
10.4.4 - read a wide range of extended fiction and non-fiction text

use some target structures accurately in more controlled and freer pro
with some support
use most target structures accurately in more controlled and freer pro
with some support
with little support
Plan
Plannd timings Planned activities
Beginning the lesson 1Aim: То introduce the topic: to listen

and read for specific information
Read out the dates in the list.
Ss guess what events the dates refer to.
Accept all suitable answers.
Play the recording. Ss listen and follow
the text in their books and find out what
happened in these years.
Answer Key
1769 - James Waff
engine.
1783 - Claude de Jouffroy built the
first steamboat. 1804 - Richard
Trevithick constructed the first
steampowered train.
1903 - Orville and Wilbur Wright
built the first aeroplane.
1961 - Yuri Gagarin became the first
man in space. 1969 - Neil Armstrong
walked on the Moon
2Aim: to read for specific information
. Ask Ss to read the text again and
complete the sentences.
Check Ss' answers.
Answer Key
1 canoes
2 carts and wagons
3 Railways
4 Became cheaper
5 Into space
• Give Ss time to look up the

meanings of the words in the
these words box in their dictionaries
or look them up in the
log (n): a large piece of wood
domesticated (adj): tamed
breakthrough (n): a leap forward in
technology
construct (v): to make, to build
the Industrial Revolution (n):

the rapid development of
industry in Britain in the late
18th and 19th centuries,
through the introduction of
machinery
• Play the video for Ss and
elicit their comments at the
end.
3Aim To prepare a
presentation on the history of
space travel
time to collect information
from the Internet or from
other resources and prepare
a presentation on the
history of space travel.
Ask various Ss to give their
presentations to the class.
• Suggested Answer Key

Hi everyone. I'm Danny Jones.
Imagine you're commuting to
work. It's 8 o'clock on a
Monday morning. You look
out of the window and what do
you see? Streets? Traffic? No,
you look out and you see the
Earth below you. This is the
journey to work in the future
and it all started over seventy
years ago.
The first animals to go into
space were fruit flies and a
rhesus monkey in the 1940s. In
1957. Russia launched Sputnik
I. the first satellite, and. later,
a dog called Laika.
In 1961. the Russian Yuri
Gagarin became the first man
in space. The Americans
launched a spaceship in 1966
which landed safely on the
Moon. Apollo 11 landed there
in 1969 along with the first
man to walk on the Moon. In
1986. the Space Shuttle
Challenger exploded and seven
astronauts died. In the same
year the Mir Space Station
began construction. It stayed
in space until 2001. In 2000,
the International Space
Station (ISS) welcomed a
permanent crew and
astronauts have been living
there ever since.
They say that space is the final
frontier, but what do you
think? Right, lets get into
groups of three. Talk about
what impressed you most
about our journey into space.
... OK, let's share our
thoughts.... Does anyone have
any questions?...
very much for listening.
Ending the lesson Check Ss’ answers around the class.

Differentiation – how do you plan to give
more support? How do you plan to
challenge the more able learners?

support

exercises
Module 3 Lessons 12
Progress Check
Date:
CLASS:
Learning 10.2.2 - understand specific information in unsupported extended tal
objectives(s) that of general and curricular topics, including talk on a limited range of
this lesson is 10.3.7 - use appropriate subject-specific vocabulary and syntax to t
contributing to
10.4.5 - deduce meaning from context in extended texts on a wide
10.5.1 - plan, write, edit and proofread work at text level independen
10.5.2- write with minimal support about real and imaginary past
and experiences on a range of familiar general topics and some curr
10.5.3 write with grammatical accuracy on a range of familiar gene
topics;
10.5.6 - write coherently at text level using a variety of connecto
10.5.7 - use independently appropriate layout at text level on a ran
curricular topics;
10.6.8 - use a variety of future active and passive and future conti
10.6.14 - use a variety of prepositional phrases before nouns and
number of dependent prepositions following nouns and adjectives
prepositions following verbs on a wide range of familiar gener
topics;
with some support
with some support
with little support
Plan
Planned timings Planned activities
Beginning the lesson 1Aim: To read for specific information
Explain the task. (T/F statements)
Ss read the text and mark the statements
T or F according to the information in
the text.
Check Ss' answers.
Answer key
1F 2T
2Aim: read for specific information

(multiple choice)
Ask Ss to read the questions and the
answer choices.
Encourage Ss to answer the questions
based on their first reading of the text.
Ss read the text again and decide on the
correct answers.
Check Ss' answers.
Middle of the lesson Answer key
1 C 2 A
3.Aim: To consolidate everyday English

from the
module
Explain the task.
Check Ss’ answers
Answer Key
1 Do you fancy 3 why don’t
we
2I don’t feel like that 4 let’s do
that.
4.Aim: To
consolidate vocabulary from the module
Explain the task.
Ss complete the task.
Answer key
1limit 2 boot 3 spent 4 experience
5 light
5 Aim To practise prepositional phrases

Check Ss’ answers
Answer key
1by 2for 3on 4in 5with
6Aim To consolidate future tenses

Check Ss' answers
Answer Key
1will pass
2is going to be
3leaves
4won't have cooked
5will you be doing
6is meeting
7 Aim Ask Ss to read the statements.

Play the recording. Ss listen and mark
the statements correctly.
Check Ss' answers.
Answer key
1F 2T 3T 4T 5F 6T
8AimTo write a book review

work and then check Ss' answers.
‘Six of Crows' by Leigh Bardugo is the first
book in the series of the same name. It’s a
gripping adventure-fantasy novel which
tells the story of Kaz Brekker, a street-
smart genius.
The story begins when Kaz is offered a
fortune that will make him rich. But first he
has to break into a military base and
rescue a hostage with magical powers. He
chooses five of the city's strangest
criminals to help him. Then, all he has to
do is complete the mission - and sun/ive.
Ending the lesson Check Ss’ answers around the class.


support

exercises
Module 3 Lessons 12
Date:
CLASS:
Learning 10.2.2 - understand specific information in unsupported extended tal
objectives(s) that of general and curricular topics, including talk on a limited range of
this lesson is 10.3.7 - use appropriate subject-specific vocabulary and syntax to t
contributing to
10.4.5 - deduce meaning from context in extended texts on a wide
10.5.2- write with minimal support about real and imaginary past
and experiences on a range of familiar general topics and some curr
10.5.3 write with grammatical accuracy on a range of familiar gene
topics;
curricular topics;
10.6.8 - use a variety of future active and passive and future conti
10.6.14 - use a variety of prepositional phrases before nouns and
number of dependent prepositions following nouns and adjectives
prepositions following verbs on a wide range of familiar gener
topics;
with some support
with some support
with little support
Plan
Beginning the lesson SA according the rasks

Ending the lesson

support

exercises
Module 4 “Out of this World”
Lesson 1
LESSON: Module 6 Lesson 1 The theme: Introductory Lesson
Date: Teacher’s name:

Class: Number present: Number absent:
Learning objectives(s) 10.1.9 - use imagination to express thoughts, ide
that this lesson is feelings;
contributing to 10.2.5 - recognise the attitude or opinion of the speak
extended talk on a wide range of general and curricu
talk on a limited range of unfamiliar topics;
10.2.6 - deduce meaning from context in unsupported
wide range of general and curricular topics, includin
range of unfamiliar topics;
10.3.2 - ask and respond to complex questions to get
wide range of general and curricular topics;
10.3.7
about a range of general and curricular topics
10.4.2 - understand specific information and detail in
range of familiar general and curricular topics, and som
10.4.5 - deduce meaning from context in extended text
familiar general and curricular topics, and some unfami
10.6.2 - use a variety of quantifiers for countable an
and a variety of noun phrases on a wide range of
curricular topics;
10.6.7 - use perfect continuous forms and a variety of
and passive forms including time adverbials … so far
on a wide range of familiar general and curricular topic
10.6.8 - use a variety of future active and passive an
forms on a wide range of familiar general and curricula
10.6.15 - use infinitive forms after an increased nu
adjectives use gerund forms after a variety of verbs an
variety of prepositional and phrasal verb on a wide
learn vocabulary related to the arts, to match types of ar
discuss favourite books/films, to get an overview of the
match types of art to pictures, to discuss favourite book
overview of the module Vocabulary
talk about different art forms
Vocabulary The arts
famous building, science fiction film, classic novel, sc
Assessment criteria Learners have met the learning objective if they can: tal
World
Value links Explore the themes of art forms, books, films around th
Cross - curricular links Imagination & Creativity
ICT skills Using video & pictures, working with URLs

BEGINNING THE 1 To introduce the topic and present new
vocabulary
LESSON Direct Ss’ attention to the pictures and the gapped
phrases. Read out the words in the list and give Ss
time to use the words provided to complete the gaps
(1-6)
PRESENTATION 2 To personalise the topic
Ask Ss which of the facts they already knew.
AND PRACTICE Ss can discuss with a partner, or you can read out the
facts again one by one and ask Ss to raise their hands
if they already knew about it.
(Ss’ own answers)
3 To develop ICT research skills
• Explain the task and give Ss time to complete
it. Alternatively, assign the task as HW.
• Ask various Ss around the class to share their
amazing fact.
• Play the video for Ss and elicit their comments at
the end.
Direct Ss’ attention to the quotation and ask Ss to

discuss
what it means with a partner and/or give their
opinion on it.
Then ask various Ss to tell the class.
A: I think that this quotation means the idea of aliens
is very frightening, but it’s also very scary to imagine
we are the only species in the Universe. I think I
agree. Do you?
B: I’m not sure. The Universe is very big, but I don’t
like the thought of sharing it with aliens!
ENDING THE Ss discuss in groups the activities they did the last
LESSON time
Differentiation – how do you plan Assessment
to give more support? How do you to check learners’ learning?
plan to challenge the more able
learners?
Reflection Use the space below to reflect on your lesson. Answer t
Were the lesson objectives/learning questions from the box on the left about your lesson.

What changes did I make from my
plan and why?
Lesson 2
LESSON: Module 6 Lesson 2 The theme:
CLASS: Number present: Number absent:
Learning 10.1.9 - use imagination to express thoughts, ideas, experiences and fe
objectives(s) 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupp
that this lesson is talk on a wide range of general and curricular topics, including talk on
contributing to of unfamiliar topics;
10.2.6 - deduce meaning from context in unsupported extended talk o
of general and curricular topics, including talk on a limited range
topics;
10.3.2 - ask and respond to complex questions to get information abou
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
10.4.2 - understand specific information and detail in extended text
10.4.5 - deduce meaning from context in extended texts on a wide ra
10.6.2 - use a variety of quantifiers for countable and uncountabl
variety of noun phrases on a wide range of familiar general and curric
10.6.7 - use perfect continuous forms and a variety of simple per
passive forms including time adverbials … so far, lately, all my life , o
of familiar general and curricular topics;
10.6.8 - use a variety of future active and passive and future continu
wide range of familiar general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and a
gerund forms after a variety of verbs and prepositions use a variety of
and phrasal verb on a wide range of familiar general and curricular top
Listen and read for gist, read for specific information,
Listen and read for gist, read for specific information
make notes and write a biography
Vocabulary “Out of this World”
Assessment Learners have met the learning objectives if they can:
criteria make notes and write a biography
Value links Explore the themes of
Cross - curricular “Out of this World”
links
ICT skills Using videos& pictures, working with URLs
Planned timings Planned activities (replace the notes below with

your planned activities)
BEGINNING 1 То introduce the topic of the text
Ask Ss to look at the pictures and read the title and
THE LESSON elicit Ss’ guesses as to what the text is about.
PRESENTATION
AND PRACTICE 2 a) To introduce key vocabulary from a
text and practise new vocabulary in context
• Refer Ss to the
books and give them time to look up the meanings
of the words given.
• Give Ss time to complete the sentences and
then check Ss’ answers.
Suggested Answer Key meteor:
off: when a rocket takes off
manned: with a crew
leaking: releasing a small steady amount of liquid or
gas through a hole
landing: the action of coming to the ground after
being in the air carbon dioxide:
To listen and read for gist
• Elicit what Ss know, if anything, about Apollo 13
and what the sentences tell us about Apollo 13.
• Play the recording. Ss listen and read and
check.
I know that Apollo 13 was a mission to
the Moon. The sentences tell us that it
didn’t land on the Moon because there
were some problems, but it made it
safely back to Earth.
Writing & Speaking
I was very shocked and quite nervous when I heard
the explosion. I thought a meteor had hit the
spacecraft. It turned out to be a short circuit which had
caused an oxygen tank to explode.
quickly and come up with a solution to survive
because we were running out of oxygen and power.
We decided to move into the lunar module which had
its own oxygen, water and power supply. We knew we
could survive in there and return to Earth.
to reduce the carbon dioxide levels because there were
three of us and the module
We managed that and we made it back to Earth safely.
We were very relieved.
• As an extension take the roles of a reporter and one
of the astronauts. Prepare questions based on the
text, then act out an interview.
Possible questions
When did Apollo 13’ start its journey?
When did the problem begin?
What exactly happened?
What caused the problem?
What did you do?
How did you deal with the problem?
How did you feel?
• Explain the task and give Ss some time to
write a few sentences.
answers with the rest of the class.
To personalise the topic
Ex. 5 Answer Key, Speaking, Writing & Speaking
from p. 49(T) Ex. 5 -
Para A: in charge of (prep phr) = responsible for,
scheduled (adj) = arranged, superstitious (adj) =
believing in good/bad luck, despite (prep) = although
Para B: catastrophe (n) = disaster, carrying out (v) =
doing, explode (v) = blow up, depended (v)
Para C: conserve (v)
reduced (v) = lowered
Para D: obstacle (n) =
(phr) = be remembered in the future, considers (v) =
regards, deal with (v) = manage
• Play the video for Ss and elicit their comments at the
end.
Speaking
To consolidate information in a text; to empathise
with somebody in a stressful situation
• Read the rubric aloud and ask Ss to consider how
things would have been from the point of view of
one of the scientists at Houston.
notes if they choose.
• Ask various Ss to tell the class.
The lift-off had some minor problems but nothing
serious. Everything seemed to be going well until the
crew contacted us and told us they had a problem.
They acted quickly and moved into the lunar module
so they didn’t run out of oxygen or power. They used
it as a lifeboat. They had to come up with a solution to
keep the carbon dioxide levels down and then switch
back to the command module for landing, but we
talked them through it. They proved that their training
helped them to deal with problems in space.
very proud of them.
То read for specific information (multiple
choice)
• Ask Ss to read the questions 1-5 and the answer
choices and underline the key words.
• Give them time to read the text again and choose
the correct answers for the questions.
• Check Ss’ answers around the class and ask Ss to
justify their answers with examples from the text.
1 В (whole text)
2 A (Was it doomed from the beginning? ... minor
problems on lift-off...)
3 C (...they knew there was no time to lose...)
4 A (...by moving from the command module into
the lunar module ... Now, though, they were
using it as a kind of lifeboat... the three men
could survive in the lunar module ...)
5 В (whole text)
• Refer Ss to the
explain/elicit the meanings of the words or ask Ss to
use their dictionaries and look them up.
Suggested Answer Key crew (n):
a vessel or ship manned mission (phr):
space with a crew of people on board
a sudden violent burst of energy
survival (n): the state of living through a difficult
situation
doomed (adj): destined to fail
coming down to the ground
taking off from the ground
flash (v): to turn on and off (of a light)
visible signs of movement of sth
releasing oxygen tank (n):
oxygen meteor(n): a large lump of space rock
time to lose (phr): used when referring to sth that
must be done immediately
part of a spacecraft that has the controls in it
lunar module (n): the part of a spacecraft that lands
on the Moon
lifeboat (n): a small boat on a ship used for escape
when the main vessel is in danger or is sinking
enclosed (adj): surrounded on all sides
(phr): to manage to deal with sth
that changes sth so it can be used in a different way
carbon dioxide (n): a type of gas
into sth again splash down (phr):
spacecraft landing (always in water)
go down in history (phr):
time
Background information
The Moon is the Earth’s natural satellite. It is a large
barren rock that orbits the Earth and its gravity affects
the Earth’s tides. It formed 4.5 billion years ago and it
is 384,400 km away from the Earth. Men first set foot
on the Moon in 1969.
Apollo 13 was the 3rd manned mission to the Moon It
launched on 11th April 1970, but a moon landing was
aborted when an oxygen tank exploded two days into
the mission. It successfully returned to Earth or 17th
April. The crew consisted of Commander Jirr Lovell,
Command Module Pilot Jack Swigert anc Lunar
Module Pilot Fred Haise.
Houston is the largest city in Texas, USA. It is the
horns of NASAs (National Aeronautics and Spacs
Administration) Lyndon B. Johnson Space Center
when the Mission Control Center is located. It is the
centre fc human spaceflight training, research and
flight control.
To consolidate information in a text
• Explain the task and read the example aloud.
• Give Ss time to ask and answer questions in pa
• Ask some pairs to share their exchanges with
class.
A: How did the crew find out about the problem?
B: They heard a loud bang and saw lights flasl Then
they saw a trail of gas behind their spacec
A: What did they think had happened at first?
B: At first, they thought a meteor had hit them.
A: How did they survive?
B: They moved into the lunar module and used it a
lifeboat. It had its own power supply, ox\ and
water. They had to make an adapter bea the
equipment to clear the air of carbon die
two people, not three.
A: How did they land back on Earth?
B: They landed in the command module bee the lunar
module wasn’t strong enough to re
atmosphere. They landed safely in South Pacific
Ocean.
ENDING THE Ss discuss the text.
LESSON
Differentiation – Assessment – how are you planning to check
how do you plan to learners’ learning?
give more support?
How do you plan to
challenge the more
able learners?
Reflection Use the space below to reflect on your lesson. Answer the most releva
Were the lesson from the box on the left about your lesson.
objectives/learning
Did I stick to
timings?
What changes did I
make from my
plan and why?
Lesson 3
Learning 10.1.9 - use imagination to express thoughts, ideas, experiences and feel
objectives(s) 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupporte
that this lesson is wide range of general and curricular topics, including talk on a limited
contributing to topics;
10.2.6 - deduce meaning from context in unsupported extended talk
general and curricular topics, including talk on a limited range of unfam
10.3.2 - ask and respond to complex questions to get information abo
10.3.7 - use appropriate subject-specific vocabulary and syntax to ta
10.4.2 - understand specific information and detail in extended texts o
10.4.5 - deduce meaning from context in extended texts on a wide rang
and curricular topics, and some unfamiliar topics
10.6.2 - use a variety of quantifiers for countable and uncountable no
noun phrases on a wide range of familiar general and curricular topics;
10.6.7 - use perfect continuous forms and a variety of simple perfec
forms including time adverbials … so far, lately, all my life , on a w
10.6.8 - use a variety of future active and passive and future continuo
range of familiar general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adj
forms after a variety of verbs and prepositions use a variety of prepositio
on a wide range of familiar general and curricular topics
consolidate information in a text
consolidate information in a text through an imaginary situation
expand on the topic; to develop research skills
Vocabulary Verbs (stroke, promote, research, transfer, exhibit, bother
Nouns (career, fur, portrait, outline, advertising agency, creation, ad
environmental organization, Hyperrealist movement, masterpiece, can
Adjective (realistic): Adverb
endangered species, stay still, shower away, handheld gadget, true-to-l
Assessment Learners have met the learning objective if they can:
criteria expand on the topic; develop research skills
links
ICT skills Working with URLs expanding on the topic; to develop research skills
Planned timings
Planned activities (replace the notes below with
BEGINNING Ask Ss to look at the pictures and read the title and
THE elicit Ss’ guesses as to what the text is about.
LESSON I think it is about a mission to the Moon
organised by NASA in the USA, where
something went wrong.
PRESENTATION 5 To consolidate new vocabulary throug
AND PRACTICE synonymous words/phrases
• Read the words/phrases in the list and gi\ time to
match them to the words in bold in the
• Elicit answers from various Ss around the and
elicit what part of speech each word/phre
for Ex. 5 Answer Key, Speaking, Writing & Speaking
see p. 48(T)
1 То consolidate vocabulary from a text
• Explain the task and give Ss time to complete it.
Answer Key
1 manned 5 routine
2 odds 6 oxygen
3 minor 7 power
4 face 8 carbon
To consolidate vocabulary from a text

Answer Key
1 colony 3 gravity
2 comet 4 eclipse
Space Exploration
Advantages
knowledge of the
universe predict
weather new
technology creates
jobs inspire people
• Explain the task and give Ss time to complete it in
closed pairs.
Answer Key
1 true 3 faced
2 charge 4 routine
3 To consolidate vocabulary from a text
Answer Key
1 against the odds
2 Much to everyone’s relief
3 has gone down in history
4 go wrong
4 m To present/practise vocabulary relating to
space exploration
• Give Ss time to look up the words in the list in the
Word List and then complete the mindmap.
Answer Key
1 rockets 6
2 space stations 7
3 satellites 8
4 inhabitable 9
5 uninhabitable 10
5 To consolidate new vocabulary by
describing an imaginary situation
• Explain the task and give Ss some time to discuss
in pairs.
• Elicit answers from Ss around the class.
I am an astronaut travelling in space. I am going
to Mars to see if it is inhabitable because we want to
colonise the planet for humans. I am wearing a space
suit. I can see the Sun, comets and some other planets
from my spacecraft. I can also look at the
constellations. The view is beautiful.
6 To present/practise vocabulary relating to
space
• Give Ss time to look up the words in bold in the
Word List.
• Explain the task and give Ss some time to
complete it.
5 galaxy
6 full
a
moon
To
7 ) present new vocabulary
• Ask Ss to copy and complete the table in their
notebooks.
• Check Ss’ answers on the board.
b) To consolidate new vocabulary
• Give Ss time to prepare.
There are both advantages and disadvantages to
space exploration. Firstly, it can teach us about the
universe and it can make it easier to predict the
weather here on Earth. Also, in our efforts to explore
space, we will invent lots of new technology which
will help the human race. The creation of this
technology and building spacecraft and parts will
create jobs.
On the other hand, space exploration is expensive.
Also, it can be dangerous. No one really knows the
health risks that people face in space, because not
many people have been up there and none of them
have stayed for a very long time. There is also the
problem of space pollution.
Earth, and we don’t want to do the same in space.
All in all, although there are disadvantages to space
exploration, I think we should still do it, Apart from
knowledge, technology and jobs, exploring space has
the power to inspire people.
ENDING THE Check Ss' answers.
LESSON
to give more support? How do you planning to check learners’
plan to challenge the more able learning?
learners?
Reflection Use the space below to reflect on your lesson. Answer th
plan and why?

Lesson 4

Learning 10.1.9 - use imagination to express thoughts, ideas, experiences and fee
objectives(s) 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsuppor
that this lesson is a wide range of general and curricular topics, including talk on a limite
10.6.8 - use a variety of future active and passive and future continu
10.6.15 - use infinitive forms after an increased number of verbs and ad
forms after a variety of verbs and prepositions use a variety of prepositi
verb on a wide range of familiar general and curricular topics
learn topic-related vocabulary,
listen for specific information (multiple matching, gap fill), to practise
phrases, to practise forming compound nouns, to practise phrasal verbs
write a text based on a model text
talk about art & crafts
Vocabulary Art & crafts (digital photography, pottery, painting watercolours, dra
ice sculpting, knitting, jewellery making)
TV shows (awards, characters, cast, set, hits, season, critics, series, e
Theatre & performances
Professions related to the arts
artist, stand-up comedian, street magician)
Assessment criteria Learners have met the learning objective if they can: talk about
links
ICT skills Using pictures, working with URLs

То
BEGINNING THE 8 consolidate new vocabulary
• Explain the task. Refer Ss to the
LESSON back of their books and give them time to look up
to meanings of the words given.
launch (v): to send a rocket or person into space
orbit (v): (of a planet or moon) to go around a star
or another planet
blast (v): to move with a great force
re-enter (v): to go back into
land (v): (of sth that has been in the air) to touch the
ground
explore (v): to look around a new place
move about in the air weightlessly
slowly spin around and around
Answer Key
1 rotates 4 float
2 launched 5 re-enters
3 blast 6 to explore
PRESENTATION 9 a) tfrzib To listen for specific
AND PRACTICE information
(gap fill)
• Explain the task and play the recording.
• Ss listen and complete the task.
Answer Key
1 asteroid
2 solar 4 rings
To research and present a planet

to the class
10 To present/practise phrasal verbs with GO
• Ask Ss to check their answers in Appendix I.
Answer Key
1 off 3 on
2 down 4 over
11
To practise prepositional phrases

• Ask Ss to check their answers in Appendix II.
Answer Key
1 from 3 with
2 from 4 of
12 To practise word formation (nouns from
verbs)
• Read the table aloud to Ss and explain any
point; they are unsure of providing extra examples i
necessary.
• Give Ss time to complete the task. Remind Ss
tha accurate spelling is required.
• Check Ss’ answers. Remind Ss to add these
word; to their lists in their notebooks.
Answer Key
1 discovery
2 treatment
The Sun is the star in our solar system. It is 1,392,684
km wide and it consists of hot plasma of mainly
hydrogen and helium gases and generates magnetic
fields. The surface temperature is approximately
5505°C. Light travels from the Sun to Earth in 8
minutes and 19 seconds. Energy from the Sun
supports all life on Earth.
The Voyager probes are unmanned spacecraft. They
were launched by NASA in 1977. Their job is to
explore space. They have cameras and they can
transmit data. Both probes have passed all the
planets in our solar system and are travelling out
into space. They will keep going forever, unless
they crash into something, but we will eventually
lose contact with them when they run out of
power. Explain the task and give Ss time to
look up information on the Internet and make
notes.
• Ask various Ss to present their chosen
planet to the class.
Venus is the second planet from the Sun. It gets its
name from the Roman goddess of love. It is also
known as the ‘morning star’ or the ‘evening star’
because the best time to see it from Earth, is just
before sunrise and just after sunset. It is similar in
size to Earth, but it has got a heavy atmosphere
which is 96% carbon dioxide so the surface is always
covered in thick clouds. It is very hot with a surface
temperature of 462°C. The surface is dry desert and
any oceans which may have existed dried up millions
of years ago because of the heat.
ENDING THE Ss discuss in groups the activities they did at the
LESSON lesson.
give more support?
How do you plan to
challenge the more
able learners?
Reflection Use the space below to reflect on your lesson. Answer the most relevan
Were the lesson box on the left about your lesson.
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?

Lesson 5
objectives(s) 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsuppor
that this lesson is a wide range of general and curricular topics, including talk on a limite
10.3.2 - ask and respond to complex questions to get information ab
verb on a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to
Learn and practise relative clauses, adverbs and pronouns;
Practise relative clauses, adverbs and pronouns;
Learn, practise and use relative clauses, adverbs and pronouns cor
Vocabulary adverbs and pronouns
Assessment criteria Learners have met the learning objectives if they can: l
clauses, adverbs and pronouns correctly;
links

BEGINNING THE 1 То
• Ss books closed. Say then write on the board:
LESSON “I’m very tired” John said.
speech is the exact words someone says and it is
written in quotation marks. Say then write on the
board: John said (that) he
Explain that reported speech is the exact
meaning of what someone says but not the exact
words and we do not use quotation marks.
Explain that we can use the word
introduce reported speech or we can omit it.
• Explain that when we report statements, we use
say or tell. We use
speech without to
person being spoken to (e.g.
help!’/Tom said (that) he needed help.)
to when it is followed by the person being
spoken to as well (e.g.
help!’/ Tom said to
• Explain that pronouns, possessive adjectives and
tenses change according to the meaning
hungry;’ she said. = She said (that) she
hungry.)
• Explain that certain words and time expressions
change, too. (e.g. tonight = that night, today =
that day, last night
previous night, yesterday = the day before/the
previous day, this = that, these = those,
• Ask Ss to read the text and fill in the correct
reporting verb and then elicit what each one
introduces.
• Check Ss’ answers and refer them to the
Grammar Reference
information.
PRESENTATION To present reported speech
• Give Ss time to read the table and then elicit
AND PRACTICE answers to the questions.
Answer Key
1 We use the verb say in direct statements and
the verbs say/tell in reported statements.
2 The tenses change as follows - present simple
-* past simple, present continuous
continuous, present perfect -* past perfect,
past simple -♦
-* past perfect continuous, future simple will
-* would, present modal -* past modal
3 Pronouns change according to the meaning,
and time words change as follows - tonight
that night, today = that day, last night = the
night before/the previous night, yesterday =
the day before, etc.
4 Tenses do not change in reported speech if the
introductory verb is in the present simple.
1 &
introductory verbs
told
• Explain the task and then give Ss time to
complete it.
2 To practise pronouns and
time expressions in reported
statements
• Give Ss time to complete the task in closed
pairs.
• Check Ss’ answers by asking various Ss to share
their answers with the class.
ENDING THE Ss discuss what they learnt at the lesson.

LESSON

give more support?
How do you plan to
challenge the more
able learners?
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?
Lesson 6
objectives(s) 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupporte
that this lesson is wide range of general and curricular topics, including talk on a limited
learn and practise relative clauses, adverbs and pronouns, l
determiners, pronouns and quantifiers
practise relative clauses, adverbs and pronouns, practise determi
quantifiers
learn, practise and use relative clauses, adverbs and pronouns correctl
use determiners, pronouns and quantifiers
Vocabulary determiners and quantifiers
Assessment Learners have met the learning objectives if they can: l
criteria clauses, adverbs and pronouns correctly; learn practise and use determin
quantifiers
Value links Explore the themes of Arts;
links
ICT skills Working with URLs

BEGINNING 3 То
• Explain the task and then give Ss time to complete
THE it.
LESSON • Check Ss’ answers.
1 Alikhan said (that) she had
taken the day off school that
day.
2 Tamerlan said (that) he had
been to the space centre the
week before.
3 Tursin told me (that) they would
buy a new laptop.
4 Nazgul said (that) she
trying to find a film about the
Apollo missions.
5 They said (that) they had been
building model spaceships at 5
pm the day before.
PRESENTATION To present/practise reported questions/

commands
AND PRACTICE • Explain that we usually introduce reported
questions with ask and we do not use a question
mark. The verb is in the affirmative and the tenses,
pronouns and time expressions change as in
reported statements.
• Explain that when the direct question begins with
a question word (e.g.
when) then we use the same question word in the
reported question, but when the direct question
begins with an auxiliary verb
then we use if/whether in the reported question.
• Explain that we usually use the verb
(not) to-infinitive in reported commands.
• Ask Ss to read the table and then give them time to
answer the questions.
• Check Ss’ answers and refer them to the
Grammar Reference
information.
1 Meirzjan told me to pass him the
calculator.
2 Beybarys asked if/whether l/we
were getting a satellite dish.
3 Tatti told me not to forget my
ticket for the Science Exhibition.
4 She asked why the robot toy
so
5 He asked me if/whether he could
borrow my drone.
6 They asked their teacher how
they had managed to survive.
7 The astronauts asked what the
weather
8 The commander told them not to
touch that button.
7 To present/practise reporting
verbs
• Ask Ss to read the table and refer Ss to the
Grammar Reference
information. Then, give them time to complete the
task.
Answer Key
1 Jibek warned me to be careful when
chemicals.
2 Kumis apologised for damaging my n saucer.
3 Our teacher allowed us to hand in
next/foliowing day.
4 My sister promised to fix my robot for r
5 Diaz suggested seeing that new science
s m To present/practise reporting m<
• Ask Ss to read the table and then
give to complete the task.
class a to the
Reference
Answer Key
1 He said (that) l/we must/had to check carefully
2 The teacher said (that) everyone sht that
documentary about space.
3 Maxim said (that) he might take a Sci the
following year.
4 She asked who she should go to for he
8 m To revise/practise quantifiers
time to < Refer Ss to the
Grammar Reference
more information.
Answer Key
1 enough
2 A great deal of
practise reported speech
time to tal
• Ask pairs around the class to
share their
A: There is a planet made of diamonds 4( light-years
away
B: Leyia said that there was a planet mao diamonds
40 million light years away
LESSON
Differentiation – Assessment – how are you planning to check learners’
how do you plan to learning?
give more support?
How do you plan
to challenge the
more able learners?
Reflection Use the space below to reflect on your lesson. Answer the most relevant
objectives/learning
objectives
realistic?
Did I stick to
timings?
What changes did I
make from my
plan and why?

Lesson 7

objectives(s) 10.1.7 - develop and sustain a consistent argument when speaking or w
that this lesson is 10.1.10 - use talk or writing as a means of reflecting on and e
contributing to perspectives on the world;
10.2.1 - understand the main points in unsupported extended talk on a w
and curricular topics, including talk on a limited range of unfamiliar top
10.2.7 - understand speaker viewpoints and extent of explicit agreeme
on a range of general and curricular topics;
10.3.3 - explain and justify own and others’ point of view on a wide
curricular topics;
10.4.8 - use a wide range of familiar and unfamiliar paper and digital r
check meaning and extend understanding;
10.5.1 - plan, write, edit and proofread work at text level independe
10.5.2 - use a growing range of vocabulary, which is appropriate to
which is spelt accurately;
10.5.6 - write coherently at text level using a variety of connectors o
10.5.7 - use independently appropriate layout at text level on a r
curricular topics;
10.6.8 - use a variety of future active and passive and future continuous
on a wide range of familiar general and curricular topics;
10.6.10 - use present continuous and past continuous active and pass
range of general and familiar curricular topics;
10.6.11 - use a variety of reported statements and question forms
10.6.14 - use a variety of prepositional phrases before nouns and adjec
use a number of dependent prepositions following nouns and adjecti
prepositions following verbs on a wide range of familiar general and c
10.6.16 - use a wide variety of conjunctions
read for specific information (missing sentences)
ask and answer questions based on a text
research, prepare a mind map and present information related to t
Vocabulary Verbs (criticize, measure)
Nouns (intelligence, theory, surgeon, process, wisdom)
Adjectives (multiple, logical-mathematical, spatial, body-kinesthetic,
interpersonal, intrapersonal, naturalist, complicated)
Phrase (according to)
Assessment criteria Learners have met the learning objective if they can:
sentences), ask and answer questions based on a text, research, prepare
present information related to the text
links
ICT skills Using Video, working with URLs
BEGINNING THE 1 То predict the content of a text

Direct Ss’ attention to the pictures.
LESSON Elicit Ss’ guesses as to what the text is about.
PRESENTATION 2 To listen and read for gist

• Play the recording. Ss follow in their books.
AND PRACTICE
• Elicit who Aidyn Aimbetov is from Ss around
the class.
3 To read for specific information
(answer questions)
• Ask Ss to read the questions and underline key
words.
• Ss read the text again and decide on the correct
answers.
Answer Key
1 The Baikonur Cosmodrome is the oldest and
busiest cosmodrome in the world. It is also the
place where the first man-made object to orbit
Earth and the first human in space took off from.
2 Aidyn’s dream seemed ‘impossible’ because he
was just an ordinary boy from a village in
Kazakhstan and no one from Kazakhstan had
become a cosmonaut at that time.
3 Aidyn didn’t get a place on the cosmonaut
training course the first time he applied. He also
had to withdraw from his first space flight.
4 Aidyn’s favourite part about his trip on Soyuz
TMA-18M was looking back at Earth.
5 Aidyn’s dream for the future is to help build
settlement on the Moon.
• Refer Ss to the Check these words
explain/elicit the meaning of the words or ask ss to
use their dictionaries to look them up.
Suggested Answer Key man-made (adj):
people, not natural cosmodrome (n):
centre blast off (phr v):
cosmonaut (n): an astronaut
systematic practice in sports, etc
(phr v): to agree to become a part of sth
withdraw (v): to stop taking part in an activity
the last minute (phr):
doing sth porthole (n):
side of a spacecraft or ship
settlement (n): a place where people build a
community
4 To consolidate new vocabulary from the
text
it.
1
• Elicit sentences from Ss around the class.
1 Aidyn Aimbetov became a fighter pilot in
1993.
2 Aidyn made history when the President
awarded him the title of People’s Hero.
3 The Baikonur Cosmodrome has been very
important in the history of space exploration.
4 You can achieve your dreams like Aidyn if you
work hard and never give up.
5 Aidyn had to apply twice for cosmonaut
training.
5 To practise prepositions
it.
Answer Key
1 at 2 off
6 To revise the (fo) infinitive/-/'ng form
it.
• Refer Ss to the
for more information.
Answer Key
Para 1: to orbit
Para 2: loved looking up, imagined travelling, to
wish for
Para 3: to keep fit, started training
Para 4: had to withdraw, kept training and studying
Para 5: doesn’t want to stop, help to build, can
achieve
To present intonation (word
b)) To practise the (to)
it.
Answer Key
1 to travel 5 to work
2 stay 6 orbiting
3 to apply 7 looking
4 go 8 to go back
•

the end.
• Play the recording.
• Ss listen and repeat chorally.
satellite launches (phr):
designed to orbit Earth take off
I think the person helps design or build spacec
because of the words ‘materials science’, ‘flight te:
‘behind the scenes’, ‘launch complex’ and ‘satel
launches’.
) ^K28|| To listen for specific
informatic
(multiple choice)
• Explain the task then ask Ss to read t
questions (1-5) and the answer choices.
• Play the recording and Ss listen and complf
the task. Check Ss’ answers.
Answer Key
1A2В3C4C5
To practise intonation (word
stress/ weak vowels)
• Play the recording.
• Ss listen and identify the stressed syllable and the
weak vowel.
• Play the recording again for Ss to repeat chorally.
Answer Key
••••••••••
orbit explore solar extreme lunar
9 To consolidate information from; text and take
notes
• Play the recording again and Ss listen and mal
notes.
8
areas an aerospac engineer can study at
university. Also, that part of t aerospace
engineer’s job can be to researc materials to
make spacecraft safer. An aerospac engineer
works behind the scenes and isn’t famous To
introduce new vocabulary and
56(T)
prepare for a listening task
• Refer Ss to the
books and give them time to look up the
meanings of the words/phrases given.
• Ask Ss to look at the words and definitions
and try to predict what the person being
interviewed does at the cosmodrome.
• Elicit guesses from Ss around the class.
aerospace (n): Earth’s atmosphere and the space
outside it
materials science (n):
which materials should be used to make objects
flight tests (n): the flight of a plane, rocket, etc to
check that it works
telescope (n): a long piece of equipment for looking
at the stars
astronomers club (n):
studying the stars and planets
(idiom): hidden from view; not in the public eye
public figure (n): a well-known person
launch complex (n):
the area where spacecraft take off
the International Space Station (n):
station that launched in 2000
ENDING THE Ss discuss in groups the activities they did at the lesson.
LESSON
give more support?
How do you plan
to challenge the
more able learners?
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?
Lesson 8
that this lesson is 10.1.10 - use talk or writing as a means of reflecting on and ex
curricular topics;
curricular topics;
listen for specific information (multiple choice), to practise pronun
predict the content of a listening, to learn the language for
agreeing/disagreeing;
act out a dialogue based on a model;
Assessment criteria Learners have met the learning objectives if they can:
(multiple choice), practise pronunciation; predict the content of a
language for giving an opinion/ agreeing/disagreeing; act out a d
model;
links
ICT skills Using Useful Language Box

BEGINNING THE 1 То analyse a rubric
• Read out the rubric to the class.
LESSON • Give Ss time to prepare their answers.
Answer Key
Key words to be underlined:
favourite films, English-language magazine, young
people, type, what it is about, opinion,
recommendation, 120-180 words
1 I am going to write a film review for an
English- language magazine. Young people
who read the magazine are going to read it.
2 It is going to be about a film - the type, plot,
my opinion and recommendation.
I should write 120-180 words.
PRESENTATION 3 To plan content
4 Give Ss time to read through the list and tick
AND PRACTICE the relevant items.
5 Check Ss’ answers.
Answer Key
the name of the director, the title of the film, the film
genre, details of the plot, your opinion
6 a) To analyse a model review
7 Give Ss time to read the model and check
their answers in Ex. 2.
8 Elicit answers from Ss around the class.
My answers were correct. The model didn’t include
the date the film was released, information about the
director or how the film ends. The writer mentions
the name of the lead actress, but I think I was right
not to tick ‘the names of the actors’, because he/she
doesn’t list all of them.
b) To match paragraphs to content
9 Give Ss time to match the contents 1-4 to
each paragraph A-D.
Answer Key
1D 2A3В
11 To practise topic-related vocabulary
12 Give Ss time to match the adjectives to the
nouns in the list.
Answer Key
plot 3 special effects
characters 4 film
. Ш To practise vocabulary related to film
reviews
14 Explain the task. Give Ss time to complete it.
Answer Key
16 cast 3 main
twist 4 suspense
To research and write a biography of
a famous astronaut
17 Explain the task and write the headings on
the board to help the Ss.
18 Give Ss time to research and write their
biographies using their notes.
assign the task as HW.
19 Ask Ss from around the class to read their
biographies aloud.
Name: Edwin Eugene Aldrin Jr. (nickname Buzz)
Where from: the USA
Early life & studies:
1951 with a qualification in mechanical
engineering; became fighter pilot and fought in war;
went back to university, got a Ph.D. in aeronautics
and astronautics in 1963
Important achievements:
1966, made a five-hour spacewalk—the longest at
the time, took the first selfie in space; Apollo
1969, second man to walk on Moon after his mission
commander, Neil Armstrong; awarded Presidential
Medal of Freedom, has an asteroid and a crater on
the Moon named after him
One of the most famous astronauts of all time is
Edwin Eugene Aldrin Jr. or - as he is usually called
- Buzz Aldrin. Buzz is from the USA and he always
wanted to go into space. He attended military school
and, in 1951, he graduated with a qualification in
mechanical engineering. After that, he became a
fighter pilot and fought in a war, but when the war
was over, he went back to university. He studied
hard and got a Ph.D. in aeronautics and
astronautics in 1963.
Buzz’s first space flight
1966. He made history by doing a five-hour space
walk, which was the longest space walk at the time.
He also took the first selfie in space! Later, he
joined the Apollo 11 crew in 1969 and became the
second man to walk on the Moon after his mission
commander, Neil Armstrong.
The President awarded Buzz Aldrin the Presidential
Medal of Freedom. He also has an asteroid and a
crater on the Moon named after him.
20 worth watching
21 highly recommend it
22 a blockbuster
То
23 identify prepositional phrases in a
model
24 Ask Ss to look through the model again and
find prepositional phrases.
Answer Key
At the beginning, in a galaxy, on a mission, against
all odds, at all costs, at times
b) To practise prepositional phrases
• Explain the task. Give Ss time to complete it.
Answer Key
1 by 3 for/in
2 for 4 on
6 а) To practise the language of
recommending a film
• Give Ss time to read the sentences and
complete them.
Answer Key
1 on the edge of your seat
2 miss it
To practise phrases for recommending
• Explain the task. Give Ss time to complete it
in pairs.
• Elicit Ss’ answers around the class.
recommendation: ‘Spider-Man: Homecomir
definitely worth watching. The action will keep
the edge of your seat until the end. I highly recorr.
it.
9 To write a film review
• Give Ss time to complete the task using the
Language box and their notes from Ex. 8.
• Remind Ss to follow the plan and use the
• Alternatively, assign the task as HW and che<
answers in the next lesson.
7 To analyse a rubric and prepare for a
writing task
• Ask Ss to read the rubric in Ex. 1 again.
• Write the headings on the board and give Ss time
to make notes.
title-director-genre: ‘Spider-Man: Homecoming’,
Jon Watts, action
plot summary: Peter Parker, a student with
incredible superpowers that make him Spider-Man,
returns from working with the Avengers; wants to
prove to Tony Stark that he can be a hero; Vulture
appears in the city; Peter struggles to stop him
comments (on characters, plot, special effects,
etc): action-packed film, clever script, great
performances from an impressive cast, characters
are realistic and believable, from Peter Parker (Tom
Holland) to his enemy Vulture
LESSON

give more support?
How do you plan to
challenge the more
able learners?
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?
Lesson 9
that this lesson is 10.1.10 - use talk or writing as a means of reflecting on and expl
10.2.1 - understand the main points in unsupported extended talk on
general and curricular topics, including talk on a limited range of unfa
10.2.7 - understand speaker viewpoints and extent of explicit agr
10.4.8 - use a wide range of familiar and unfamiliar paper and
10.5.1 - plan, write, edit and proofread work at text level independent
10.5.6 - write coherently at text level using a variety of connector
10.5.7 - use independently appropriate layout at text level on a rang
curricular topics;
10.6.8 - use a variety of future active and passive and future continuou
10.6.10 - use present continuous and past continuous active and pa
wide range of general and familiar curricular topics;
10.6.11 - use a variety of reported statements and question forms on
10.6.14 - use a variety of prepositional phrases before nouns and adje
use a number of dependent prepositions following nouns and adjectiv
of prepositions following verbs on a wide range of familiar gener
topics;
analyse a rubric, to analyse a model, to decide on an appropriate
parts of speech, to practise error correction, to plan an article, to
plan an article, to write an article;
practise peer correction
Vocabulary Adjectives, compound adjectives, comparatives, intensifies
criteria decide on an appropriate title, practise parts of speech, error correction
write an article, practise peer correction
Cross - curricular “Out of this World
links
Planned timings Planned activities (replace the notes below with your
planned activities)
BEGINNING
THE To develop research skills
LESSON To introduce the topic
• Read out the question and elicit answers from Ss
around the class.
• Play the recording. Ss follow in their books to find
out if their answers were correct.
Answer Key
Crescent, full and gibbous are phases of the moon.
Waxing is when the moon seems to be getting bigger
each night, and waning is when the moon seems to be
getting smaller each night.
PRESENTATION 2 To read for specific information
AND PRACTICE • Give Ss time to read the text again and complete the
sentences.
Answer Key
1 source of light
2 reflects light
3 the Earth and the Sun
4 revolves on its axis
elicit the meanings of the words or ask Ss to use
their dictionaries to look them up.
source of light (phr):
star (n): one of the bright lights we can see in the
sky at night that emits its own light
planet (n): an object in space that does not emit
light and orbits a star
reflect (v): to bounce of a surface
satellite (n): an object that orbits a planet
revolve (v): to turn slowly around and around
axis (n): the imaginary line on which a planet rotates
orbit (v): to go around a star or planet in an
approximate circle
face (v): to look in a particular direction
approximately (adv):
quantity surface (n):
stage; a period of time
series of changes new moon (n):
cannot see the Moon from Earth
the stage when the Moon looks very thin from Earth
half moon (n): the stage when the Moon looks like half
a disc from Earth
gibbous moon (n): the stage when the Moon looks like
an almost complete disc from Earth
stage when the Moon looks like a disc from Earth
light up (phr v): to shine light on sth
waxing moon (phr):
the previous night
waning moon (phr):
the previous night
• Choose two Ss to read the example.
• Ss do the task in closed pairs.
• Monitor the activity around the class.
A: The Sun is a light source because it is a star. Why
does the Moon’s appearance change?
B: Because we can see different amounts of reflected
light on its surface. What are the phases of the Moon?
A: They are the new, the crescent, the gibbous and the
full moon. When can’t we see the Moon?
B: When it’s a new moon. What is a waxing moon?
A: When the moon seems to be getting bigger. What is
a waning moon? etc
• In groups, Ss research either in class or for HW.
• Give Ss time to prepare their presentations.
• Have each group make their presentation to the
class.
LESSON
give more support?
How do you plan
to challenge the
more able learners?
Reflection Use the space below to reflect on your lesson. Answer the most releva
Were the lesson from the box on the left about your lesson.
objectives/learning
objectives
realistic?
Did I stick to
timings?
What changes did I
make from my
plan and why?

Lesson 10
LESSON: Module 6 Lesson 10 The theme: CLIL

curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on
curricular topics;
listen and read for specific information (complete sentences), to di
a text
research, make notes and present a sculpture, to listen and read for spec
research, make notes and present an art gallery in Kazakhstan
Vocabulary Verbs ((depict, resist, convey, pour, cool, harden, gather
Nouns (stone, metal, wood, butter, ice, material, quality, hillside, carv
modelling, clay, assembling
Adjectives (long-lasting, temporary, realistic, abstract
Phrasal Verbs (chip away, melt down
(complete sentences), discuss the content of a text, research, make note
sculpture, listen and read for specific information, research, make note
gallery in Kazakhstan
links
BEGINNING THE 1 To listen and read for specific

LESSON information
• Read out the question and elicit answers from Ss.
• Play the recording. Ss follow in their books to find
out if their answers were correct.
Answer Key
The summer solstice is around 21st June and is the
longest day with the most daylight. It is connected to
Stonehenge because people believe it was built to
celebrate the summer solstice.
the end.
PRESENTATION To research and report on a topic
AND PRACTICE Ss can do research either in class or for HW.
Give Ss time to share what they have learnt with the
rest of the class.
In Kazakhstan, we don’t usually celebrate the
summer or winter solstice, but we have a big
celebration on the spring equinox. It is called
Nauryz and takes place on 21st March each year.
It is our New Year. People dress up in nice clothes
and visit their friends and relatives. They sing and
dance and eat a special dish called nauryz-koje.
LESSON
give more support?
How do you plan
to challenge the
more able learners?
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?

Lesson 11
LESSON: Module 6 Lesson 11 The theme: CLIL

curricular topics;
curricular topics;
a text
links
BEGINNING THE Background information Tornado Alley

LESSON name for the area where tornadoes often happen. It
include Texas, Oklahoma, Kansas and Nebraska in
United States although the area is not clear
1
information (multiple
choice)
• Ask Ss to read the questions 1-5 and the
answer choices.
• Give Ss time to read the text and choose the
correct answer for each question.
• Check Ss’ answers and ask them to give
justifications for their choices.
Answer Key
1 В (When I first agreed to go on a tornado
chasing tour in Tornado Alley with my friend Jonas,
I wasn’t sure what to expect.)
2 В (they showed us the radar, radios, satellite
images and GPS systems they had to help them find
the best storms... we set out excitedly, each of us with
a screen in front of our seat so that we could see the
radar and maps.)
3 D (On that occasion we were disappointed, but
as dusk fell, we witnessed the most incredible
lightning storm! Late into the evening, bolt after bolt
of lightning lit up the sky over the landscape. It was
magical.)
4 C (Eric explained how a tornado forms ... I had
never been particularly interested in weather before,
but Eric’s face lit up when he talked about tornadoes
and he just made it all so fascinating and easy to
understand.)
5 C (It’s obvious that Larry and Eric love what
they
do and really want others to enjoy their tours.
Despite the fact that we got incredibly close to the
storms, I never felt in danger.)
PRESENTATION To answer comprehension questions
AND PRACTICE on a text
• Give Ss time to answer the questions.
• Remind Ss not to copy from the text but to
paraphrase the information in their own words.
Answer Key
1 The writer saw a super-cell storm, a lightning
storm and three tornadoes on the tour. He was
disappointed that the super-cell storm did not
produce any tornadoes, but he
lightning storm. He
tornadoes.
2 When two different kinds of air meet with
different temperatures and water content then a
tornado can form. The winds from different
directions form a funnel; which spins faster and
faster until it hits the ground and forms a
tornado.
Answer Key
1 survived 5 manned
gravity command
2 6
3 rings 7 colony
4 asteroid contact
8
from the Marvel comics.
The story continues the big screen adventures of Thor
from the first ‘Thor’ film and ‘The Avengers’.
It is a blockbuster film filled with fantastic action and
amazing special effects, but what makes this film
more enjoyable than other films of its genre is that it
has an interesting and gripping plot and plenty of
funny moments. Also, the acting is very good.
This is a highly entertaining film that is well worth
seeing. If you are a fan of Marvel comics and their
heroes then this film will not disappoint you.
Competences
Ask Ss to assess their own performance in the
module by using ticks according to how competent
they feel for each of the listed activities.
№ To write a review
Explain the task.
Give Ss time to plan and complete their work and
then check Ss’ answers.
Alternatively assign the task as HW and check Ss’
5
^ To listen for specific information
• Ask Ss to read the gapped text.
• Play the recording. Ss listen and fill in the
missing information. Ask Ss to identify what each
gap asks for (noun, adjective, number, etc)
• Check Ss’ answers on the board.
• Check Ss’ answers. Answer Key
1 asked me it/whether
2 said there were
To consolidate grammar from the module
№ To consolidate vocabulary from the module
Answer Key
1 comic (n) 5
2 adventure (adj) 6
3 special effects (n) 7
4 gripping (adj)
8
LESSON
give more support?
How do you plan
to challenge the
more able learners?
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?
Lesson 12
LESSON: Module 6 Lesson 12 The theme: Summative Assessment on Unit
Creativity
that this lesson is 10.1.10 - use talk or writing as a means of reflecting on and exp
10.2.1 - understand the main points in unsupported extended talk o
general and curricular topics, including talk on a limited range of unfa
10.2.7 - understand speaker viewpoints and extent of explicit ag
10.3.3 - explain and justify own and others’ point of view on a wid
10.4.8 - use a wide range of familiar and unfamiliar paper and
10.5.2 - use a growing range of vocabulary, which is appropriate t
curricular topics;
10.6.8 - use a variety of future active and passive and future continuou
10.6.10 - use present continuous and past continuous active and p
wide range of general and familiar curricular topics;
10.6.11 - use a variety of reported statements and question forms o
10.6.14 - use a variety of prepositional phrases before nouns and adje
use a number of dependent prepositions following nouns and adjectiv
prepositions following verbs on a wide range of familiar general and
read for specific information (T/F/DS statements), practise Eve
exchanges, vocabulary and grammar from the module, lis
information (gap fill), write an article
Vocabulary on the topic “Imagination & Creativity
criteria information (T/F/DS statements), practise Everyday Englis
vocabulary and grammar from the module, listen for specific
fill), write an article
links
ICT skills Using URLs
planned activities)
BEGINNING SA according th the tasks
THE
LESSON
PRACTICE
ENDING THE
LESSON
Differentiation – how Assessment – how are you planning to check learners’ learning?
do you plan to give
more support? How do
you plan to challenge
the more able learners?
Reflection
Were the lesson
objectives/learning
What changes did I
make from my
plan and why?
Module 5 “Stress and Fear”

Lesson 1
LESSON: Module 6 Lesson 1 The theme: Introductory Lesson
Learning objectives(s) 10.1.5 - use feedback to set personal learning objective
that this lesson is 10.2.2 - understand specific information in unsupported
contributing to wide range of general and curricular topics, including ta
range of unfamiliar topics;
10.3.7 - use appropriate subject-specific vocabulary and
about a range of general and curricular topics;
10.4.1 - understand main points in extended texts on a
familiar and some unfamiliar general and curricular top
10.4.2 - understand specific information and detail in e
range of familiar general and curricular topics, and som
10.5.2 - use a growing range of vocabulary, which is ap
and genre, and which is spelt accurately;
10.5.3 - write with grammatical accuracy on a range of
curricular topics;
10.6.1 - use a variety of abstract compound nouns and
phrases on a range of familiar general and curricular top
10.6.4 - use a wide variety of determiners and pre-deter
a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active
present and past forms and past perfect simple for
reported speech on a wide range of familiar general and
learn vocabulary related to the arts, to match types of ar
discuss favourite books/films, to get an overview of the
match types of art to pictures, to discuss favourite book
overview of the module Vocabulary
talk about different art forms
Vocabulary The arts
famous building, science fiction film, classic novel, sc
Assessment criteria Learners have met the learning objective if they can: tal
& Creativity
Value links Explore the themes of art forms, books, films around th
Cross - curricular links Imagination & Creativity
ICT skills Using video & pictures, working with URLs
BEGINNING THE Read the title of the module

LESSON Ss to suggest what they think the module will be
about (the module is about fears and phobias and
feelings.) Go through the objectives list to stimulate
Ss’ interest in the module.
1 Ц» To introduce the topic and new vocabulary
• Direct Ss’ attention to the pictures A-E and
the graph and give Ss time to match them.
Answer Key
A - closed spaces В
water E - animals/bugs
PRESENTATION
AND PRACTICE 2 To introduce new vocabulary in context
Give Ss time to choose the correct words and then
ask Ss to check their answers by looking up the
meanings of the words in the
of the book.
Answer Key
1 sick, shake
2 bite, freeze
Suggested Answer Key unhealthy:
poorly
shake: to move from side to side
position
sting: to insert a sharp point with poison into the
skin
bite: to insert the teeth into the skin
stop: to cease
freeze: to suddenly stop
sweat: to perspire
wet: covered in water
hide: to conceal oneself
disappear: to vanish from sight
panic attack: a period of extreme fear
blow: a strike
To personalise a topic
Ask Ss to talk in pairs about which situations
them feel the most uncomfortable.
Ask some pairs to tell the class.
feel uncomfortable at great heights. I fee scared
that i will fall. I also feel uncomfortabl bugs. I
think they will bite or sting me.
Direct Ss’ attention to the quotation and ask Ss to
< what it means with a partner and/or give their
opinic Then ask various Ss to tell the class.
think this means that we shouldn’t be afraid of
any life because we only fear what we don’t
und( Therefore, if we try to understand things, we
will nc be afraid of them.
To match sentences to pictures
• Elicit which sentences match which pictures from
Ss around the class.
Answer Key
1 A2E3C4В5D
the end.
ENDING THE Ss discuss in groups the activities they did the last
LESSON time
to give more support? How do you to check learners’ learning?
learners?
Reflection Use the space below to reflect on your lesson. Answer t


plan and why?

Lesson 2
LESSON: Module 6 Lesson 2 The theme: “Creative Minds” (6 a)
objectives(s) 10.2.2 - understand specific information in unsupported extended talk o
that this lesson is general and curricular topics, including talk on a limited range of unfam
contributing to 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
10.4.1 - understand main points in extended texts on a wide range of fa
10.4.2 - understand specific information and detail in extended texts on
10.5.2 - use a growing range of vocabulary, which is appropriate to top
10.5.3 - write with grammatical accuracy on a range of familiar general
topics;
10.6.1 - use a variety of abstract compound nouns and complex noun p
familiar general and curricular topics, and some unfamiliar general and
10.6.4 - use a wide variety of determiners and pre-determiner structures
10.6.9 - use appropriately a wide variety of active and passive simple p
forms and past perfect simple forms in narrative and reported speech o
Listen and read for gist, read for specific information
notes and write a biography
Vocabulary
notes and write a biography
Cross - curricular Stress and Fear
links

BEGINNING THE To
LESSON 1 introduce the topic
Direct Ss to the dictionary entry, the title of the text
and the picture and then elicit an answer to the
question.
Answer Key
Arachnophobia is the fear of spiders.
PRESENTATION 2 a) To introduce key vocabulary from a text

• Refer Ss to the
AND PRACTICE books and give them time to look up the
meanings of the words given.
• Give Ss time to complete the sentences with
the words and then check Ss’ answers.
Suggested Answer Key creepy
arachnid = a small creature, such as a spider, with
eight legs and a body formed of two parts
poison produced by animals and insects
cause injury
treatment = a particular method of medical care
nutritious = providing healthy minerals and
vitamins for the body
suffer - to experience sth bad or unpleasant
= to produce a salty liquid through your skin
hot or afraid
Suggested Answer Key of Ex. 6, Ex. 7, Speaking

& Writing from p. 63(T)
7
Fear of spiders is a common phobia.
The fear may come from their ugly appearance.
Grilled tarantula is eaten in the Amazon
Rainforest.
People eat deep-fried spider in Cambodia as a
snack.
Some creepy-crawlies, like flies, are eaten by
spiders.
Deep-fried spiders are a street snack in
Cambodia.
Spiders are natural pest controllers.
In the Amazon Rainforest, grilled tarantula is
considered to be a nutritious treat.
Thinking of a spider as a chocolate bar may help
someone with arachnophobia.
Arachnophobia can be treated with exposure
therapy.
To identify the main ideas in a text
• Read the Study Skills
time to find the main idea in each paragraph.
Ask Ss to compare their answers with their
partner.
1 description of arachnophobia
2 different views of spiders
3 ways of viewing spiders
4 treatment for arachnophobia
the end.
Speaking
To consolidate information in a text
Ask various Ss to tell the class three things they
have learnt about arachnophobia from the text.
I learnt that it is one of the most common phobias.
I learnt that in Cambodia, people eat deep-fried
spiders. I also learnt that exposure therapy is a way
to overcome arachnophobia.
ICT €P To expand the topic by researching online
and to give a presentation
• Ask Ss to research on the Internet and find out
more information about arachnids and make
notes.
• Give Ss time to prepare their presentations.
Alternatively, assign the task as HW.
• Ask various Ss to give a presentation to the rest
of the class. Ss can prepare a Powerpoint
presentation.
Good afternoon, my name is .... Spiders, scorpions,
daddy longlegs, mites, and ticks - what are all these
creatures? ... Arachnids, that’s right!
Arachnids are invertebrates. This means they have
no backbones. The body has a fused head and
thorax, an abdomen and usually four pairs of
appendages which can include fangs in spiders.
Arachnids live nearly everywhere on Earth. They
live in grassy fields, wet swamps, hot, sandy deserts,
cool, dark caves, tropical rainforests and
mountains.
Arachnophobia is a common fear. Who here is
afraid of spiders?... Not many of you. How about
scorpions?... Lots of you - including me! Well, I
suppose we will have to learn to live with our fear,
because arachnids are everywhere! Thank you for
listening.
ENDING THE Ss discuss the text.
LESSON

give more support?
How do you plan to
challenge the more
able learners?
objectives/learning
Did I stick to
timings?
What changes did I
make from my
plan and why?
Lesson 3
LESSON: Module 6 Lesson 3 The theme: “
objectives(s) 10.2.2 - understand specific information in unsupported extended talk on
contributing to 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk a
10.4.1 - understand main points in extended texts on a wide range of fam
10.5.2 - use a growing range of vocabulary, which is appropriate to topic
10.6.1 - use a variety of abstract compound nouns and complex noun ph
familiar general and curricular topics, and some unfamiliar general and c
10.6.9 - use appropriately a wide variety of active and passive simple pre
and past perfect simple forms in narrative and reported speech on a wide
consolidate information in a text
consolidate information in a text through an imaginary situation
expand on the topic; to develop research skills
Vocabulary Verbs (stroke, promote, research, transfer, exhibit, bother
Nouns (career, fur, portrait, outline, advertising agency, creation, ad
environmental organization, Hyperrealist movement, masterpiece, can
Adjective (realistic): Adverb
endangered species, stay still, shower away, handheld gadget, true-to-l
Assessment Learners have met the learning objective if they can:
criteria expand on the topic; develop research skills
Value links Explore the themes of “
links
ICT skills Working with URLs expanding on the topic; to develop research skills

BEGINNING To consolidate information in a text
THE Explain the task and give Ss some time to write a few
LESSON sentences.
Ask various Ss around the class to share their answers
with the rest of the class.
It can help them to understand why they are afraid of
spiders and to learn that they are not so scary after all.
It can also help them by explaining a kind of therapy
that is used to cure people of their phobia. Perhaps
they will consider it, too.
PRESENTATION
AND PRACTICE
b) To understand the author’s purpose; to listen/read
for gist; to identify style
1 Read the rubric aloud and elicit the author’s
purpose from the choices given.
2 Play the recording. Ss listen and read to find
out.
3 Elicit the style of the text.
Answer Key
author’s purpose: b
The text is informal (short verb forms: they can’t
crawl up, everyday language: stand on end,
addresses the reader directly: you see).
4 To read for gist comprehension (matching
headings to paragraphs)
5 Ask Ss to read the headings A-E and then read the
text again and choose the correct heading for each
paragraph (1-4).
6 Check Ss’ answers around the class. Ss should
justify their choices.
Answer Key
7 D (one of the most common phobias)
8 В (maybe... ugly appearance ...or because they
suddenly appear)
9 E (perfect pest controllers, eating creepy
crawlies... in our homes)
10 A (there is hope)
11 Refer Ss to the Check these words
explain/elicit the meanings of the words or ask Ss
to use their dictionaries and look them up.
Answer Key scream (v):
away (phr v): to leave quickly
feeling that you are in danger
suffer from (phr): to be badly affected by sth
legged (adj): having eight legs
under any circumstances
plughole (n): the opening in a shower or bath to let
the water out
crawl (v): to move slowly and low to the ground
irrational (adj): without logic
venom (n): poison
harm (v): to cause damage/pain
startle (v): to surprise/shock
play a part (phr): to have a role/part in sth
rainforest (n): a large tropical forest
tarantula (n): a large hairy spider
nutritious treat (phr):
deep-fried (adj): being fried in lots of oil
reduce (v): to lessen
pest controller (phr):
creatures that cause damage down
mosquito (n): a small winged insect that bites
people and drinks their blood
cockroach (n): a large brown insect
fly(n): a small black winged insect
moth (n): a winged insect that is attracted to light
exposure therapy (phr):
reduces sb’s fear of sth by slowly exposii
over a period of time until they become
confident (adj): having confidence
treatment (n): therapy
shake (v): to move from side to side
sweat (v): to perspire
scuttle (v): to run quickly with short step
To consolidate information in a
• Give Ss time to answer the questions.
• Remind Ss not to copy from the paraphrase the
information in their ow
1 Some people get so scared that their up. Others
shout out and go away. (Do stand on end? Do you
scream and rut
2 This phobia is unreasonable becaus spiders are
dangerous to people. (... ara is irrational... fewer
than 1 % can harm h
3 People in the Amazon Rainforest and see spiders
as healthy food or a delic (... in the Amazon
Rainforest... grilled a tasty and nutritious treat...
in Cambt fried spider is a popular street snack.)
Someone might try this type of t overcome a fear
because it affects the (If fear of spiders badly
affects somt they should try
4 exposure therapy!)
5 To consolidate vocabulary throuc
synonymous words/phrases
• Ask Ss to find the words in bold in the t read the
words/phrases in the list and gh to match them.
• Elicit answers from various Ss around th
Answer Key
Para 1: scream = shout, phobias
any circumstances, blocking = closint
= disliked, irrational = unre
Para 3: snacks = treats, reduce = lower, tr, catching
Para 4: confident = fearless, hold = carry, I afraid
of, terrified = very scared
e m To consolidate new vocabulary
• Give Ss time to complete the phrases ar Ss’
answers.
• Then give Ss time to use them in sent* their own
based on the text. Elicit senteni various Ss around
the class.
Answer Key
1 common 4 deep-fried
2 ugly 5 creepy
Rainforest 6
Suggested Answer Key, Ex. 7, Speaking,
Writing see p. 62(T)
LESSON
to give more support? How do you planning to check learners’
learners?
Reflection Use the space below to reflect on your lesson. Answer th

plan and why?
Lesson 4
LESSON: Module 6 Lesson 4 The theme: Vocabulary (6b)

objectives(s) 10.2.2 - understand specific information in unsupported extended talk o
contributing to 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
10.4.1 - understand main points in extended texts on a wide range of fa
10.5.2 - use a growing range of vocabulary, which is appropriate to top
topics;
10.6.1 - use a variety of abstract compound nouns and complex noun p
familiar general and curricular topics, and some unfamiliar general and
10.6.9 - use appropriately a wide variety of active and passive simple p
forms and past perfect simple forms in narrative and reported speech o
learn topic-related vocabulary,
listen for specific information (multiple matching, gap fill), to practise
phrases, to practise forming compound nouns, to practise phrasal verbs
write a text based on a model text
talk about art & crafts
Vocabulary Art & crafts (digital photography, pottery, painting watercolours, dra
ice sculpting, knitting, jewellery making)
TV shows (awards, characters, cast, set, hits, season, critics, series, e
Theatre & performances
Professions related to the arts
artist, stand-up comedian, street magician)
Assessment criteria Learners have met the learning objective if they can: talk about
links
BEGINNING THE 1 То consolidate vocabulary from a text

LESSON it.
PRESENTATION To listen for gist (multiple matching)
AND PRACTICE • Explain the task and ask Ss to read the four names
and the fears in the lists.
Answer Key
produce 4
away
suffers 5 lessen
startle 6 scuttle
Play the recording twice.
Ss listen and complete the task.
• Check Ss’ answers and elicit which words helped
them decide on their answers.
Answer Key
ДО To consolidate vocabulary from a text
chemicals)
3 d (fifteenth floor, couldn’t get past the fifth floor,
Explain the task and give Ss time to complete it.
Answer Key
stood 3 fear 5 shaking
costs 4 treatments
c (people’s legs, push through them all)
a (legs, eyes, long grass, where they live, spray
so far above the ground) 4 b (doctor, needle, knife)
To learn collocations
Ask Ss to complete the phrases with the words in the
list.
Check Ss’ answers. Ask Ss to memorise these
collocations.
Answer Key
true 4 real
true 5 true/real
real 6 true
$5®* To present and practise topic-related
vocabulary in context
Ask Ss to look at the pictures and think of related
words to complete the mind map.
Answer Key
spiders 3 flying
darkness 4 needles
To present and practise topic-related vocabulary in
context
Explain the task.
Give Ss time to complete it in closed pairs. Ss can
look up any unknown words in their dictionaries or
in the Word List at the back of the Student’s book.
Answer Key
beat 4 froze
control 5 dry
shakes 6 avoids
64ПГ)
ENDING THE Ss discuss in groups the activities they did at the
LESSON lesson.
give more support?
How do you plan to
challenge the more
able learners?
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?
Lesson 5
LESSON: Module 6 Lesson 5 The theme: “Use of English” (6 c)
Learning 10.1.4 - evaluate and respond constructively to feedback from others;
objectives(s) 10.2.3 - understand the detail of an argument in unsupported extended t
that this lesson is of general and curricular topics, including talk on a limited range of un
contributing to 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupport
a wide range of general and curricular topics, including talk on a limite
topics;
10.3.4 - evaluate and comment on the views of others in a growing vari
on a growing range of general and curricular topics;
10.3.5 - interact with peers to make hypotheses about a wide range of g
topics;
10.5.1 - plan, write, edit and proofread work at text level independently
topic;
10.5.7 - use independently appropriate layout at text level on a range o
curricular topics;
verb on a wide range of familiar general and curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar
curricular topics
Learn and practise relative clauses, adverbs and pronouns;
Practise relative clauses, adverbs and pronouns;
Learn, practise and use relative clauses, adverbs and pronouns cor
Vocabulary adverbs and pronouns
Assessment criteria Learners have met the learning objectives if they can: l
clauses, adverbs and pronouns correctly;
links

BEGINNING THE То present new vocabulary
LESSON Give Ss time to complete the task. Refer Ss to the
Word List at the back of their books and give them
time to look up the meanings of the adjectives and
check.
Suggested Answer Key anxious:
worried and afraid embarrassed:
dizzy: feeling as if the world around you is spinning
scared: frightened
PRESENTATION 10 To practise prepositional phrases
AND PRACTICE Give Ss time to complete the task.
Ask Ss to check their answers in
answers.
Answer Key
1 of
2 of
3 to
4 about
11
1 embarrassed
2 anxious
3 scared
4 nervous
5 dizzy
To consolidate new vocabulary through
personal examples
I last felt anxious last year when the bus broke down
on the way to school/work and I thought we were
going to be late.
I last felt embarrassed last month when I took the
wrong coat at a restaurant and I had to go back and
get mine.
I last felt dizzy when I was ill with the flu last week.
I last felt scared last week when I watched a scary
film with my friends.
I last felt nervous yesterday when I had to take an
exam.
ЦРУ To practise word formation (formii
negative adjectives)
• Read the table aloud to Ss and explain
unsure of providing extra ex necessary.
• Give Ss time to complete the task. Remir accurate
spelling is required.
• Check Ss’ answers. Remind Ss to add the to their
lists in their notebooks.
Answer Key
1 unfriendly
2 illegal
3 dissatisfied
4 impossible
5 unpopular
6 irregular
7 incomplete
To present/practise phrasal verbs w
Explain the task and give Ss time to com| Ask Ss to
check their answers in
around the class.
9 a)
№ To present/practise idioms in context
Then check Ss’ answers.
Elicit which idiom the picture shows and whether
there are any similar idioms in Ss’ L1.
Answer Key
1 out
2 away
3 on
4 up with
Answer Key
1 sheet
2 butterflies
3
4
stiff
skin
5 stood
The picture shows a woman with butterflies in her
stomach.
(Ss’ own answers)
b) Ш To practise using idioms
• Give Ss time to form sentences using the idioms
and then tell their partner.
1 You look as white as a sheet
2 Some actors get butterflies in their stomach
before they’re about to go on stage.
3 Have you ever been
4 You made me jump out of my skin
crept up behind me like that.
I thought I saw a ghost and my
LESSON

give more support?
How do you plan to
challenge the more
able learners?
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?
Lesson 6
objectives(s) 10.2.3 - understand the detail of an argument in unsupported extended ta
that this lesson is of general and curricular topics, including talk on a limited range of unfa
contributing to 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupporte
wide range of general and curricular topics, including talk on a limited ra
topics;
10.3.4 - evaluate and comment on the views of others in a growing varie
10.3.5 - interact with peers to make hypotheses about a wide range of ge
topics;
10.4.5 - deduce meaning from context in extended texts on a wide range
10.5.7 - use independently appropriate layout at text level on a range of
curricular topics;
curricular topics
learn and practise relative clauses, adverbs and pronouns, l
determiners, pronouns and quantifiers
practise relative clauses, adverbs and pronouns, practise determi
quantifiers
learn, practise and use relative clauses, adverbs and pronouns correctl
use determiners, pronouns and quantifiers
Vocabulary determiners and quantifiers
Assessment Learners have met the learning objectives if they can: l
criteria clauses, adverbs and pronouns correctly; learn practise and use determin
quantifiers
links

BEGINNING 1 To present the passive voice
• Read the text aloud. Direct Ss’ attention to the forms
THE in bold and give Ss time to decide which tense
LESSON each form is in. Refer them to the
Reference section for more information.
• Elicit the tenses of the passive forms in bold from
PRESENTATION
AND PRACTICE To present and practise with/by with the
passive
Ask Ss to read the examples in the box and then
explain the task and give Ss time to complete it.
Answer Key
is caused by: present simple (present simple of the
verb ‘to be’ + the past participle of main verb) are
being released: present continuous (present simple of
the verb ‘to be’ + being + past participle form of the
verb)
has to be done: modal (modal + be + past participle of
main verb)
will be increased: future (will + be + past participle
form of the verb)
can be felt: modal (modal + be + past participle of
main verb)
have been identified: present perfect (present perfect
of the verb ‘to be’ + past participle of main verb)
was felt by: past simple (past simple of the verb ‘to
be’ + past participle of main verb)
were being helped: past continuous (was/were +
being + past participle form of the verb)
had been developed by: past perfect (had + been +
past participle form of the verb)
To present how to change from the active to the
passive
Ask Ss to read the sentences and then elicit how a
passive sentence differs from an active one.
An active sentence emphasises the person/thing who
does the action, while a passive sentence emphasises
the action.
4» To practise the passive
Explain the task and then give Ss time to complete it.
Check Ss’ answers and refer them to the Grammar
Reference section for more information.
Answer Key
5 be
are 3 being
was 4 be
То practise changing from the active to
the passive
Explain the task and read out the example.
Ss do the task. Check Ss’ answers around the class.
Answer Key
A seminar about stress and phobias is being held by
my school.
Gulnara was offered help with her problems (by her
friends).
New tablets for insomnia were being advertised (by
the pharmacy).
Lots of cases of arachnophobia are diagnosed each
year by Dr Wiiliams.
Venomous snakes can be seen in the zoo’s poisonous
creatures’ enclosure.
Frightening experiences from childhood will always
be remembered.
A fear of heights has been experienced by two to five
percent of the world’s population.
• Ш To practise the passive
Explain the task and read out the example. Then give
Ss time to complete it.
Answer Key
The shark exhibition was called off yesterday due to
heavy snow.
The rare spider thieves have still not been caught.
A boy was stung by a giant wasp.
The phobia lecture was removed from the psychology
conference programme yesterday.
9
ICT To consolidate the passive
Ask Ss to research on the Internet and I some more
ways to fight stress and ov fears.
Ss discuss in pairs, using the passive. Monitor the
activity around the class. Th various Ss around the
class to shar sentences.
A: Exercise has been shown to reduce the syi of
stress.
B: Yes. Also, deep breaths can be taken i someone
down in a stressful situation.
A: Meditation can be practised to calm a / mind.
B: Fears can be discussed in a safe place, tc group of
other people who suffer from th problem.
7 To present reflexive/emphatic pronouns
Ask Ss to read the joke and the theory and then elicit
answers to the questions with reasons.
Refer Ss to the Grammar Reference section for more
information.
yourself = reflexive (the subject & object are the same
person) and emphatic (the speaker is emphasising that
he is talking to himself and no one else) myself =
reflexive (the speaker is referring to himself as the
subject and the object of the sentence)
8
№ To practise reflexive/emphatic pronouns
Explain the task and give Ss time to complete it, then
check Ss’ answers.
Answer Key
1 myself 4 yourselves
2 yourself, himself 5
3 myself 6 themselves

LESSON
give more support?
How do you plan
to challenge the
more able learners?
objectives/learning
objectives
realistic?
Did I stick to
timings?
What changes did I
make from my
plan and why?
Lesson 7
LESSON: Module 6 Lesson 7 The theme: Skills (6d) Reading

objectives(s) 10.2.3 - understand the detail of an argument in unsupported extended t
that this lesson is of general and curricular topics, including talk on a limited range of un
contributing to 10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupport
a wide range of general and curricular topics, including talk on a limite
topics;
10.3.4 - evaluate and comment on the views of others in a growing vari
10.3.5 - interact with peers to make hypotheses about a wide range of g
topics;
topic;
10.5.7 - use independently appropriate layout at text level on a range o
curricular topics;
verb on a wide range of familiar general and curricular topics;
curricular topics
read for specific information (missing sentences)
ask and answer questions based on a text
research, prepare a mind map and present information related to t
sentences), ask and answer questions based on a text, research, prepare
present information related to the text
links
BEGINNING THE То introduce the topic

LESSON • Read the definition of agoraphobia aloud. Give Ss
time to think about the answers to the questions.
I think people who suffer from agoraphobia feel
lonely and sad because they are afraid to go outside
and they miss out on a lot of things. It affects their
lives because there are many things you can’t do
inside your home. For example, they can’t play sport
or go shopping or out to a restaurant with their
friends.
PRESENTATION
AND PRACTICE To introduce key vocabulary related
• Read the words in the list aloud. Ask Ss how they
think the words relate to agoraphobia.
• Elicit answers from Ss around the class, then play
the recording. Ss follow in their books to find out
if their guesses were correct.
I think people who suffer from agoraphobia feel
panic if they have to go outside. They also feel fear.
For them, the outside world is terrifying and their
houses are places of safety.
• Ss read the text again and decide on the correct
answers.
• Check Ss’ answers and reasons.
Answer Key
1 В (Para 3 -1 stayed at home because I felt safe
there...)
2 C (Para 4-...I didn ’t tell them why...)
3 D (Para 6 -1 decided it was time to face my own
fear)
4 A (Para 2, para 8)
5 В (whole text)
use their dictionaries and look them up.
make excuses (phr):
true in order (not) to do sth
attend (v): to go to an event
miserable (adj): very sad
overcome (v): to get over a problem
face your fear (phr):
of
judge (v): to form an opinion about sb/sth
reassure sb (v): to tell sb everything is OK
therapist (n): sb who helps people deal with mental
healthy issues
Al0 To read for specific information (multiple choice)

Ask Ss to read the questions and the answer choices.
Encourage Ss to answer the questions based on their
first reading of the text.
Ex. 10 from p. 69(T)
To write a diary entry about a scary
experience
Explain the task and write the headings on the board.
Give Ss time to make notes under the headings and write
their diary entry. Alternatively, assign the task as
HW.
In the next lesson, ask various Ss to read their diary
entries to the class.
whenlwhere it took place: last month, the cinema who
else was with you: my friend Aisha what exactly
happened: cinema packed, film finished, everyone
got up at once, pushing and shoving, dark,
crouched down in aisle
how you felt: frightened, hot, dizzy - relieved to get
outside, avoid crowded areas
Dear Diary,
Last month I went to the cinema with my friend
Aisha. INe got tickets to see a really popular film
and the theatre was packed. We managed to get
seats near the middle and we really enjoyed the
film. But when it finished, everyone got up at once
and started pushing and shoving each other to
reach the exits. It was dark as well, and with all the
people bumping into me, I suddenly started to feel
frightened. I got hot and dizzy and I had to crouch
down in the aisle to stop myself falling over.
Luckily, Aisha saw me and grabbed my arm. She
pulled me to my feet and led me out of the cinema.
I was so relieved to get outside, and to be honest,
I’ve avoided crowded areas ever since
LESSON
give more support?
How do you plan
to challenge the
more able learners?
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?

Lesson 8
LESSON: Module 6 Lesson 8 The theme: “Skills” (6 d) Listening/Speaking/Writing
Learning 10.1.7 - develop and sustain a consistent argument when speaking or w
objectives(s) 10.1.10 - use talk or writing as a means of reflecting on and ex
that this lesson is perspectives on the world;
contributing to 10.2.4 - understand implied meaning in unsupported extended talk
10.3.1 - use formal and informal language registers in talk on a wide
curricular topics;
curricular topics;
10.5.7 - recognise patterns of development in lengthy texts [inter-pa
10.6.7 - use perfect continuous forms and a variety of simple perfe
10.6.9 - use appropriately a wide variety of active and passive sim
forms and past perfect simple forms in narrative and reported speech
10.6.12 - use a variety of comparative degree adverb structures with reg
adverbs; use a wide variety of pre-verbal, post-verbal and end-position
range of familiar general and curricular topics
listen for specific information (multiple choice), to practise pronun
predict the content of a listening, to learn the language for
agreeing/disagreeing;
act out a dialogue based on a model;
(multiple choice), practise pronunciation; predict the content of a
language for giving an opinion/ agreeing/disagreeing; act out a d
model;
links
ICT skills Using Useful Language Box

BEGINNING THE То consolidate collocations from the text
LESSON • Give Ss time to complete the task.
Answer Key
1 panic 2 races 3 sweat 4 face 5 difficult
PRESENTATION b) To practise collocations from the text
AND PRACTICE • Give Ss time to complete the task.
• Elicit sentences from various Ss around the
class.
I’ve never had a panic attack.
their hearts race. When I’m scared, my
sweat. I hate spiders, but I’m too scared to
fear. When my brother has an allergic reaction, he
finds it difficult to breathe.
To consolidate information from a listei
• Ask Ss to discuss the question in closed pairs
I learnt that people with social anxiety feel that pe
are looking at them and judging them and that it
cause anxiety and panic attacks. One way to overc
this phobia is to imagine that you are at a social e
and you feel happy and relaxed. Then, when you
there you will feel like that and forget your anxiety
can also focus on other people and not on feelings.
If you stop avoiding social situations, littl little
you’ll get used to being with people.
8
To complete an open cloze
To summarise a text
• Explain the task and write the headings on the
board.
• Give Ss time to make notes and practise their
summaries.
• Ask various Ss around the class to present their
summaries.
closed pairs. Ask Ss to pay attention to the
before/after each gap as they will help 1 decide
on the missing words.
• Play the recording. Ss listen and read and c their
answers.
Where it started: on the bus, rush hour, packed
How it started: felt hot, palms sweating, heart
racing,
difficult to breathe, frightened, panic attack
What she stopped doing:
university,
going out with friends
How she faced her fear:
decided to face fear, called friend and went outside,
small distance at first
Answer Key
1 of 3 of 5 help 7 you
2 hear 4 and 6 for
9 To act out a dialogue using prompts
• Explain the task and give Ss time to rear prompts
and then complete the task in pairs i the
Language provided in the box. this diagram on
the board for Ss to follow.
Amy’s problem started when she was on the bus one
day It was rush hour and the bus
felt hot, her palms were sweating, her heart
racing and she found it difficult to breathe. She
very frightened - it was her first panic attack.
Amy was afraid of having more panic attacks, so
she stayed at home. She stopped going to classes at
university and she stopped going out with her
friends. However, after she watched a documentary
about agoraphobia, she decided to face her fear. She
called her friend and went outside. She
frightened and she only went a small distance at
first, but gradually she began to get better.
Play the video for Ss and elicit their comments at
the end.
Express concern. ------
Show sympathy. Give advice Give another piece of
advice Give another piece of advice
В Explain what is wn Explain this didn’t
Respond. Respond.
• Monitor the activity around the class and the some
pairs to act out their dialogue in front i class.
6
(T/F statements)
• Ask Ss to read the sentences and then play the
recording and ask Ss to decide in closed pairs if
each one is true or false.
Answer Key
IT 2T
3F
4T
A: You don’t look very happy Are you OK?
В: I have to give a presentation tomorrow an terrified.
A: Oh no. I’m sorry to hear that. You must be nervous.
Why don’t you imagine yourself gi\ great
speech? That might help to relax you.
B: I’ve tried that before. It didn't really help.
A: What about if you take deep breaths, don't about
getting it perfect and just relax ar yourself?
B: That’s not a bad idea.
A: I’m sure if you go over your notes then get ar night
that will help, too.
B: Good idea! I’ll give it a try.
for Ex. 10 see p. 68(T)
В3
C1
6 a)
3a
4d
b) To practise giving advice
Give Ss time to make sentences as in the example
and elicit answers from Ss around the class.
If I were you, I’d try meditating or doing yoga. By
doing this, it will help you to study and relax.
You should speak to a psychologist. This way, they
will help you get over your fear of these creatures.
It would be a good idea to try to breathe deeply and
look your audience in the eye. Then, their approving
nods will give you the encouragement you need
from them.
Answer Key
1c 2
jjft) To match problems to advice; to make
connections
• Explain the task and read out the example.
• Ask Ss to read the advice and the problems and
match them.
Ijgy To identify & practise opening/closing
remarks
Give Ss time to complete the task and then check
Ss’ answers around the class.
It must be awful to be afraid of dogs, but I think I
can help you get over it.
you are so afraid of dogs, but I think I can help.
I really hope these ideas are useful. Let me know
how you get on. = /
Write and tell me how you get on.
f(y' To read for specific information
• Ask Ss to read the model and find the answers to
the questions.
Dan’s advice is to watch dogs from a distance to
gradually get used to them. He also advises taking a
friend’s dog for a walk to gain confidence and see
there’s nothing to fear. Finally, he advises seeing a
professional who will know exactly how to help
him.
Answer Key
A2
jjp To read a model essay and match
paragraphs to content
• Give Ss time to read the model and match the
contents 1-3 to each paragraph A-C.
To analyse a rubric
• Ask Ss to read the rubric. Elicit which are the key
words and ask Ss to underline them.
• Give Ss time to answer the questions and then
check Ss’ answers.
Answer Key
Key words: extract, email, English-speaking friend,
Jake, afraid of dogs, What can I do? write an email
giving advice, 120-180 words
1 I’m going to write an email giving advice to my
friend, Jake.
2 I will write in informal style because he is my
friend.
3 b,c
4 watching dogs from a distance, take a friend’s
dog for a walk, talk to a professional
а) To identify functional language
Elicit which words/phrases in bold in the model
perform the function mentioned.
Answer Key
The best thing to do is tollf I were youlyou could
=
gives advice
This way /Then = expresses a result
b) Ш To practise functional language
Give Ss time to complete the task and then check Ss'
answers.
Answer Key
The best thing to do is to
you = It would be a good idea to
don’t you... ?
This way = If you do this
LESSON

give more support?
How do you plan to
challenge the more
able learners?
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?
Lesson 9
objectives(s) 10.1.10 - use talk or writing as a means of reflecting on and exploring a
that this lesson is the world;
contributing to 10.2.4 - understand implied meaning in unsupported extended talk on
and curricular topics, including talk on a limited range of unfamiliar topi
10.3.1 - use formal and informal language registers in talk on a wid
curricular topics;
curricular topics;
10.4.2 - understand specific information and detail in extended texts
10.5.7 - recognise patterns of development in lengthy texts [inter-paragr
10.6.6 - write coherently at text level using a variety of connectors on a r
10.6.2 - use a variety of quantifiers for countable and uncountable noun
phrases on a wide range of familiar general and curricular topics;
10.6.7 - use perfect continuous forms and a variety of simple perfect a
including time adverbials … so far, lately, all my life , on a wide range
curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple
and past perfect simple forms in narrative and reported speech on a
10.6.12 - use a variety of comparative degree adverb structures with regu
adverbs; use a wide variety of pre-verbal, post-verbal and end-position a
analyse a rubric, to analyse a model, to decide on an appropriate ti
speech, to practise error correction, to plan an article, to write an ar
plan an article, to write an article;
Vocabulary Adjectives, compound adjectives, comparatives, intensifies
criteria appropriate title, practise parts of speech, error correction, plan an article
links
planned activities)
BEGINNING To write an email of advice
THE Give Ss time to complete the task using the Language
LESSON box and their answers from Exs f
Remind Ss to follow the plan and use the Cb
PRESENTATION Alternatively, assign the task as HW and ch answers in
AND PRACTICE the next lesson.
From: Jane To: Angie
Subject: My advice Hi Angie,
I’m sorry to hear that you are afraid of meetir people. It
must be awful for you, but I think I ca If I were you, I’d
imagine myself at the ba feeling relaxed and confident.
This way, you’, the barbecue as you’re already
expecting I don’t you ask a friend to go with you? If
you you won’t have to face your fear alone. Also, ii be
a good idea to focus on other people ins your feelings.
If you follow this advice, у hopefully forget your
anxiety and start e yourself.
I hope I’ve been of some help. Write and tell r you get
on.
Best wishes,
Jane
7 Ш То practise error correction
Explain the task and give Ss time to find the grammar
and spelling mistakes. Ss work in closed pairs.
Answer Key
grammar mistakes = an advice (some advice), will to
get better (will get better), If I am you (If I were you),
to buying him (to buy him)
spelling mistakes = sory (sorry), litle (little), harmles
(harmless), sea (see), usefulI (useful)
To analyse a rubric
Ask Ss to read the rubric. Elicit which the key words
are. Ask Ss to underline them and then answer the
questions.
Key words: email, English-speaking friend, Angie, I get
nervous, afraid, meet new people. Write an email,
giving advice, 120-180 words
I have to write an email to my friend, Angie.
My reason for writing is to give advice.
I should write 120-180 words.
I will write three paragraphs -(1) reason for writing, (2)
advice, (3) closing comments
I’m sorry to hear that you are afraid of meeting new
people. It must be awful for you, but I think I can
help. / / hope I’ve been of some help. Write and tell me
how you get on.
LESSON
give more support?
How do you plan
to challenge the
more able learners?
Were the lesson on the left about your lesson.
objectives/learning
objectives
realistic?
Did I stick to
timings?
What changes did I
make from my
plan and why?
Lesson 10
LESSON: Module 6 Lesson 10 The theme: CLIL “Art & Design”

curricular topics;
curricular topics;
10.5.7 - recognise patterns of development in lengthy texts [inter-p
a text
links

BEGINNING THE 9 a) To match advice to results; to make
LESSON connections between ideas
Elicit various answers from Ss around the class.
1b 2a 3c
PRESENTATION b) МШ To practise giving advice

AND PRACTICE Explain the task and give Ss time to complete it
following the example.
If I were you, I’d imagine myself at the barbecue
feeling relaxed and confident. This way, you’ll enjoy
the barbecue as you’re already expecting to. Why
don’t you ask a friend to go with you? If you do this,
you won’t have to face your fear alone. Also, it
would be a good idea to focus on other people
instead of your feelings. If you follow this advice,
you will hopefully forget your anxiety and start
enjoying yourself.
To introduce the topic
• Direct Ss’ attention to the picture. Read out the
questions and elicit answers from various Ss
around the class.
• Play the recording. Ss listen and follow in their
books and check if their guesses were correct.
This person feels anxious. Stressful situations can
make someone feel like this. They can deal with it by
talking to someone, doing exercise, eating well and
laughing.
To read for general meaning
• Give Ss time to complete the task in closed pairs.
Answer Key
1В 2 C 3D
use their dictionaries to look them up.
deal with (phr v):
situation
anxiety (n): the feeling of severe worry
worry (n): the feeling of thinking about sth
unpleasant
that you cannot do anything about
nervousness (n):the
afraid
unease (n): the feeling that sth is wrong
tip (n): a piece of advice
cope with (v): to deal with
distract (v): to direct attention away from sth
puzzle (n): a game where you join pieces together to
make a picture
troubles (n): the things that make you feel worried,
stressed, sad, etc
light (adj): (of exercise) not very tiring or difficult
lift (v): (of mood) to make happier
way a person feels longer-lasting (adj):
a long time chemical (n):
a reaction of atoms
brain (n): the organ in your head which controls
your body
serotonin (n): a chemical in your body that affects
sleep, mood and memory
dopamine (n): a chemical in your body that affects
your nervous system
pumping (v): (of the heart) to beat strongly
energised (adj): full of energy
caffeine (n): a substance found in coffee and tea that
can make you feel less tired
processed (adj): (of food) having been treated, not
straight from nature
affect (v): to influence
whole grains (n): the seeds from cereal that have
not been processed
relieve (v): to make sth better/less
fight (v): to make an effort to stop sth
virus (n): an illness e.g. flu, the common cold
heal (v): to make sth better
wound (n): a large cut or graze on the body
lose its hold (idiom):
the end.
з m To discuss the topic
• Give Ss time to discuss ideas in closed pairs and
write their sentences.
• Ask pairs to read their sentences to the class.
A: You can distract yourself from what is worrying you
by hanging out with your friends.
B: That’s true. You can also go to the gym or go for a
run because exercise helps lift your mood.
A: Yes. Also, by eating nuts, broccoli, yoghurt, whole
grains and berries you can improve your mood.
B: That’s right, and you should avoid caffeine because
it puts you in a bad mood, etc
for Ex. 4 see p. 73(T)
Culture Spot To read for general information
• Elicit answers from the class.
• Allow Ss to read and listen to the text, then check
the answer.
Answer Key
The title means keep calm and don't get upset.
the end.
2 To personalise the topic
• Give Ss a few minutes to write their sentences.
• Ask Ss to read their sentences to the class.
A typical characteristic of the Kazakh people is
our hospitality. И/е often invite people to our
homes for a meal, and we might think they are
rude if they refuse! И/е
have, and this is a tradition that dates back
centuries. There is a saying in Kazakhstan,
“Kazakh hearts are like the steppe - wide, kind
and generous!’
LESSON
give more support?
How do you plan
to challenge the
more able learners?
objectives/learning
Did I stick to
timings?
What changes did I

make from my
plan and why?
Lesson 11
LESSON: Module 6 Lesson 11 The theme: “Progress Check”
Learning 10.1.7 - develop and sustain a consistent argument when speaking or
curricular topics;
curricular topics;
10.5.7 - recognise patterns of development in lengthy texts [inter-p
read for specific information (T/F/DS statements), practise Ev
exchanges, vocabulary and grammar from the module, listen for s
(gap fill), write an article
(T/F/DS statements), practise Everyday English in exchange
grammar from the module, listen for specific information (gap fill)
links

BEGINNING THE 1 To read for specific information (multiple
LESSON choice)
Ask Ss to read the questions 1-5 and the answer
choices.
Give Ss time to read the text and choose the
correct answer for each question.
Check Ss’ answers. Ss justify their answers.
PRESENTATION 3 To practise choosing the correct re;
AND PRACTICE Explain the task.
Answer Key
1a 2a3b41
A
В
Answer Key
D (£7-8)
D (£15-16)
A (£25-26)
(£31)
(whole text)
Ш To consolidate information in a text
Give Ss time to answer the questions.
Remind Ss not to copy from the text but to
paraphrase the information in their own words.
Check Ss’ answers around the class and ask for
justifications from the text.
A mix of liver and tuna called shark bait attracts
the sharks. (... our guide would pour shark bait -
a mixture of liver and tuna - into the water.
Sharks can pick up the scent of blood and meat
from a mile away.)
He was scared at first and then excited. After the
experience he was glad he had done it. (I just
hoped we wouldn’t be on the menu.... I felt the
thrill of seeing this marvellous creature face to
face.)
Play the video for Ss and elicit their comments at
the end.
Ex. 4 from p. 72(T)
When I feel like that, I distract myself from
worrying me by hanging out with my frit
watching a film. Also, I have read that by eati
broccoli, yoghurt, whole grains and berries
improve your mood. Avoid caffeine as it ca you
moody.
Hope this helps. Write back and let me knov
goes.
Yours,
Lucy
To write an email giving advice;
to personalise the topic
Explain the task.
The emails can be written in class or at home.
Ask some Ss to read out their emails.
Suggested Answer Key From: Lucy To: Sue
Subject: Dealing with anxiety Hi Sue,
I’m sorry to hear you’re feeling so anxious. I
think I can be of help.
Suggested Answer Key From: Lisa To: Jane

Subject: How to overcome your fear Hi Jane,
I’m sorry to hear that you are afraid of flying. It must
be awful for you, but I think I can help.
If I were you, I’d try to face my fear and do some
Internet research about flying. If you do this, you
will learn about how safe it is. Also, it would be a
good idea to try relaxation techniques such as
meditation and concentrate on your breathing. By
doing this, you will hopefully forget your anxiety
and feel relaxed. Finally, why don’t you see a
doctor and ask him for some anti-anxiety
medication? This way, you will feel relaxed and
calm and able to enjoy the flight.
I hope my advice helps you. Let me know what
happens.
Competences
Ask Ss to assess their own performance in the module
by using ticks according to how competent they
feel for each of the listed activities.
Explain the task.
1Й> To practise sentence transformations
Answer Key
has been linked/is linked
can be used5 is known
will be monitored
To consolidate grammar from the module
Explain the task.
Check Ss’ answers around the class. Ss justify their
answers.
Answer Key
stood 3 sheet5 beating
shake 4 sweating
Explain the task.
jjgp To consolidate vocabulary from the module
Answer Key
by herself
by myself
were asked
is sometimes used
will be asked
To listen for specific information (T/F/DS statements)
Ask Ss to read the statements 1-6.
Play the recording twice. Ss listen and mark the
statements accordingly.
Answer Key
DS 3 7 57
4F 6F
To write an email giving advice
Explain the task.
Give Ss time to plan and complete their work and then
check Ss’ answers. Ss can use ideas from the
recording in Ex. 8.
Alternatively assign the task as HW and check Ss’
ENDING THE Competences
LESSON Ask Ss to assess their own performance in the module by using ticks ac
competent they feel for each of the listed activities.

give more support?
How do you plan to
challenge the more
able learners?
objectives/learning
Did I stick to
timings?
What changes did I
make from my
plan and why?
Lesson 12
LESSON: Module 6 Lesson 12 The theme: Summative Assessment on Unit
Learning 10.1.7 - develop and sustain a consistent argument when speaking or wr
objectives(s) 10.1.10 - use talk or writing as a means of reflecting on and exploring a
that this lesson is the world;
contributing to 10.2.4 - understand implied meaning in unsupported extended talk on
and curricular topics, including talk on a limited range of unfamiliar topi
10.3.1 - use formal and informal language registers in talk on a wid
curricular topics;
curricular topics;
10.4.2 - understand specific information and detail in extended texts
10.5.7 - recognise patterns of development in lengthy texts [inter-paragr
10.6.6 - write coherently at text level using a variety of connectors on a r
10.6.2 - use a variety of quantifiers for countable and uncountable noun
phrases on a wide range of familiar general and curricular topics;
10.6.7 - use perfect continuous forms and a variety of simple perfect a
including time adverbials … so far, lately, all my life , on a wide range
curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple
and past perfect simple forms in narrative and reported speech on a
10.6.12 - use a variety of comparative degree adverb structures with regu
adverbs; use a wide variety of pre-verbal, post-verbal and end-position a
read for specific information (T/F/DS statements), practise
exchanges, vocabulary and grammar from the module, listen for sp
fill), write an article
criteria (T/F/DS statements), practise Everyday English in exchanges, voc
from the module, listen for specific information (gap fill), write an a
links
planned activities)
BEGINNING SA according the tasks
THE
LESSON
PRACTICE
ENDING THE
LESSON
give more support?
How do you plan
to challenge the
more able learners?
Reflection
Were the lesson
objectives/learning
objectives
realistic?
Did I stick to
timings?
What changes did I
make from my
plan and why?
MODULE 6 “The human brain”
LESSON: Module 6 Lesson1

Date:
CLASS: 10
Learning 10.2.7
objectives(s) that 10.1.10
this lesson is 10.3.2
contributing to 10.3.3
10.3.4
10.5.2
10.3.5
10.3.7
10.5.2
Aim To present/practise vocabulary for capabilities of the human brain

use some target language correctly in response to speaking and writi
and in exchanges
use a range of target language correctly in response to speaking and
prompts and in exchanges
use a range of target language correctly in response to a wider range
writing task prompts and in exchanges
Previous learning basic vocabulary
Plan
Beginning the lesson Module Objectives

Read the title of the module
brain and ask Ss to suggest what they
think the module will be about
module is about capabilities of the human
brain and stress and advice).
the objectives list to-stimulate Ss'
Main 1A To present the module

Activities Give Ss time to read the texts A-D and complete the
gaps with the words in the lists. Give Ss time to discuss in
10.5.2 pairs other things that the brain can do.
Elicit answers from around the class.
Check Ss' answers.
Answer Key
1 experience 5 identify
2 react 6 strong
3 beat 7 learn
4 enjoy 8 converts
1B To discuss capabilities of the human

10.3.5 Give Ss time to discuss in pairs other things that the
10.3.7 brain can do.
Elicit answers from around the class.
The brain controls body temperature, blood pressure, heart
rate and breathing.
It handles all the information about the world around us
from our senses (sight, hearing, taste, touch, smell and
touching).
It handles our physical movement when walking, talking,
standing or sitting.
It lets us think and dream.
• Play the video for Ss and elicit their comments.
OVER TO YOU! To personalise the topic
Ask Ss to consider the questions, then elicit answers from
10.3.3 various Ss around the class.
10.3.4 Suggested Answer Key
10.3.7 I think the ability to experience emotions is the most
important because if we couldn't do this we would be like
robots. There wouldn't be a lot of point to life if we couldn't
experience joy and sadness.
I would like to improve my ability to understand languages.
If I could understand every language in the world that would
be amazing. I would be able to speak to anyone, anywhere.
To introduce the topic; to lister and read for gist
Ask Ss to look at the picture, read the title and try to answer
the questions. Play the recording. Ss listen and read the text
and find out if their guesses were correct.
Ending the Ask some pairs to ask and answer in front of the class.
lesson
Differentiation – how do you plan Assessment – how are you planning to check
to give more support? How do you learners’ learning?
learners?
prompt less able learners to engage in monitor for spoken accuracy in elicitation and
whole class checking and plenary checking tasks and use a range of oral
activities with supportive questioning correction techniques
provide headings for final note
writing task
reasons for their views and to say
how they view content
Lesson plan
LESSON: Module 6 Lesson 2 School:
Date: Teacher name:
CLASS: Number present:
Learning 10.3.7
objectives(s) 10.4.8
that this lesson 10.5.2
is contributing 10.4.2
to 10.3.2
10.4.5
Lesson All learners will be able to:
objectives identify some specific information and key ideas in texts and use some tar
express views and comment on some views of others with support
identify most specific information and key ideas in texts and use a range o
to express views and comment on some views of others with support
identify all specific information and most key ideas in texts and use a rang
language to express views and comment on views of others with little sup
Previous Vocabulary the human brain
learning
Plan
Planned Planned activities
timings
Beginning the Ss revise the vocabulary of the previous lesson
lesson
1 a) To present vocabulary related to the physical

Main structure of the human brain
Activities Ask Ss to talk in pairs about the meanings of the words
/phrases in the list.
Tell Ss to check the meanings of any they are unsure of in
10.3.7 their dictionaries.
10.4.8 Check Ss' answers around the class.
10.5.2
Answer Key
blood pressure (n): the pressure of the blood in the
circulatory system
body temperature (n): how hot or cold the body is skull (n):
the bone that protects/covers the brain hemisphere (n): half of
a sphere nerve fibre (n):
information between the brain and other parts of the body
neurologist (n): a doctor who deals with nerves and the
nervous system
synapse (n): a junction between two nerve cells neuron (n): a
nerve cell
1 b) To predict the content of the text; to listen and read

10.4.2 for gist
Explain that our brain is divided into two hemispheres (left,
right) each one controlling different tasks/skills.
• Elicit Ss' guesses in answer to the questions in the
rubric.
Left hemisphere: logic, details, lists, language
Right hemisphere: creativity, general ideas, music skills,
emotions, imagination
• Play the recording. Ss listen and read to find out and
check if their guesses were correct.
2 To read for specific information

10.4.2 • Ask Ss to read the statements 1-8 and then give Ss
time to read the text and mark the statements according to
what they read.
• Ss compare their answers with their partner.
Answer Key
1T 3F 5F 7DS 2DS
• Refer Ss to the Check these words box and ask Ss to
look them up in the Word List.
3. To consolidate information in a text

Give Ss time to answer the questions referring to the text
as necessary and then elicit Ss’ answers.
10.3.2 Answer Key
1 Each hemisphere is responsible for the opposite side of
the body.
2 They think the brain creates synapses between neurons.
3 I think the right side of my brain is dominant because I
am good at writing, drawing and music.
4. To consolidate new vocabulary

Go through the list of words in the rubric and give Ss time
to match them to the highlighted words in the text.
Tell Ss they may use their dictionaries if necessary.
10.4.5 Check Ss' answers.
Answer Key regulates = controls
senses = the five physical abilities (touch, taste,
sight, smell & hearing)
dominant = more powerful
function = purpose
handle = deal with/manage
Ending the Ask some pairs to ask and answer in front of the class.
lesson
learners?
support less able learners in check learner comprehension using thumbs up or

comprehension task by encouraging down technique and follow-up questioning
them to scan text quickly to find a
section of the text that contains the
answer.
provide challenge for more able monitor production error in pair and whole class
learners by asking them to form a checking discussions and feedback to whole class
range of questions about the
information in the table
Reflection


and why?
Lesson plan
LESSON: Module 6 Lesson 3

Date:
CLASS:
Learning 10.6.5
10.3.2
10.3.7
10.1.6
10.1.4
10.4.4.
10.4.8
identify some specific information in the listening text and use some
language correctly in speaking and email writing task with support
identify most specific information in the listening text and use a rang
language correctly in speaking and email writing task with support
identify all specific information in the listening text and use a range
language correctly in speaking and email writing task with little supp
Previous learning Physical structure of the human brain
Plan
Beginning the lesson Ss try to guess the theme of the lesson.

They read the sentences on the board and
guess that they will work with the Physical
structure of the human brain
Main 5 Grammar To revise/present question types

Activities Ask Ss to read the examples in the box and then elicit
more examples from the text from Ss around the class.
10.6.5 Refer Ss to the Grammar Reference
details.
Answer Key
Tag question: It's an amazing organ, isn't it?
Rhetorical question: Will we ever fully understand our
own brains?
6 a) To classify questions and ask and

10.6.5 Explain the task and give Ss time to complete it.
Check Ss' answers. Elicit sentences from various Ss
around the class.
Answer Key
1 rhetorical question 3 wh-question
2 tag question 4 Yes/
A: Wouldn't it be great to be happy all the time?
B: Yes, it would. We can learn so much more about the
brain, can't we?
A: Yes, we can. Why do we sleep and dream?
В: I think it's so the body can rest and the brain can
organise our thoughts. Does your brain worl better in the
morning?
A: Yes, it does.
10.6.5 6 b) To practise question types

Ask Ss to ask and answer their own questions in pairs.
Monitor the activity around the class.
A: Do you like learning about the brain?
B: Yes, I do. What is your favourite subject?
A: Science. It's interesting, isn't it?
B: Yes, it is. It helps me understand the world.
10.2.2 7 Listening To listen for specific information

10.2.3 Explain the task and ask Ss to
10.2.7 and answer choices.
Play the recording and give Ss time to complete the task.
Check Ss' answers.
Answer Key
1A2 В 3 В 4 В 5С
8 Speaking & Writing To consolidate information in a text

Ask Ss to read the text again.
10.3.2 Then explain the situation and ask Ss to ask and answer
10.3.7 questions in pairs following the example.
Monitor the activity around the class and then ask some
pairs to ask and answer in front of the class.
A: What does the brain do?
B: It controls our other organs, regulates pleasure and
pain, hunger and thirst, blood pressure and body
temperature as well as determines our personal identity
through thoughts, memories and emotions. What are the
two halves of the brain?
A: The left hemisphere and the right hemisphere. How do
instructions pass from one side of the brain to the other?
B: Through the corpus callosum. What is each hemisphere
responsible for?
A: Each hemisphere is responsible for the opposite side of
the body. What does each hemisphere control?
B: The left hemisphere controls logic and analysis, and the
right hemisphere controls the imagination and emotions.
How does each hemisphere control speech?
A: The left side handles the syntax and vocabulary of
language, and the right side controls the accent, speed and
intonation of speech. What have neurologists found?
B: They found that if one half of the brain is removed, the
other side can take over some of its functions.
9A To write a short summary

Explain the task and give Ss time to write a short
10.1.6 summary of the text.
10.4.2 Ask various Ss to read out their summaries to the class.
The brain controls our other organs, regulates pleasure
and pain, hunger and thirst, blood pressure and body
temperature as well as determines our personal identity
through thoughts, memories and emotions. There are two
halves of the brain: the left hemisphere and the right
hemisphere. Instructions and information pass from one
side to the other through the corpus callosum. Each
hemisphere is responsible for the opposite side of the body.
The left hemisphere controls logic and analysis, and the
right hemisphere controls the imagination and emotions.
The left side of the brain handles the syntax and
vocabulary of language, and the right side controls the
accent, speed and intonation of speech. Neurologists have
found that if one half of the brain is removed, the other
side can take over some of its functions.
9B to prepare a quiz
Give Ss time to research online and collect information
about the brain and prepare a quiz.
10.1.2 Have Ss swap their quizzes with their partner and
10.1.4 complete them.
10.4.4. Suggested Answer Key
10.4.8 1. How fast does the brain process information?
to 120m/sec.)
2. How long can the brain survive without oxygen?
(4-6 minutes)
3. How many genes are responsible for the complex
design of the brain?
4. How many thoughts, on average, do humans
experience each day?
5. How long do we dream for each night?
1-2 hours.)
6. How many dreams do we have each night?
average of 4-7)
7. When are brain waves most active? (While you are
dreaming)
Ending the Ask S’s to read out their quiz
lesson answers
learners?
provide more support for less able correct learners’ oral responses using a range of
writers through suggested sentence feedback techniques including delayed response
starters wait-time
provide further challenge in the take in learners extended email writing to assess
writing task for stronger writers by at the end of the lesson
asking them to include particular
target words in their email
Reflection

and why?
Lesson plan

Date:
CLASS:
Learning 10.5.2
10.3.2
10.5.2
with some support
with some support
with little support
Previous learning Question types
Plan
Beginning the lesson 1A To present vocabulary for types of

intelligences
10.5.2 Direct Ss’ attention to the intelligences
(1-8) in the list.
Ask them to read them and the
explanations (a-h) and then match them.
Have Ss tell their partners.
Answer Key
1d 3e 5a 7 h 2g
Spatial intelligence refers to visualising

space in the mind.
Bodily-kinaesthetic intelligence refers to
using your body to solve problems or
create something.
Musical intelligence refers to singing,
playing or composing music.
Linguistic intelligence refers to
communicating well and being good with
languages. Logical-mathematical
intelligence refers to seeing relationships
between symbols and actions.
Interpersonal intelligence refers to
understanding the emotions and needs of
others.
Intrapersonal intelligence refers to
understanding your own emotions and
needs.
Naturalistic intelligence refers to
understanding the natural world.
Main 1B To introduce the topic of a text and read for

Activities specific information
Read the questions in the rubric aloud and then elicit Ss'
guesses.
10.5.2 Give Ss time to read the text and find out if their guesses
10.1.10 were correct.
They relate to Howard Gardner's theory of multiple
intelligences which we all have to a greater or lesser
extent.
2. To listen and read for cohesion

Explain the task and ask Ss to read the sentences A-F
10.4.7 and then read the text and choose the correct ones to fill
each gap.
• Give Ss time to complete the task and remind
them to look at the key words before and after the gaps
that will help them find the missing sentences.
• Play the recording. Ss listen and read and check
Answer Key
ID 2 C 3E 4F 5
• Refer Ss to the Check these words box and ask
Ss to look them up in the Word List.
3. To consolidate information in a text

• Give Ss time to answer the questions referring to
10.3.2 the text as necessary.
Answer Key
1 It is important for schools because educators
must activate each intelligence to reach every pupil in
the classroom.
2 I think I have linguistic intelligence more than
any other intelligence because I speak three languages
and I love word games.
3 I agree with Gardner's theory because it seems to
make a lot of sense to me and it helps to explain why
some people are better at certain things than others
especially when they have had the same upbringing and
education.

Answer Key
1 memorise 4 smart 7 proposing
2 excels 5 far-reaching 8 responded
3 calculated 6 rise
Ending the To create a poster
lesson Explain the task. Divide Ss into small groups and tell
them to research online and create a poster about how
activate intelligence. Allow time for Ss to complete
the task or assign it as HW. Ask various Ss around the
class to present their poster to the class.
Differentiation – how do you plan Assessment – how are you planning to
to give more support? How do you check learners’ learning?
learners?
monitor less able learners in group use concept checking questions to check
work and give further modelling and learner understanding of why passive is
drilling support used
challenge more able learners to give assess pronunciation in oral and checking
multiple [and/or] answers in practice stages of the lesson [particularly weak form
exercises ‘was’]
Reflection


and why?
Lesson plan

Date:
CLASS:
Learning 10.6.17
with some support
with some support

with little support
Previous learning Intelligences
Plan
Beginning the lesson To practise pronunciation of situational

language
Play the recording. Ss listen and repeat
chorally and/or individual Pay attention to
Ss’ pronunciation and intonation and
correct as necessary.
Main 5 Grammar To present relative clauses

Activities Explain that a defining relative clause gives necessary
information and is essential to the meaning of the main
10.6.17 sentence. We do not put the clause in commas, e.g.
man who fixed my car was very tall.
The one who fixed my car.)
Explain that a non-defining relative clause gives extra
information and is not essential to the meaning of the
main sentence. The clause is put in commas. We cannot
use that instead of who. E.g.
noisy. (Ben is noisy – the meaning of the sentence is
clear; who is my 203ractice – gives extra information.)
Ask Ss to read the theory box
from the text.
details.
Answer Key
Shakira has an IQ of 140, which almost makes her a
genius.
The theory proposes that there is not just one
‘intelligence’, but eight or more ‘intelligences’ that we
all have to a greater or lesser extent.
Each intelligence is a skill which people are good at. She
has the ability to move her body on a stage, where the
movements she makes create a performance.
6. To 204ractice defining/non-defining relative clauses

10.6.17 Explain the task and give Ss time to complete it.
Answer Key
1. We just met Dr Jones who has written a book on
multiple intelligences.
met, has written a book on multiple intelligences.
2. This is the IT building where Professor Harris is
working on important research.
3. Kairat recommended a documentary which/that
was very informative.
which/that Kairat recommended, was very
informative.
4. 1983 was the year when Howard Gardner's book
was published.
5. I understand the reason why Martha loves all
sports.
6. Anna is the new student whose IQ is very
impressive.
7. Speaking & Writing To conduct a survey, interview

10.3.7 classmates and prepare a poster
• Explain the task and give Ss time to conduct a
survey by interviewing their classmates about their type of
intelligence with reasons.
• Give Ss time to compile their information and
create a poster. Tell Ss they may include a chart or a
diagram to display the information.
• Then display the posters around the classroom.
Students and Types of Intelligences
■ naturalistic ■
■ spatial ■
■ interpersonal ■ linguistic
■ intrapersonal ■
8. To write a biography
• Explain the task and ask Ss to go online arc
10.5.2 research information about Howard Gardner
10.5.3 • Give them time to use the information to write a
short biography and add a picture.
• Check Ss' answers by asking various Ss to present
their biography to the class.

Howard Earl Gardner was born in Pennsylvania, USA in
1943. He is a developmental psychologist. He s best known
for his theory of multiple intelligences.
He graduated from Harvard University in 1965, a-z he
also earned a PhD. In 1983, he wrote a book cal ~z
'Frames of Mind: The Theory of Multiple Intelligences He
proposed that humans have several different ways of
processing information, and these ways are relatively
independent of one another.
He has received a lot of criticism for his theory but re has
also received a lot of awards. He won Tne National
Psychology Award for Excellence in :-e Media, for his
book as well as a number o~ fellowships and the Brock
International Prize - Education.
Today he is the senior director of Harvard Projer. Zero,
and since 1995, he has been the co-director of The Good
Project which studies human development.
Ending the write own biography Check Ss’ answers around the class.
lesson
Differentiation – how do you plan to Assessment – how are you planning to check
give more support? How do you learners’ learning?
learners?
monitor less able learners in group use concept checking questions to check
work and give further modelling learner understanding of why passive is used
and drilling support
challenge more able learners to give assess pronunciation in oral and checking
multiple [and/or] answers in stages of the lesson [particularly weak form
practice exercises ‘was’]
Reflection


and why?
Lesson plan

Date:
CLASS:
Learning 10.5.2
10.3.2
10.6.1
identify some specific information and key ideas in texts and use som
language to express views and comment on some views of others wi
identify most specific information and key ideas in texts and use a ra
language to express views and comment on some views of others wi
identify all specific information and most key ideas in texts and use a
language to express views and comment on views of others with littl
Previous learning Relative clauses
Plan
Beginning the lesson 1 To practise subject-specific

vocabulary
10.5.2 • Give Ss time to complete the
sentences using the words.
Answer Key
1 media 4
2 produce
3 immune system
Main 2 To listen and read for specific information

Activities • Have Ss read the sentences again.
• Play the recording. Ss listen and follow the text
in their books and find out which of the sentences in Ex.1
10.2.2 true.
10.4.2 • Check Ss' answers.
Answer Key
1 F ( 5-7) 4
2 T (16-17) 5
3 T (22-23)
Alzheimer's disease is a progressive brain damaging illness that
slowly destroys memory and thinking skills. In most people
suffering from this disease, symptoms appear after the age of 60.
3. To read for specific information

10.4.2 Ask Ss to read questions 1-3 and the possible answers and
10.4.5 give them time to read the text again and choose the correct
answers.
Check Ss' answers around the class. Ss should justify their
answers.
Answer Key
C(11-12) 2 С (16-19)
Refer Ss to the Check these words
them up in the Word List.
Play the video for Ss and elicit their comments.
4. To answer comprehension questions based on a text

10.3.2 Give Ss time to answer the questions without copying the
information straight from the text.
1. Certain hormones are released when we're stressed
which prepare our bodies for action.
2. People are encouraged to believe that any type of stress
is a problem.
5. To identify abstract and compound nouns

Explain that an abstract noun is the name of something that
10.6.1 is not concrete or tangible (e.g.
a compound noun is the name of something that is made up
of two words that have been put together (e.g.
swimming pool).
Answer Key
Abstract nouns: stress, disease, illness, health, situation,
reaction, condition, problem, consequence
Compound nouns: daily life, home life, immune system,
workout, website
Ending the To research and write a paragraph about stress.
lesson Explain the task and ask Ss to work in small groups and collect
information from the Internet. Then ask Ss to use their notes to
write a paragraph about it. Ask various Ss to read their text to the
class. Alternatively, assign the task as HW and check Ss' answers
in the next lesson.
learners?
support less able learners in check learner comprehension using thumbs up or

comprehension task by encouraging down technique and follow-up questioning
them to scan text quickly to find a
section of the text that contains the
answer.
challenge more able learners to ask monitor general accuracy and pronunciation in Q&A
more complex questions by task for feedback to whole class
suggesting more complex question
starters
Reflection


and why?
Lesson plan

Date: Teacher name:
Learning 10.6.9
10.3.7
10.5.2
10.5.3
10.5.5
identify some key ideas from listening and plan and write an email reco
experiences with support
identify most key ideas from listening and plan and write an email reco
experiences with support
identify all key ideas from listening and plan and write an email recoun
experiences with little support
Previous learning Stress
Plan
Beginning the 6A To identify and revise the passive

lesson Explain that to form the passive we use the verb
to be and the past participle of the main verb.
10.6.9 Elicit that the subject of the active sentence
becomes the agent (the person doing the action)
and is introduced with
passive sentence gives emphasis to the action
rather than the person who does it.
Then elicit the passive forms in the text.
Check Ss' answers and refer them to the
Grammar Reference
information.
Answer Key
Examples: hormones are produced, blood flow to
the brain and muscles is increased, why are we
continually told, that needs to be cured
We form the passive with the verb to be and the
past participle of the main verb.
6 b) Grammar To practise the passive

Answer Key
1 be avoided 4 not be considered
2 were handed out
3 is said
7 To present type 3 Conditional

10.6.17 • Ask Ss to read the examples.
• Explain/Elicit that we form type 3 conditional
with if/when + past perfect + would have + past participle
and that we use it to talk about an unreal situation in the
past.
• Refer Ss to the Grammar Reference section for
more information.
Answer Key
We form type 3 conditional with if/when + past perfect +
would have + past participle.
8 To practise the type 3 Conditional

10.6.17 • Explain the task and give Ss time to complete it.
Answer Key
1 had been 2
3 would not have had 4 hadn’t burnt
5 would have arrived 6 had known
9. Listening To listen for specific information

10.2.5 (multiple matching)
10.2.6 Explain the task and ask Ss to read the statements (A-E)
and then play the recording.
Play the recording. Ss listen and complete the task.
Check Ss' answers.
Answer Key
ID 2A 3C
10 A Speaking & Writing

10.3.7 stress
Read the rubric aloud and elicit answers from Ss
around the class.
I go for a run and get an early night, and I share my
worries with my family.
10B To write a paragraph about

10.5.2 • Explain the task and give Ss time to research online
10.5.3 for other ways to reduce stress and write a short
10.5.5 paragraph about it.
Ask various Ss around the class to read out the
paragraphs to the class.
Alternatively, assign the task as HW and check Ss'
There are a number of things we can do to try to reduce
stress. One thing we can do is meditation. By relaxing
and emptying the mind we can stop thinking about our
worries for a while and we may even come up with a
solution. Exercising is another way to reduce stress. A
calm form of exercise can help you strengthen your
body and have a soothing effect on the mind. \Ne can
also listen to soothing music and get lots of sleep to
reduce stress
Ending the Ask various Ss around the class to read out the
lesson paragraphs to the class.
learners?
monitor less able learners as they use thumbs up or down technique and follow-
plan write their emails and highlight up questioning to check comprehension
with a pencil things they should
self-correct
encourage more able learners to take in learners’ extended email writing for
include in their email points assessment
responding to previous emails.
Reflection


and why?
Lesson plan
Date:
CLASS:
Learning 10.5.4
contributing to
use some target functional language appropriately in functional exch
pronounce some target words and phrases clearly with support
use a range of target functional language appropriately in functional
pronounce most target words and phrases clearly with support
use a range of target functional language appropriately in functional
pronounce most target words and phrases clearly with little support
Previous learning The passive, conditionals – type 3
Plan
Beginning the lesson Revise grammar the passive and

conditionals – type 3
Main 1. Writing То analyse a rubric

Activities • Read the Writing Tip aloud and introduce the type of
writing, the content, layout and useful language.
• Ask Ss to read through the rubric and look at the key
words in bold and answer the questions.
• Explain to Ss that it is very important to read the rubric
carefully so that they include all the points mentioned.
Answer Key
1 an email
2 my English friend
3 advice about how to study better
4 between 120-180 words
5 informal
2 To analyse a model story for structure and content

Read the rubric aloud and give Ss time to read the email and
match the paragraphs to the content.
Answer Key
1B 2 E 3 C 4 A 5 D
3. To identify opening/dosing remarks
Give Ss time to read sentences 1-10 and elicit which ones are
opening remarks and which ones are closing remarks.
Check Ss' answers.
Answer Key
1 CR 3 OR 5 OR 7 OR 9 OR
2 CR 4 OR 6 CR 8 CR 10 CR
4 To substitute opening/closing remarks in a model

• Give Ss time to substitute the remarks in the email
with suitable alternatives from Ex. 3.

Opening remarks: How're things? Sorry to hear about your
problems. Let me give you some advice.
Closing remarks: Well, that's all for now. All the best and
keep me posted..
To talk about the importance of places of natural beauty
Ending the Ask various Ss around the class to give some

lesson
give more support? How do you plan learners’ learning?
to challenge the more able learners?
monitor less able learners in group assess pronunciation of individual sounds and
work and give further modelling and intonation in role play and sentence
drilling support
challenge more able learners to leave assess learner interactive ability in role play.
some lines blank in script of role play
to promote spontaneous interaction
Reflection


and why?
Lesson plan
Date:
CLASS:
Learning 10.5.4
10.5.7
10.5.8
identify some key ideas from listening and use some target language
planning and giving a presentation with support
identify most key ideas from listening and use a range of target langu
planning and giving a presentation with support
identify all key ideas from listening and use a range of target languag
planning and giving a presentation with little support
Previous learning Giving pieces of advice
Plan
Beginning the lesson Giving advises
Main 5. To identify elements of informal style

Activities Read the Writing Tip aloud and then give Ss time to find
examples of informal style in the email.
10.5.4 Elicit answers from Ss around the class.
Answer Key
short forms: you're, I'd, it's, you'll, don't, won't. I'm
phrasal verbs: put off, sort out
colloquial expressions/idioms:
omission of pronouns: Hope my advice helps,
informal linkers: so, and
6. To practise using informal style

10.5.4 Give Ss time to rewrite the paragraphs, and then ask
various Ss to read out the paragraphs to the class.

A Dear James,
Thanks for your email. I'm very sorry about your
problem. The same thing happened to me last year. Let
me give you some advice.
В Got to go now. Let me know if my advice helped.
Say hello to your family for me.
Yours,
Elizabeth
7. To identify ways to make suggestions
Read the Writing Tip aloud and then give Ss time to find
10.5.6 examples of making suggestions in the email.
Answer Key
If I were you I'd ..., You should ..., Why don't you
would be a good idea to ...
8. To practise making suggestions


1. You should take up a sport and eat healthily.
2. Why don't you share your worries with your
parents?
3. It would be a good idea to focus on the cause of the
stress.
4. If I were you I'd make time for fun and relaxation.
9. To practise giving results for pieces of advice

Read the Writing Tip aloud and then time to find and
write results for the f advice in Ex. 8.
10.1.5 Elicit answers from Ss around the class.
10.5.1
10.5.8 1 That way you will feel healthier and bein. will help
relieve your stress.
2 Then you will have support from the peop love you.
3 If you do this, you'll reduce your anxiety.
4 This will help by allowing you to take you off your
problems and enjoy yourself.
10. To write an email giving advice

Explain the task and give Ss time to write email using
the plan and their answers to & 9. Then ask various Ss
to read their e aloud.
Remind Ss to use informal style.
Alternatively, assign the task as HW and c Ss' answers
in the next lesson.
Hi Jon,
Sorry to hear you're so stressed about your exan was
stressed about my exams last year too. Let give you some
advice.
To start with, why don't you share your
parents? Then you will have support fr< the people who
love you.
If I were you I'd make time for fun and relaxatit This will
help by allowing you to take your mind
and enjoy yourself.
Also, you should take up a sport and eat healthiI That
way you will feel healthier and being active w help relieve
your stress.
Hope my advice helps. Let me know how things tur out.
Best wishes,
Ulan
To practise writing
Explain the task and read out the example and then elicit
further explanations from Ss around the class.
Ending the Choose various Ss to present their instrument(s) to
lesson the class.
learners?
support less able readers and by monitor extent to which learners are able to
helping them with search language search independently in English
provide an extra heading for more use a checklist to assess accuracy, organisation
able readers to research and delivery of presentation
Reflection


and why?
Lesson plan
Summative Control work
Date:
CLASS:
Learning 10.1.8
10.5.2.
10.2.2
10.1.10
10.1.8
10.5.1
identify some detailed arguments in the text and use some target voc
simple points accurately in response to prompts and in discussion
identify some detailed arguments in the text and use a range of targe
make simple points accurately in response to prompts and in discuss
identify most detailed arguments in the text and use a range of target
make a range of points accurately in response to prompts and in disc
Previous learning Writing tip
Plan
Beginning the lesson 1. To introduce the topic and read for gist
Elicit what, if anything, Ss know about the Duke of
Edinburgh's Award and then give Ss time to read
10.1.8 the text and find out about it.
10.4.1
The Duke of Edinburgh's Award is a youth
programme that allows 14-24 year olds to face
challenges and receive a special award from the Duke
of Edinburgh.
Main Activities 2. To read for lexico-grammatical correctness & coherence

Read out the Study Skills
10.4.2 Explain the task and ask Ss to read the text again
and think of a word to complete each gap that
makes the text coherent so that it is lexically and
grammatically correct.
Check Ss' answers. Ask Ss to justify their answers.
Answer Key
1 It 5 not
2 in 6 at
3 from 7
4 their 8 which

look them up in the

Explain the task.
10.5.2. Give Ss time to complete the task, referring back to
the text if necessary.
Check Ss' answers.
Answer Key
1 full
2 skills
3 different
4. A To consolidate new vocabulary
Read the rubric aloud.
10.2.2 Play the recording. Ss listen and follow the text in
their books.
Give Ss time to prepare their answers.
Ask various Ss around the class to share their

There are three levels of the award; the bronze, the
silver and the gold. Each level is more difficult and
challenging than the previous one. Young people can
take part in different activities in four different areas:
volunteering, physical, skills or expedition. They can
pick the activities they want to do in each area.
Completing the awards can take from three months to
three years.
5. B To consolidate the topic

Read the rubric aloud and set a three- minute time
10.1.10 limit for Ss to think about the question and prepare
their answers.
Ask various Ss around the class to read their
sentences out to the class.

This award can help young people develop their
character and learn life skills. They can learn to
care for others through volunteering. They can
learn a new skill such as dancing, parachuting,
jewellery making or first aid. They can also learn
survival skills and endurance skills from going on
an expedition.
5. To write a paragraph about an

award/youth organisation from your country
10.1.8 Give Ss time to collect information about a local
10.5.1 award/youth organisation and write a paragraph
about it. Then ask various Ss to read out their
paragraph to the class.
Alternatively, assign the task as HW and ask Ss to
read out their paragraphs in the next lesson.
(Ss' own answers)
The Duke of Edinburgh
Prince Philip husband to Queen Elizabeth II of the
UK. He was born in Greece in 1921. He is the
chairman of The Duke of Edinburgh's Award
Scheme for people aged 14 to 24 years and a patron
of over 800 different organisations.
The Danube is a river in Central Europe. It is 2,872
km long and runs through ten countries including
Germany, Austria, Hungary and Ukraine.
Katherine Jenkins
Wales. She was born in 1980 and she is well known
in opera and musical theatre in the UK and appears
regularly on British TV
Ending the Ask Ss to think about the question in the rubric. Ask
lesson various Ss to discuss their thoughts and then share their
answers with the class.
give more support? How do you plan learners’ learning?
encourage less able learners to show monitor reading comprehension with thumbs
another learner where they think the up and down technique and follow-up
answer to reading question is in the questioning
text before deciding on answer
challenge more able learners to say monitor pronunciation in checking, discussion
whether they agree with ideas in text and final pronunciation focus and use further
drilling where necessary
Reflection Answer the most relevant questions from the
Were the lesson objectives/learning box on the left about your lesson.
plan and why?
Lesson plan
Project work Green issue Green Living
Date:
CLASS:
Learning 10.4.3
10.1.1
10.5.1
use some language from the module to express views and pose some
accurately
use a range of language from the module to express views and pose a
activity accurately
use a wide range of language from the module to express views and p
relevant activity accurately
Previous learning The Duke of Edinburgh’s Award
Plan
Beginning the lesson 1. To predict the content of the text

and gist
Read the title of the text aloud and ask Ss
10.4.3 to read the introduction and the headings
and elicit their guesses as to how we can
improve our memory.
Give Ss time to read the whole text and
find out.

We can use a number of techniques to
improve our memory such as chunking
information, thinking in pictures, word
association, using location, etc.
Main activities 2. To read for lexico-grammatical

correctness & coherence
10.4.2 Explain the task and ask Ss to read the text again and
think of a word to complete each gap that makes the
text coherent so that it is lexically and grammatically
correct. Ss should pay attention to the words
before/after each gap as they will help them do the task.
Check Ss' answers. Ss should justify their answers.
Answer Key
1 better 5 by
2 studying 6 such
3 than 7
4 of 8 up

them up in the Word List.

Give Ss time to look back through the text and find all
10.5.2 the phrasal verbs. Check Ss' answers on the board.
10.6.15 Give Ss time to write sentences using the phrasal verbs.
Answer Key
let (sb) down, breaking down, falling down, coming up
with, space out, come back
My mum and dad never let
When you're studying for a test you should
the information into the key points.
Tom fell down the stairs yesterday.
I came up with a great idea for a present for Tina. Mum
planted some flowers in the garden and
evenly.
Have a break from studying and then
later.

10.5.2 Explain the task and give Ss time to complet
Check Ss' answers.
Answer Key
1 Remind 3 Memorise
2 Remember 4 recall
5A Play the recording. Ss listen and follow text in their

10.1.1 books.
10.4.2 Give Ss time to paraphrase the informa in the text and
then ask various Ss to the class about the brain trai
techniques and which one they think w work best for
them.

We can train our brains to remember things by
various techniques. Breaking down information small
chunks makes it easier to remember. Wt make personal
connections by associating some, meaningful with each
chunk. We can asso pictures with names or pieces of
information to us remember them. Using word
associatio mnemonics can help us remember a list of
thin making up a silly rhyme. This technique works for
me. Also, we could use a technique called which uses the
imagination to place things we to remember in a room
in our house. We simply around the imaginary room
and remember the we placed there. The best way to
remember thii to space out our learning so we don't
overloa brains. Finally, staying healthy will give us tht
chance of having a good memory.
5B To research and present other memory techniques

Divide the class into small groups.
10.5.1 Explain the task and direct Ss tc Internet,
encyclopaedias or other refe sources to collect more
information memory techniques.
Ask various groups of Ss to tell the cla
Alternatively, assign the task as HW ar Ss to tell the
class in the next lesson.
Ex. 5b & Background information from p. 79(T)

Ex. 5 b)- Suggested Answer Key
You should tell yourself that you have a good memory and
that it will improve. The power of positive thinking is very
helpful. You should also get organised. If you have a place
for everything and put everything in its place, then you are
less likely to misplace things or forget where you put them.
When you are trying to remember something, breathe
slowly and deeply. This will help your brain switch to theta
waves which aid memory and help you learn new
information as well as make you feel more relaxed.
Improving your observation and concentration skills will
also improve your memory, because when you actively
concentrate and take in all the information around you the
brain can organise and store it well. Finally, reduce the
stress in your life because this can interfere with memory.
BACKGROUND INFORMATION
Vesuvius is a volcano near Naples in Italy. It is famous for
its eruption in 79 AD which buried the ancient Roman city
of Pompeii under 6 metres of ash and destroyed it
completely. Pompeii was completely forgotten until it was
accidentally rediscovered in 1749. It is now a UNESCO
World Heritage site.
Alice in Wonderland (Alice's Adventures in Wonderland) is
a famous and popular children's book by Lewis Carroll. It
was written in 1865 and is about a girl who falls down a
rabbit hole into a strange dream-like world. It has been
adapted many times for the cinema and television.
The Romans refers to the people from Ancient Rome during
the period from 800 BC to 1453 AD when it was a great
civilisation with a huge empire that covered most of
Europe. It was a very important period in history and the
culture, architecture, famous figures and politics are still
remembered today.
Ending the Ask Ss to think about the question in the rubric. Ask
lesson various Ss to discuss their thoughts and then share their
answers with the class.
Differentiation – how do you plan to
give more support? How do you plan to
prompt less able learners to ask a range

of questions with different question
starters and highlight areas of questions
that need to be corrected before
proceeding to quiz
challenge more able learners to write

different types of quiz question e.g.
multiple choice complete the missing
word etc..
Reflection


and why?
Lesson plan

Main activities 1. To present and practise phrasal verbs
10.5.2 take
10.6.15 Go through the list of phrasal verbs and their
definitions and elicit an example for each one from
various Ss around the class using their dictionaries to
help them if necessary.
answers.
Answer Key
1 up 3
2 in 4
2. To practise prepositional phrases

10.5.2 Explain the task and give Ss time to complete it and
then check Ss' answers.
Ask Ss to add the words to the
their notebooks.
Ask Ss to revise this section regularly as this will help
them use the English language in a natural way.
Answer Key
1 with 3 for
2 to 4 to
3. To consolidate words which are often confused

Explain the task and give Ss time to complete it and
10.5.2 then check Ss' answers.
Answer Key
1 remind 3 programme
2 invent 4 Physical
4. To form adverbs from adjectives

10.5.2 Read the theory box
10.1.6 explain the task.
answers.
Answer Key
1 easily 4
2 probably 5
3 Luckily 6
Further Practice - Quiz

To consolidate information in the module
Make photocopies of the quiz.
Give Ss time to complete the quiz, looking back through
the module if necessary.
Check Ss' answers.
Quiz
Mark the sentences T
sentences.
1 The brain's right side is more concerned with details.
2 For scientists, the left side of the brain is dominant.
3 Synapses are also called brain cells.
4 Shakira has an IQ of between 160 and 170
5 Gardner's theory is over thirty years old
6 Every person has only one of the multiple
intelligences.
7 Adrenaline and cortisol are our bodies' reaction to
stress.
8 Mild stress can increase our risk of neurological
diseases.
9 The UK has over 15 million stress management
practitioners
Answer Key
1 F (The left side is more concerned with details.)
2 T
3 F (Synapses are also called connections or
pathways.)
4 F (140)
5 T
6 F (We have all the various intelligences to some
extent.)
7 T
8 F (Mild stress can lower the risk of neurological
diseases.)
9 F (Over 2 million)
Ending the Extra Activity To create a quiz
lesson • Ask Ss to read through Module 6 and write a quiz of
their own.
• Ss can prepare their quizzes alone or in groups (in
class or at home). Ask Ss to go through the module and
compile their quizzes.
• Ask Ss to exchange their quizzes, do them, and then
check their answers.

1 Listening to music has an effect on our emotions. (T)
2 l/l/e can invent things because we have imagination.
(T)
3 A CPU is more powerful than a brain. (F - The brain
is more powerful.)
4 Interpersonal intelligence is being people-smart. (T)
5 Spatial intelligence is being number/logic smart. (F -
picture smart)
6 Monika Fleshner is a psychologist. (F - physiologist)
7 The D of E has five levels. (F - three)
8 The D of E levels are bronze, silver and gold.

proceeding to quiz
word etc..
Reflection


and why
Lesson plan

Date:
CLASS:
Learning 10. 5.2
10.5.1
10.5.7
use some language from the module to express views and pose some
accurately
use a range of language from the module to express views and pose a
activity accurately
use a wide range of language from the module to express views and p
relevant activity accurately
Previous learning Train your brain
Plan
Beginning the lesson To revise the previous material
Main activities 1. Reading To read for specific information

10.5.2 • Give Ss time to read the text and complete the task.
• Check Ss' answers. Ask Ss to justify their answers.
Answer Key
1 В ($10.000 watch on each wrist)
2 В (how he had become so wealthy)
3 D (he founded his own brokerage firm)
4 В (if you are determined enough, you can achieve
anything you want to)
2. Listening To listen for specific information (gap

filling)
• Ask Ss to read the gapped text.
10.6.17 • Play the recording. Ss listen and complete the gaps
accordingly
Check Ss answers
Answer Key
1 raise awareness
2 doesn't exist
3 PSHE classrooms
3 To practise vocabulary from the module

10.6.9 • Ss complete the task.
Answer Key
1 senses 5
2 heavy 6
3 identified 7
4 evolved
4 To consolidate grammar from the module

Answer Key
1 who's 3 when
2 that 4 where
5. To consolidate question tags

Answer Key
1 shall we 3 aren't I
2 won't he 4 aren't you
6. To consolidate grammar from the module

Answer Key
1 will be published
2 was designed
3 is cleaned
7. To consolidate grammar from the module

answers.
10.6.17 Answer Key
1 had won
2 wouldn't have gone
3 wouldn't have been
8 To write an email
• Explain the task and give Ss time to plan and
10.5.1 complete their work and then check Ss' answers.
10.5.7 • Alternatively assign the task as HW and check Ss'
Hi John,
Sorry to hear you're having trouble making friends at your
new school. I was the new boy at school once too. Let me
give you some advice.
To start with, why don’t you join an after-school club?
Then you will have the chance to meet people with the
same interests as you.
If I were you, I'd try to be happy and friendly all the time.
This will help by allowing people to see that you are a nice
person and they will more likely approach you.
Also, you should try to meet people outside school too.
Have you thought of volunteering or joining a sports team?
That way you will feel good about helping the community
or being active and you can meet all sorts of different
people.
Hope my advice helps. Let me know how things turn out.
Best wishes,
Ulan
Ending the Check your Progress
lesson Ask Ss to assess their own performance in the unit by
ticking the boxes according to how competent they feel for
each of the listed activities.

proceeding to quiz

word etc..
Reflection


and why?
`Module 7 “Breakthrough
technologies”

Vocabulary
Date:
CLASS:
Learning objectives(s) 10.5.2
that this lesson is 10.4.1
10.3.2
10.3.7
Listen and read for gist, read for specific information, get an overv
Listen and read for gist, read for specific information, talk about fo
Assessment criteria Learners have met the learning objective if they can: talk about ent
Aim Read the title of the module
they think the module will be about
medicine, nanotechnology and robotics).
Previous learning “The human brain”
Plan
BEGINNING THE 1A Vocabulary

LESSON Direct Ss' attention to the pictures and ask them to
read the texts next to each one.
10.5.2
Go through the words in the list and explain/elicit the
meanings of any unknown words.
Answer Key
PRESENTATION 1B To categorise topics

AND PRACTICE Explain/Elicit the meanings of the words in the rubric
and then elicit which category the topic of each text is
related to.
10.4.1
Answer Key
A medicine C technology
В space exploration
10.1.9 OVER TO YOU!

10.3.2 1C To talk about a major breakthr express a
10.3.7 personal opinion on the to
Elicit answers to the questions in from various Ss around
the class.

I think the discovery of penicillin has im lives the most
because antibiotics h millions of people from dying
from simple since then.
It was a major breakthrough when mai the wheel
thousands of years ago as it way for the development
of vehicles, but things like the water wheel and the
windi gave humans a power source.
It was a major breakthrough when the prii was
invented because it allowed books to in minutes,
making knowledge much me available and improving
education.
Give Ss time to complete the texts. Check Ss' answers.

Alexander Fleming
pharmacologist.
Nikola Tesla (1856-1943) was a Serbian-Am inventor,
physicist, mechanical engineer electrical engineer. His
work helped form the for the invention of radio
communication.
Soviet cosmonaut. He was the first human to journey
into outer
ENDING THE Play the video for Ss and elicit their comments.
LESSON Ss discuss about the text

Reflection
and why?
Lesson plan
Date:
CLASS:
Learning objectives(s) 10. 2.1
10.4.6
10.4.9
10.1.3
10.3.2
10.3.5
10.5.2
Listen and read for gist, read for specific information, get an over
Listen and read for gist, read for specific information, talk about
Assessment criteria Learners have met the learning objective if they can: talk about w
and write a blog entry
Previous learning Breakthrough technologies
Plan
BEGINNING THE Ss revise the vocabulary of the previous lesson

LESSON
PRESENTATION AND 1. Vocabulary & Reading To introduce key
PRACTICE vocabulary and predict the content of the text
• Go through the words/phrases in the list and
10. 2.1 explain/elicit their meanings. Elicit Ss' guesses as to what
10.4.1 the text may be about.
• Play the recording. Ss listen, read and check.

I think the text could be about microscopic robots
that are partly made of DNA molecules. Through
molecular biology and nanotechnology they can be used
for medical applications. They could be used to perform
operations like miniature robot surgeons and they may
be called spider-bots. They could allow many treatments
that are currently not possible.
2 a) To listen and read for specific information
• Ask Ss to read questions 1-6 and possible
answers. Ss listen and read the text again and choose the
10.2.3 correct answers.
10.4.6 • Check Ss' answers and ask them to justify them.
10.4.9 Answer Key
1 D (microscopic robot... device)
2 A (understand its surrounding environment,
make decisions and move automatically)
3 В (a possible walking distance of around 100
nanometres)
4 A (One day, people could live ... with miniature
robot surgeons ... protecting the insides of their bodies.)
5 C (most of these concerns are over safety
regulations ... would like further tests to be carried out on
products before they are allowed to enter the market)
6 C (these microscopic robots ... will allow
treatments to be given that are currently impossible)
• Refer Ss to the Check these words box and ask Ss
to look them up in the Word List.
2B To express an opinion
Ask Ss to discuss the question in pairs and justify their
10.1.3 opinions with reasons. Then ask various Ss around the
10.3.2 class to tell the rest of the class.
10.3.5
A: I don't think nanobots will replace humans, but I
think they will replace certain medicines and remove
the need for certain surgeries.
В I disagree. I think there will be no need for doctors if
we have nanobots inside us keeping us healthy.

Explain the task. Give Ss time to fill in the gaps to
complete the phrases. Then, ask Ss to write sentences
10.5.2 using the phrases.

1 Scientists have developed tiny computer chips that
can detect and treat diseases.
2 Innovators are trying to develop medical applications
that will help diagnose certain health problems.
3 Many doctors around the world perform operations
with the help of robots.
4 Doctors hope that molecular robotics will become
more efficient in the future.
5 A robot has been designed to understand and interact
with its surrounding environment.
6 There are many scientists that support the
development of nano-products and believe they will
change the future of medicine.
ENDING THE To present unusual ways to travel to see the capital
LESSON city
Ask Ss to work in small groups and then give Ss time to
think of/research unusual ways for tourists to see their
capital city. Ask various groups to present their ideas
to the class.

Reflection

What changes did I make from my plan and

why?
Lesson plan
Date:
CLASS:
Learning objectives(s) 10.6.11
10.3.6
10.3.7
10.5.6
10.5.9
Listen and read for gist, read for specific information, get an overv
Listen and read for gist, read for specific information, talk about fo
Assessment criteria Learners have met the learning objective if they can: talk about typ
events
Previous learning Nanotechnology
Plan
BEGINNING THE To revise

LESSON Ask Ss to work in small groups and then give Ss time to
think of/research use of English reported speech
PRESENTATION 4. Grammar To revise/practise reported speech

AND PRACTICE Explain the task and read out the example.
Explain how tenses and pronouns change from direct to
10.6.11
reported speech.
details.
answers around the class.
Answer Key
2 Ulan told me that he had just found a job working in
a science lab.
3 He said that they would soon have enough money to
buy a more powerful computer.
4 He asked her if/whether she was going to visit the
Science Museum the following weekend.
5 Damir asked me how long Dana had been working
for a company that designed robots.
6 She told me that she had read an article al artificial
intelligence the day before.
5. To express an opinion
10.1.3 Read the rubric aloud and ask various Ss aro the class to
10.3.2 share their opinions with the res the class.
I think that a positive impact will come from robots
who help people with household chores, especially the
elderly and the disabled. I think that industrial robots
and robots that do tasks that hum currently earn their
living from will have a negative impact because these
people will lose their jobs and their income.
6. Speaking & Writing

summarise a text
• Give Ss time to look through the text ag; and find
the main idea in each paragraph. / Ss to make notes and
10.3.6 then give Ss time to i their notes to summarise the text.
10.3.7 Remind that they should use their own words wh writing
10.5.6 the summary as much as possible.
10.5.9 • Ask various Ss around the class to read th
summary to the rest of the class.
A: microscopic robot... created by a team of researchers
in USA ... called nano-spider ... crawls along molecules
of DNA
B: It can walk, turn and create its own products.
C: made of DNA molecules
D: they can walk 100 nanometres, researche trying to
improve this
E: Nanotechnology could be very important in tl future ...
medical applications
F: Some worried about safety of nanotechnology
G: Billions of dollars being spent on nanotechnoloc
around the world ... in the future nano-robo may perform
surgeries impossible today
A microscopic robot was recently created by a teai of
researchers in the USA. They call it a nano-spidi and it
can crawl along molecules of DNA. It ca walk and turn
and even make its own products an it is made out of DNA
molecules. So far, it can wal 100 nanometres, but
researchers are trying to так it walk longer distances.
Nanotechnology seems t be very useful and may have a
lot of medicc applications. Some people are concerned
about hov safe nanotechnology is. A lot of money is spent
oi nanotechnology and in the future scientists believ\
nano-robots may be able to operate on people.
ENDING THE Ask some weak Ss around the classs

LESSON

Reflection


and why?
Lesson plan
Date: Teacher name:

Learning 10.4.1
10.3.2
10.1.9
10.3.5
10.5.2
10.2.3
10.1.8
10.1.1
10.5.1
10.5.7
Listen and read for gist, read for specific information, get an overview
Listen and read for gist, read for specific information, talk about form
Assessment criteria Learners have met the learning objective if they can: talk about types
events
Previous learning Reported speech
Plan
Planned timings Planned activities (replace the notes below with your planned
BEGINNING THE Ask SS about the previous lesson

LESSON
PRESENTATION 1. To introduce the topic
AND PRACTICE • Direct Ss' attention to the definition.
• Ask them to read it and then ask some Ss to tell the class.
10.4.1 Answer Key
Artificial intelligence in a robot or computer is when it has similar
qualities to the human mind in some aspects of its thinking, e.g.
decision making and problem solving.
2 Listening To listen and read for specific

information
• Read the actions aloud and ask Ss to discuss in pairs which
10.1.2 ones they think the robot in the picture can do.
10.2.2 • Play the recording. Ss listen, read and check.
10.4.2
Answer Key
The robot in the picture can: move around, sing and dance, analyse
body language, tell jokes, and understand different languages and
human emotions.
3. To read for specific information
• Explain the task and ask Ss to read the questions and answer
10.4.2 choices and then read the text again and choose their answers.
Answer Key 1C
• Refer Ss to the Check these words box and ask Ss to look them up
in the Word List.
4A То consolidate information in a text

Give Ss time to answer the questions, referring to the text as
necessary.
Answer Key
1 A humanoid robot is a robot that looks a bit like a person.
2 It's got two wheels to move around on.
3 Pepper robots work there as receptionists. Some upgraded
models can also do hospital jobs like greeting new patients and
showing them where to go, and can work with sick children to
cheer them up and help them do exercise.
(Suggested Answer Key)
too. They could help entertain a child or keep an elderly person
company.
(Suggested Answer Key)
interesting to see how it could understand my body language and
how I feel. / No, I wouldn't. I don't think a Pepper robot could
understand me the way that my human friends do!
4B To express an opinion
Give Ss time to consider their answers and then ask various Ss
around the class to share their answers with the rest of the class.
10.3.5 I think a humanoid robot that looks and behaves like a human
is easier to relate to and so people will not be afraid of them.
5. To complete a summary of the text

10.5.2 Answer Key

1 understand
2 cheer 4 move
6. Listening To listen for specific information

• Ask Ss to read the gapped text and think about what the
missing words might be.
• Play the recording. Ss listen and complete the gaps.
10.2.3
Answer Key
1 researchers
2 hard 5 six
3 octopus
7. Speaking & Writing

Give Ss time to consider their answers and then various Ss around
the class to share their ansv with the rest of the class.

I think Pepper is popular in Japan because country uses lots of
10.1.8 technology in everyday life, robots are just one part of that.
Robots are a, becoming popular in my country as technolo
becomes a larger and larger part of our day-to-d lives. I think
Pepper could be a part of my fam
each other, so a soci robot would fit right in!
8 To design and present a robot

Explain the task and ask Ss to work in sma groups and design a
robot.
Give them time to include information coverinc all the points in
the rubric.
Ask all the groups of Ss to present their robot. Then have the
10.1.1 class vote for the best design.
10.5.1 (Ss' own answers)
10.5.7
ENDING THE Ask some weak Ss around the classs
LESSON
Differentiation – how do you plan to Assessment – how are you

give more support? How do you plan planning to check learners’
to challenge the more able learners? learning?
Reflection Use the space below to reflect on your lesson. A

relevant questions from the box on the left abou

and why?
Lesson plan
Date: Teacher name:

Learning 10. 1.3
10.4.6
10.6.2
Listen and read for gist, read for specific information, talk about forms
Assessment criteria Learners have met the learning objective if they can: create and present

Previous learning Robots
Plan
BEGINNING 1. To present key vocabulary

THE LESSON • Play the recording with pauses for Ss to repeat chorally
and/or individually.
• Ask Ss to read the list of words/phrases and explain/elicit the
10. 1.3 meanings of any unknown words and then match some of them to
10.1.10 the definitions.
• Choose two Ss to read the example aloud.
• Ask Ss to discuss in pairs the importance of each
characteristic in helping someone to become successful.
Answer Key
single-minded = focused doesn't give up = persistent brave =
courageous
willing to accept ideas/suggestions = open-minded looks at the
positive = optimistic really wants to be successful = ambitious won't
let anything stop him/her doing sth =
determined

A: I believe that it's really important to be determined and persistent
if you want to achieve something because if you don't give up, you
will succeed in the end.
В: I agree. I also think it's important to be courageous because there
are many risks involved when you are trying hard to achieve
something; if you want to start a business for instance.
A: That's right. So it's important to be a risk-taker, too.
B: Yes. Do you think it's also important to be relaxed?
A: I'm not sure about that. If you're too relaxed, you might not
achieve anything!
B: That's true, but on the other hand stress can be really unhelpful.
A: I agree. Still, I believe you need a certain level of stress to keep
you motivated.
B: Maybe. I think you have to be really organised to succeed.
A: Hmm ... That depends on what you want to achieve. Creativity is
more important for some life goals.
B: That's true, and the same for being clever. Some people weren't
top of their class at school, but they are still successful. I think
ambition, optimism and determination are the most important
characteristics. What do you think?
A: I agree. A positive attitude helps a lot, and if you have ambition
you are usually really determined.
B: The same goes for confidence. If you believe you can achieve
something, I think you probably will eventually.
PRESENTATION 2A To introduce the topic of the text
AND PRACTICE Elicit what, if anything, Ss know about Thomas Edison.
Thomas Edison was an American inventor who was born in the
19th century. He is best known for inventing a long-lasting light
bulb.
2B To read for gist
Read the quotation aloud and elicit what Ss can infer about his
personality from it.
Play the recording.
Ss listen, follow the text in their books and find out.

I think that he must have been clever and he must have
believed that by working really hard you can achieve your
goals.
10.4.7
3A To read for comprehension
Ask Ss to read the headings (A-H) and give them time to read
the text again and match them to the paragraphs (1-7).
Check Ss' answers and ask them to give reasons for their
choices.
Answer Key
1 F (recorded music, electrical systems, the
telephone, the alkaline battery, X-rays and an early cinema
projector)
2 C (too slow to learn ... many of his inventions
failed)
3 G (refused to give up ... wasn't afraid of failure.)
4 A (Pushing himself to reach his goals ... set
himself a target...)
5 H (take time out to relax ... relaxation ... can
improve our concentration and creativity)
6 D (4 million pages of Edison's notes)
7 E (what are you waiting for?)

up in the l/Vord List.
10.4.6 Play the video for Ss and elicit their comments.
3B To identify the author's purpose

Read the rubric aloud and elicit answers with reasons from Ss
around the class.

By using Edison's life as an example, the writer is trying to
persuade the reader that they should work hard and be
persistent in order to achieve their dreams in life.
ENDING THE Ask various Ss around the class to present their ideas aloud to the
LESSON class.

give more support? How do you planning to check learners’
learners?
Reflection Use the space below to reflect on your lesson. An
relevant questions from the box on the left about

plan and why?
Lesson plan
Date: Teacher name:

Learning 10.6.2
10.1.10
10.3.2
10.3.7
10.1.6
10.5.1
Assessment Learners have met the learning objective if they can: express feelings w
criteria intonation in the dialogues
Previous learning The road to success
Plan
BEGINNING 4. To revise quantifiers and countable/ uncountable

THE LESSON nouns
• Give Ss time to complete the task. Refer Ss to
10.6.2 the Grammar Reference
in the text.
• Elicit which of the words in bold we use v
countable/uncountable nouns or both.
Answer Key
1 none 8
2 a little 9
3 much 10
4 hardly any 11
5 a lot of 12
6 All 13
7 Both
Examples in the text:

his inventions, we all, a few ti; Many of life's failures, All our
mistakes, under little pressure, you'll be amazed by how
much, wi several small metal balls, many new ideas
countable nouns: every, a few, few, many, several
uncountable nouns: a little, much, little, a grei deal of
both: none, a small amount of, hardly any, a lot
both, or, any
PRESENTATION 5. To distinguish between commonly confused words
AND PRACTICE Give Ss time to complete the task using thei dictionaries if
necessary.
Check Ss' answers.
10.5.2 Answer Key

1 practical 5
2 long-lasting 6
3 reach 7
4 contributed to

Explain the task and go through the list of words in the
10.4.5 rubric. Give Ss time to match them to the words in bold in
the text.
Tell Ss they may use their dictionaries if necessary.
Check Ss' answers.
Answer Key
had a hand in = participated in
give up = stop trying
stepping stones = a way to make progress
intolerant of = not willing to accept/put up with
try taking a leaf out of Edison's book
same way as Edison
effective = successful
drift off to sleep = slowly fall asleep
scribble down = write down quickly
stuck on = unable to do
wander - move from topic to topic
tap into = make use of
7. To analyse quotations
Ask Ss to read Edison's quotations in the text again and
10.1.9 explain them.
10.1.10 Then ask various Ss around the class to say which ones are
the most inspirational and why.

“Genius is 1% inspiration and 99% perspiration." - To
achieve something truly amazing requires some intelligence,
but mostly it's down to hard work. “Many of life's failures
are people who did not realise how close they were to success
when they gave up." - People often fail in life because they
give up too soon.
"There is great value in disaster. All our mistakes are burned
up and we can start anew." - Disasters erase your mistakes
and you have the chance to start again.
I find the first quote the most inspirational because it
suggests that everyone has the potential to achieve something
really great if they are willing to put in the effort.
10.1.9
10.3.2 8. To develop critical thinking skills
10.3.7 Read the rubric aloud and give Ss time to think of their
answers. Then write a few sentences.
Ask various Ss to read out their sentences to the rest of the
class.

Thomas Edison's success came because he never gave up
trying, even after failing many times, and tried to see his
failures in a positive way. He also
worked extremely hard and set goals for hims understood the
importance of relaxing to in his concentration and creativity.
Finally, ht journals in which he wrote down all his idei this
inspires me to feel more confident about able to achieve my
dreams in life.
10.1.6 9. To develop research skills; To a presentation on

10.5.1 Thomas Edison
Explain the task and give Ss time to rest online for more
information about Edison.
Ask various Ss to report back to the class.
Alternatively, assign the task as HW and a< to present their
information in the next les;

Thomas Edison was a very curious child and always asking
questions. He was a poor stud however, as his mind often
wandered. He built first lab at the age of 10 and used all his
e; money to buy chemicals for experiments. In IS when
Edison was only 22, he got his first patent a vote-recording
machine. Unfortunately, it
on Edison о invented something if there was a need for it.
Edis had various jobs during his early life such as telegraph
operator and a printing machine mechan Then, he set up an
'invention factory' in New Jersi He said, "I never quit until I
get what I'm afti Negative results are just what I'm after.
They a just as valuable to me as positive results." Edisi
worked long hours and expected a lot from h employees.
ENDING THE Ask various Ss around the class to read their reports aloud to
LESSON the class.

learners?

plan and why?
Lesson plan
Date: Teacher name:

Learning 10.5.5
Assessment Learners have met the learning objective if they can: present and write
criteria
Previous learning quantifiers and countable/ uncountable nouns
Plan
BEGINNING 1. To analyse a rubric

THE LESSON Ask Ss to read through the rubric, identify the
the questions. • Check Ss' answers around the class
10.5.5
Answer Key
1 a for-and-against essay
2 C
PRESENTATION 2A To analyse a model for content and
AND PRACTICE • Give Ss time to read the model and match
the paragraphs to their content. • Check Ss' answers.
10.5.5
Answer Key
A2 В4 C1 D3
2B To understand the writer's

Ask Ss to read the model again and elicit the
10.5.5 writer's opinion on the topic.
Answer Key
The writer is in favour of robots because they can work efficiently
and can produce goods quickly. Also, using robots in factories help
make it a safe environment so people won't have to do dangerous
tasks.
10.5.5 2C To substitute topic sentences
10.5.4 Elicit the topic sentences and then ask Ss around the class to suggest
suitable alternatives.

There are a number of benefits to using robots. = There are many
advantages to using robots.
On the other hand, the use of robots has its drawbacks. = Nevertheless
using robots also has some disadvantages.
3 To substitute linkers
Elicit substitutions for the linkers in bold in the model for suitable
10.4.5 alternatives from the list from Ss around the class.
To begin with = First
This means that = Therefore
Moreover = Additionally
As a result = Consequently
On the other hand = Flowever
In addition to this = Also
All things considered = To conclude
10.6.16 4 To practise linkers

Explain the task and give Ss time to complete it and then check Ss'
answers.
Answer Key
1 however 4 In spite of
2 besides 5 Despite
3 although 6 however
ENDING THE Ask various Ss around the class to act their linkers aloud to the class.
LESSON

learners?

plan and why?
Lesson plan
Date: Teacher name:

Learning 10.6.16
10.5.1
10.5.9
Assessment criteria Learners have met the learning objective if they can: present a monol

Previous learning Foe and against robots
Plan
BEGINNING THE 5. To practise linkers

LESSON Explain the task and give Ss time to complete it.
Check Ss' answers by asking Ss around the class to read out
their sentences.
10.6.16
Answer Key
1 Despite the fact that robots make a teacher's job easier,
they cannot teach students social skills.
2 In spite of the fact that robots can be used in distance
learning, they are not able to replace a human teacher.
3 Although robots are very useful in the classroom, they are
expensive.
4 Even though robots can be exciting for students, they can't
display any human emotions.
6. To practise writing paragraphs and topic sentences
10.6.16 Check Ss' answers by asking Ss around the class to read out
their completed paragraphs.

A There are a number of benefits to using robots in
education. First, robots would be a good way to teach students
who cannot attend school. This way, they could be
programmed to provide information for students without
access to a teacher.
В On the other hand, there are some disadvantages to using
robots in education. First of all, robots are expensive for some
schools. In addition to this, robots may be fun, but they do not
display emotions.
7A To analyse a rubric
Ask Ss to read through the rubric and underline the key
10.5.5 words.
Explain to Ss that it is very important to read the rubric
carefully so that they include all the points mentioned.
Answer Key
Key words: teacher, essay, robots in education, social
interaction, usefulness, your own idea, 120-180 words
7B To match arguments to justifications

Give Ss time to match the arguments and the justifications
and then check Ss' answers.
Answer Key
1c 2b 3a
7C To categorise arguments as for or

Elicit which arguments from Ex. 7b are in favour of robots in
education and which are against from Ss around the class.
Answer Key
For: 1, 2 Against: 3, 4
10.6.16 8 To practise forming full argi sentences

• Ask Ss to read the Useful langua then give them time to
form ful using the prompts in Ex. 7b ai phrases from the Useful
language b

To begin with, robots are useful as we c them to perform a
variety of tasks. In ad. enable distance learning. This means thi
allow students who can't attend participate in lessons.
To start with, robots are expensive. There are not cheap to
purchase or maintain, they have a lack of emotion. This means
cannot express emotions towards student.
10.5.1 9 To write a for – and – against essay

10.5.3 Explain the task and give Ss time to v essay using the plan and
10.5.4 their answer: Then ask various Ss to read their essa^ Remind Ss
10.5.9 to use full verb foi appropriate linkers.
Alternatively, assign the task as HW a Ss' answers in the next
lesson.

Robots in education; the pros and c
As robots are becoming more advanced, son are asking if they
have a role in education. Some people think yes, while others
think no.
There are a number of benefits to using n education. To begin
with, robots are useful as we can program them to perform a
variety of ( addition, they enable distance learning. This means
that they can allow students who can't attend school to
participate in lessons.
On the other hand, there are also some disadvantages to using
robots in education. To start with, robots are expensive.
Therefore, they are not cheap to pure maintain. Secondly, they
have a lack of emotion. This means that they cannot express
emotions b students.
All in all, although there are benefits to using robots in
education. I think the drawbacks far outweigh Students need
human role models and money m be spent on essential
equipment, not expensive robots. One day in the future, we
may see robots in our schools, but I think it is a long way
ahead.
ENDING THE Ss present their monologues.
LESSON



and why?
Lesson plan
Date: Teacher name:

Learning 10.1.9
10.4.5
10.5.6
Assessment criteria Learners have met the learning objective if they can: write an email re
concert
Previous learning a for – and – against essay
Plan
BEGINNING THE 1A То introduce the topic and read for gist

LESSON Elicit what, if anything, Ss know about the Science Museum in
London and then give Ss time to read the text and find out about it.
10.1.9
The Science Museum in London is the UK's most famous science
museum. Entrance is free and it is open seven days a week. There is
a lot to see and do and there are different exhibitions each year.
The museum offers apps that people can download onto their
phones.
PRESENTATION 1B To listen and read for cohesion and coherence
AND PRACTICE • Explain the task, ask Ss to read the sentences A-F, read the
text again and choose the correct sentence for each gap to make a
10.4.7 cohesive and coherent text.
• Play the recording. Ss listen and read to check their answers.
Ask Ss to justify their answers.
Answer Key
1F 2 A 3 E 4 D 5 C
• Refer Ss to the
Ss to look them up in the Word List.

• Give Ss time to complete the task, referring back to the text
10.3.7 if necessary.
Answer Key
1 exhibits 5 phenomena
2 documentary 6 admission
3 headset 7 experience
4 simulator
3. To write a paragraph about a science museum in your

country
• Give Ss time to collect information about a science museum
10.5.6 in their country and write a paragraph about it. Then ask various Ss
to read out their paragraphs to the class.
• Alternatively, assign the task as HW and ask Ss to read out
their paragraphs in the next lesson.
(Ss' own answers)
ENDING THE Ask Ss to read out their paragraphs to the class.
LESSON


Were the lesson objectives/learning relevant questions from the box on the left abou
and why?
Lesson plan
Date: Teacher name:

Learning 10.4.1
10.3.5
Assessment criteria Learners have met the learning objective if they can: discuss the value

Previous learning a paragraph about a science museum in your country
Plan
BEGINNING THE 1. To predict the content of the text and listen and read for gist
LESSON and prior knowledge
Read the title of the text aloud and elicit what Ss know about the
topic.
10.4.1 Play the recording. Ss listen and read and then tell the class if
their prior knowledge was mentioned.

I already knew Al stands for artificial intelligence. I also knew that
some people worry about robots taking over one day.
PRESENTATION 2. To read for specific information
AND PRACTICE Explain the task and ask Ss to read the statements 1-8.
Ss read the text again and decide if the statements are true, false
10.4.2 or if the fact is not mentioned in the text.
Check Ss' answers. Ask Ss to correct any false statements.
Answer Key
1 F (machines that can display human levels of
2 F (equally intelligent as humans)
3
T
4 F (very difficult)
5 F (cannot hold a basic conversation)
6T
7 DS
8 F (machines may take control of us)

in the Word List.
3 To consolidate new vocabulary
Check Ss' answers.
Answer Key
1 processes
2 ultimate challenge
3 stimuli
4. To give a presentation
Ask Ss to work in pairs or small give them time to research onlir
10.5.1
more information about Al and presentation.
10.5.2
Ask various groups of Ss to pr information to the class.
Alternatively, assign the task as
lesson.

There are a number of new developments in Al technology which
are interesting. The first one Natural Language Generation. This
is when Al can produce text from computer data. The uses of
this are in customer service and report
advancement is Speech Recognition where Al can transcribe and
transform human speech into a format useful for computer
applications. This is currently used in interactive voice response
systems and mobile apps. One more advancement is the arrival of
Virtual Agents or intelligent personal assistants Alexa (Amazon) and
Siri (Apple). These vary from chatbots to advanced systems that can
network with humans. We use them in customer service as smart
10.3.5 home managers.
5. To develop critical thinking
• Give Ss time to consider the questior discuss it with a partner.
• Then ask various Ss around the class to their answers with the
class.

A: I think if Al was a reality, we would all ha\ personal assistants.
They would run our he and we would not have to do many daily t
because they would do them. They would remind us of our schedule
and things we needed to d В: I agree. They would probably do all the
shop online and pay our bills and much more. It wo make our lives
easier.
ENDING THE ask various Ss around the class to their answers with the class.
LESSON


and why?
Lesson plan

Date: Teacher name:
Learning 10.5.2
this lesson is
contributing to
Previous learning The Science museum in London
Plan
BEGINNING THE 1. To present and practise phrasal verbs with the particle
LESSON down
Ask Ss to study the diagram and then give them time to
10.5.2 complete the task using their dictionaries to help them if
10.6.15 necessary.
Check Ss' answers.
Answer Key
1 break down
2 cut down
3 live (it) down
PRESENTATION 2. To practise prepositional phrases
AND PRACTICE Explain the task and give Ss time to complete it. Check Ss'
answers.
10.5.2 Ask Ss to add the words to the
10.6.15 notebooks.
Ask Ss to revise this section regularly as this will help them use
the English language in a natural way.
Answer Key
1 on 2 at 3 to 4 in 5 under
3. To practise collocations
Explain the task and give Ss time to complete
Check Ss' answers.
10.5.2
Answer Key
1 invasive
2 medical
3 body
4 lifesaving
5 molecular
4. To practise word formation

Check Ss' answers.
10.5.2 Answer Key
1 scientific 2 development 3 concentration 4 treartment
5. To consolidate words which are often confused

Check Ss' answers.
10.5.2
Answer Key
1 classified
2 composed
Further Practice - Quiz

10.5.2 To consolidate information in the module
• Make photocopies of the quiz.
• Give Ss time to complete the quiz, looking through the
module if necessary.
Quiz
Mark the sentences T (true) or F (false). Correct the false
sentences.
1 Nikola Tesla discovered antibiotics.
2 The Rosetta Stone was found in Egypt.
3 The nano-spider has eight legs.
4 Pepper first went on sale in France.
5 Pepper can understand 20 languages.
6 Edison held 193 patents.
7 Thomas Edison wrote poems.
8 The Science Museum is open six days a week.
9 The ISS is 400 km from Earth.
10 Machines are programmed using algorithms.
Answer Key
1 F (He discovered
alternating current.)
2 T 8
3 F (four legs)
4 F (Japan)
5T
Extra Activity To create a quiz

• Ask Ss to read through Module 7 and write a qui; of their
own.
• Ss can prepare their quizzes alone or in groups (in class or
at home). Ask Ss to go through the module and compile their
quizzes.
• Ask Ss to exchange their quizzes, do them, and then check
their answers.
1 Alexander Fleming discovered penicillin in 1928. (T)
2 Nikola Tesla pioneered the use of alternating current to
send power over huge distances. (T)
3 Vostock 1 orbited the Earth in 1957. (F - 1961)
4 A nano-spider can walk 50 steps. (T)
5 Aldebaran created Pepper. (T)
LESSON: Module 7 6LessonPepper
12 canSchool:
cook food. (F - Pepper can't cook food.)
Project work Green issue
7 GreenThomas Edison was born in 1847. (T)
Eating 8 It costs a lot to enter the Science Museum, London. (F - It's
Date: free.) Teacher name:
ENDING THE Ss check their answers.
CLASS:
LESSON Number present:
Learning 10.4.2
Differentiation
this lesson is – how do you plan to
10.2.8 Assessment – how are you
give more support?
contributing to How do you plan planning to check learners’
to challenge the more
Lesson All able learners?
learners learning?
will be able to:
objectives use some language from the module to express views and pose some relev
accurately
Most learners will be able to: questions from the box on the left abou
relevant
use a range of language from the module to express views and pose a rang
activity accurately
objectives realistic?Some learners will be able to:
use a wide range of language from the module to express views and pose
activity accurately
Previous Language in use
learning
Plan
and why?
Beginning the 1. To read for specific information

lesson Give Ss time to read the text and complete the task.
Check Ss' answers.
10.4.2 Answer Key

10.4.5 They are low-cholesterol, low-fat and high in protein.
10.2.8 It happens in Asia, Africa and Latin America.
There isn't enough meat to feed the world's growing
population.
Insect farming produces far more food than cattle farming
for the same amount of animal feed.
Insect diseases can wipe out a whole farm in a day.
analyse quotations
Lesson plan
Main activities Summative assessment for the term. (40 min)
Ending the Project work. Keep a record of the things your parents buy
lesson when they go food shopping this week. Are they
environmentally-friendly food shoppers? Then report it to
the class.
give more support? How do you plan

proceeding to quiz
word etc..
Reflection


and why?
Module 8 “Space”

Vocabulary
Date: Teacher name:
Learning 10.5.2
contributing to
Assessment criteria Learners have met the learning objective if they can: talk about entert

Previous learning Breakthrough technologies
Plan
BEGINNING THE Module Objectives

LESSON Read the title of the module
will be about (the
module is about space, mysterious events, space
colonisation and CGI).
the module
PRESENTATION 1A Vocabulary To introduce new vocabulary
AND PRACTICE Direct Ss' attention to the picture and ask them to read the texts.
Go through the words in the list and explain/ elicit the meanings of any unknown
10.5.2 words.
Give Ss time to complete the texts. Check Ss' answers.
10.1.9
Answer Key
1 particles 4 surface 7 dwarf
2 waves 5 atmosphere 8 solar
3 radio 6 Stars 9 telescope
1B To listen for confirmation

Play the recording. Ss listen and check their answers to Ex. 1a.
10.3.7
Over to you!
To talk about space and expand the topic
Elicit answers to the questions in the rubric from various Ss around the class.

I was impressed that the footprints on the Moon will stay there for
at least 700 million years and that an
a dwarf planet.
I would like to know about dark matter, black holes and
supernovas as I find these topics very interesting.
ENDING THE Ss read their ideas aloud around the class

LESSON


Were the lesson objectives/learning relevant questions from the box on the left abou
and why?
Lesson plan
Date: Teacher name:

Learning 10.2.6
10.2.6
10.4.5
Assessment criteria Learners have met the learning objective if they can: talk about water
write a blog entry
Previous learning Space
Plan
BEGINNING THE 1. Vocabulary & Reading

LESSON Explain/Elicit what UFO means
Play the recording. Ss listen and read the headlines. Explain/Elicit the meanings of
10.2.6 any unknown words/phrases
spacecraft from science fiction).
Elicit what various Ss think happened in these incidents.

A - An alien spacecraft probably crashed on a ranch in the
Roswell region and it was captured by some people.
В - I think some people reported finding a strange wreckage and
they think alien bodies were examined at Roswell Army Base.
C - A police officer reported a sighting of an alien spacecraft in
Socorro, New Mexico.
D - Thousands of people witnessed strange lights over Phoenix,
Arizona.
PRESENTATION 2. To predict the content of the text
AND PRACTICE Direct Ss' attention to the title and the introduction in the text. Elicit Ss' guesses as to
what it can be about.
10.4.1 Ss read the text to see if their guesses were correct.
I think the text is about a journalist investigating the case of the
UFO crash landing in New Mexico in 1947 and whether or not it
may actually have happened.
Roswell, New Mexico is a city in the south-eastern quarter of the
state of New Mexico, USA. There are about 50,000 people living
there. It is home to the New Mexico Military Institute.
The Nevada Desert is in the USA. It occupies parts of California,
Nevada, Utah and Arizona. It rarely rains there.
3. To read for cohesion and coherence

Ask Ss to read the sentences A-H and give them time to read the text again and match
them to the gaps 1-7.
Answer Key
7 G ЗА 5F
2D 4H 6C

1 ... was asked ... report ... UFO discovery ... my heart sank ...
couldn't understand why ... being sent... true sceptic!
2 ... smiling at... amusing sights ... would be having some fun...
3 ... hoping to find ... Instead ... disturbed ... rattlesnake...
4 ... strange craft ... impressive sight ... craft ... unlike anything
...on Earth.
5 The day ended with ... creepy sketches of alien bodies ... As we
headed back to the hotel ... couldn't help wondering if ... anything
was looking down!
6 ... asked ... told me ...
7 ... strange phenomenon ... even video footage ... disappointed ...
nothing worth photographing ...

in the Word List.
4. To identify the writer's

Explain that writers write articles in order to inform, to persuade or
entertain readers.
10.2.5 Play the recording. Ss listen and follow the text in their books.
10.2.6 Ask Ss to identify the reason why the writer wrote the article.

The writer's purpose is to inform readers about the UFO
discovery tour and what it's like at Roswell. The writer also
describes how the tour can make a sceptic wonder if it's all true
or not.

Check Ss' answers.
10.4.5
Answer Key
1 trip 3 desert
2 spot 4 examined
We all enjoyed the
hours.
Fie made a mark on the tree as we walked through the forest so
that he could find his way back.
That diner sells desserts
Please inform us if you
documentary online.
UFO-seekers are a common
You should respect the
Scientists have been reviewing the
find out how it happened.

10.4.5 Explain the task and go through the list words in the rubric and give Ss time to ma1
them to the words in bold in the text.
Tell Ss they may use their dictionaries if necessa
Check Ss' answers.
Answer Key
wandered away: walked without a purpose
remains creepy: scary
soared into the sky:
same position eerie:
disappointed: felt unhappy
LESSON


and why?
Lesson plan
Date: Teacher name:

Learning 10.6.7
10.1.9
10.5.6
events
Previous learning Daily routines & free-time activities
Plan
BEGINNING THE 7A Grammar To study/revise the passive

Explain that we use the passive to ta about actions when the person who carri out the
LESSON action is unknown, unimportant obvious from the context. We also use tl passive in
formal writing.
Explain/Elicit that we form the passive wi the verb
ma verb. Point out that the subject of the actr sentence becomes the agent in the
10.6.7 passh sentence and is introduced with 'by' where, the object of the active sentence
10.6.8 becomes ti subject in the passive sentence. Refer Ss to ti
10.6.9 section for more details.
10.6.10
Answer Key
We use the passive to talk about actions when the person who
carries out the action is unknowing unimportant or obvious from
the context. We also use the passive in formal writing such as in
пей report or headline. We form the passive with the verb to be +
past participle of the main verb. The subject of the active
sentence becomes the agent i the passive sentence and is
introduced with 'bj whereas the object of the active sentence
becomes the subject in the passive sentence.
Tenses that do not have a passive form: present/pa: perfect
continuous, future/future perfect continuous
Lesson plan
Date: Teacher name:

Learning 10.5.2
10.4.7
10.5.2
events
Previous learning the passive
Plan
BEGINNING THE 1. Vocabulary

LESSON Elicit the names of the planets in our solar system from Ss around the class.
Play the To read for cohesion and coherence
10.5.2 recording. Ss listen and check if they named them all as well as practice the correct
pronunciation and intonation.
Answer Key
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
Note: The solar system consists of the Sun and the planets that go
around it.
PRESENTATION 2. To predict the content of a text

AND PRACTICE Read the title of the text and the quotation aloud and ask Ss to think
about the questions in the rubric.
10.1.1 Give Ss time to read the text and then elicit answers to the questions
10.2.1
10.4.1 from Ss around the class.

The problems of space colonisation are the lack of technology and
the lack of money. For example, it would take 1,000 years to travel
to the nearest star system and it costs £6,000 to put half a kilo of
anything into near-Earth orbit. The solution may be to give 0.25%
of the world's financial resources to fund space colonisation.
10.4.7 3. To read for cohesion and coherence

Explain the task and ask Ss to read the sentences A-H and then give
them time to read the text again and match them to the gaps (1-7).
Ask Ss to check their answers with their partner and then elicit
justifications from Ss around the class.
Answer Key
1 F 3 C
2A 4 H
1 Stephen Hawking ...the future survival of mankind, die out... we

will be wiped out by a catastrophe
2 ... problem ... food ... sent from Earth ... self- sufficient to
survive...
3 Exploring space ... risk ... no atmosphere ... boiling hot...
freezing cold ...
4 ... perfect planet... might not be able to get there ... take over
700,000 years ...
5 ... new technologies ... travel just below the speed of light. That
way .... reach ... next star to Earth ... 6years.
6 ... costs about £6,000 ... believes that we can afford to give ...
colonise space. Just imagine ... people hadn't given Columbus
money ...
7 matter of time ... years, centuries or millennia.

in the Word List.
10.5.2
Check Ss' answers.
Answer Key
1 overcome 3 warm up
2 self-sufficient 4 release

10.5.2 Explain the task and give Ss time to complete it. Ss can use their
dictionaries to look up any unknown words.
Answer Key
1 Supplies 2 overcome 3 wipe out 4 endless

LESSON



and why?
Lesson plan
Date: Teacher name:

Learning 10.6.17
contributing to 10.3.3.
10.1.9
10.1.7
Assessment criteria Learners have met the learning objective if they can: create and prese

Previous learning Space colonization
Plan
BEGINNING THE 6A Grammar To revise conditionals: types 2 & 3

LESSON Refer Ss to the Grammar Reference
books and briefly revise conditional types 2 and 3 by giving
examples for each type.
10.6.17
Answer Key
We use conditional type 2 to express im situations which are
unlikely to happen in the or future. They are also used to give
advice.
We use conditional type 3 to express imi situations which are
contrary to facts in th They are also used to express regrets or
criticii Examples
type 2: If I won the money, I
type 3: If Ann had been
have made such a big mistake.
PRESENTATION 6B To present mixed conditionals
AND PRACTICE Direct Ss' attention to the table and out the examples. Give Ss time to stud table and
refer them to the Gran Reference
10.6.17 Elicit examples of mixed conditionals ir text from various Ss around the class.
Answer Key
If we had endless amounts of money for space exploration, we
would have already overcome these problems and built the
first space colonies. Just imagine
Columbus money for his voyage to America in 1492, NASA
probably wouldn't exist today!
Lesson plan
Date: Teacher name:

Learning 10.4.7
contributing to 10/.6.17
10.6.10
10.6.11
10.6.9

Previous learning Language in use
Plan
BEGINNING THE Summative assessment for Unit 8 (20 min)

LESSON
10.4.7
PRESENTATION 1. To read for cohesion and coherence
AND PRACTICE Give Ss time to read the text and match the missing sentences A-H to the gaps 1-7.
Check Ss' answers.
10.4.7

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Sample lesson plans for Kazakhstan Grade 10

ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК

Жалпы бiлiм беретiн мектептiњ 9-сыныбына арналѓан оќулыќ Экспресс

Уважаемые учителя английского языка, работающие по УМК обновленного содержания

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

Learning objectives system

6) Strand 6: Use of English

Did I stick to timings?

What changes did I make from my plan

4. Aim: To read for specific

Did I stick to timings?

What changes did I make from my plan

Lesson objectives All learners will be able to:

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

Module 1 Lesson 5 School:

Lesson objectives All learners will be able to:

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

Lesson objectives All learners will be able to:

Middle of the lesson Ex. 2, p.12

To listen for specific information

9Aim To consolidate information for the

12 Aim To create a poster about a

Module 1 Lessons 9 School:

4.Aim: To present descriptive language

7 Aim To present conjunctions

8 Aim To analyse a rubric

9Aim To listen for gist and sequence of

10Aim To prepare for a writing task &

Lesson objectives All learners will be able to:

3.Aim: To listen and read for specific

challenge more able learners to give assess pronunciation in oral

Module 1 Lessons 11 School:

Date: Teacher name:

4.Aim: To consolidate use of Answer key

6 Aim To consolidate grammar from the Answer key

7 Aim To write an article

Module 1 Lessons 12 School:

Date: Teacher name:

Middle of the lesson

Module 2 Lesson 1 School: #4 IT-Lyceum

3 Aim To personalise the topic

Module 2 Lesson 2-3 School: #4 IT-Lyceum

Date: 1.10.2019 Teacher name: Seytimova Ayssulu

5Aim: To consolidate vocabulary Ex. 3, p.20

8 Aim: To consolidate new vocabulary

3 Aim To practise vocabulary Ex.2(b), p.22

To consolidate new vocabulary

Give Ss time to complete the task and

Ending the lesson Check Ss’ answers around the Home-task:

Date: Teacher name:

• Explain the task and then give Ss

3Aim To practise the difference in

4Aim explain the task and then give SS

• Check Ss' answers around the

5Aim To present/revise and practise

7Aim To present/revise conditionals

Answer Key Ex. 8, p.25