3. Lesson Plans Solutions ЕМН 11 Кл. (Term 1-2)

Short term plan 1
Term 1
Unit 1. Making connections in School №
biology.
Date:
Teacher’s name:
Grade 11 Number present: Number absent:
Theme of the lesson: Food science. Period 1.

11.C8 - develop intercultural awareness through reading and discussion
Learning 11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended
objectives(s) that higher-order thinking questions on a range of general and curricular topics,
this lesson is including some unfamiliar topics
contributing to 11.S7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics
All learners will be able to:
 work out the meaning of some topic-related words by using semantic and
syntactic clues.
 describe what a balanced diet is and why it is important.
Most learners will be able to:
 work out the meaning of most topic-related words by using semantic and
Lesson objectives syntactic clues.
 identify the different food groups and place foods into the correct groups.
Some learners will be able to:
 work out the meaning of all topic-related words by using semantic and
syntactic clues.
 describe how carbohydrates, proteins, fats and vitamins/minerals help our
bodies and relate the Eatwell Guide to their diet.
Value links Having healthy eating habits.
Cross curricular
Biology, Natural science.
links
Projector and smart board for showing a presentation, getting additional
Use of ICT
information, playing the audio, video files.
Intercultural
Accept diversity of other cultures.
awareness
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Pastoral Care
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
Beginning The lesson greeting.
the lesson The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Ask students to brainstorm different foods.
• Then ask: What have you eaten today? Are you
careful about the food you eat? Why? / Why not?
• Elicit some responses.
Exercise 1 page 4. Presentation
Focus attention on the eatwell plate and explain
Video and images
that it is a visual representation of the type of food
we should eat for a healthy, balanced diet. The size Handouts with task
of each section represents the recommended
proportion of food types.
Ask students to decide which sections represent the
food we should eat most of (the two largest sections
at the top) and least of (the smallest section at the
bottom).
Exercise 2 page 4.
Focus attention on the phrases. Check meaning and
Main
pronunciation. Students complete the information.
Activities
Check answers as a class.
Exercise 3 page 5.
Focus attention on the nutrition words. Check
meaning and pronunciation. Students look at the
food on the eatwell plate and find an example for
each word. Check answers as a class.
Exercise 4 page 5.
In pairs, students discuss their diets in relation to
the eatwell plate. Write the following sentence on
the board to help them do this: I eat more / less …
than is recommended.
Ask: Do you have a healthy diet? Why? / Why not?
Giving the homework. WB ex.1-3 p.4.
Ending the Ask students: What have you learned today? What
lesson can you do now? and elicit answers: I can talk
about nutrition and health.
End
Additional Feedback: Teacher asks students what task was
information
1min difficult to them and which pair worked well.
Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in reading, listening, exploring, developing, evaluating
and resources based on student speaking, writing. Did each learner and making choices about their
strengths). involved into work? If not, why own and others’ ideas
By support. Less able learners will not? (e.g. didn’t understand what
be supported through step-by-step to do; not so confident speaking
instructions, graphic organizers, English; not interested in topic;
sentence frames, glossaries, thinking other).
time. Small group learning.
By outcome providing challenge,
variety and choice.
Short term plan 2
Term 1
biology.
Date:
Teacher’s name:
Theme of the lesson: Food science. Period 2.

11.L1 - understand the main points in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar
topics
11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended
Learning
higher-order thinking questions on a range of general and curricular topics,
objectives(s) that
including some unfamiliar topics
this lesson is
11.S5 - interact with peers to make hypotheses and evaluate alternative proposals
contributing to
on a range of familiar and some unfamiliar general and curricular topics
11.UE12 - use a wide variety of past modal forms to express appropriate
functions; use a variety of near modal structures including supposed to, bound
to, due, willing to on a wide range of general and curricular topics
 list out the names of various types of food from the most to least healthy.
 recognize main information why people’s nutritional needs change
through different life stages while listening.
 identify and use the sentences with must and have to for obligation and
prohibition with support.
 identify specific information why people’s nutritional needs change
Lesson objectives through different life stages while listening.
prohibition with minimal support.
 interpret the information why people’s nutritional needs change through
different life stages while listening.
 make thoughtful recommendations how to improve the average Kazakh
diet.
prohibition without support.
Value links Having healthy eating habits.
Cross curricular
links
Previous learning Nutrition and health.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
Lead-in.
Exercise 5 page 5.
Beginning
Ask students to read the quiz, ignoring the missing
the lesson
words. Check meaning and pronunciation.
Students do the quiz in pairs and then check their
answers.
Find out how well the students did in the quiz.
Elicit any facts that surprised them.
Exercise 6 page 5. (Audio 1.02) Presentation
Go through the sentences together and check
Video and images
comprehension. Then ask students to underline key
words. Handouts with task
Play the recording for students to match each
speaker with a sentence.
Exercise 7 page 5.
Go through the Recycle! box together. If necessary,
illustrate the difference between must and have to: I
must tidy my room because it’s messy and I think I
need to do it. I have to tidy my room every week
because it’s my parents’ rule.
Main
Check answers as a class. With a stronger class,
Activities
ask students to explain their choices.
Exercise 8 page 5.
In pairs, students answer the questions using
vocabulary and grammar from the lesson. Monitor
and help where necessary. Elicit responses and
encourage discussion if there is disagreement.
Extra activity.
Ask students to work in pairs to produce a poster to
promote healthy eating amongst teenagers. Tell
them to include at least five useful tips.
Display the posters on the wall and have a class
vote on the most attractive one and the most useful
one.
about nutrition and health. I can talk about
obligation and prohibition.
End Feedback: Teacher asks students what task was
Additional information
Differentiation –
how do you plan to give more Assessment –
support? How do you plan to how are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Observe learners when Students think critically,
by task (selection of learning participating in reading, exploring, developing,
materials and resources based on listening, speaking, writing. Did evaluating and making choices
student strengths). each learner involved into about their own and others’
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
variety and choice.
Short term plan 3
Term 1
biology.
Date:
Teacher’s name:
Theme of the lesson: The passive. Period 1.

Learning 11.R3 - skim a range of lengthy texts with speed to identify content meriting
objectives(s) that closer reading on a range of more complex and abstract, general and curricular
this lesson is topics
contributing to 11.UE7 - use a wide variety of simple perfect active and passive forms and a
variety of perfect continuous forms on a wide range of general and curricular
topics
 discuss topic questions in simple phrases and sentences.
 apply comprehension strategies to the text about a history of hygiene.
 identify and use different forms of the passive with support.
Lesson objectives
 discuss topic questions in expanded sentences.
 identify and use different forms of the passive with minimal support.
 discuss topic questions in complex sentences.
 identify and use different forms of the passive without support.
Value links Having healthy lifestyle.
Cross curricular
links
Previous learning Food science.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Exercise 1 page 6.
Play hangman with the words infections and
hygiene. Check meaning and pronunciation. Then
elicit how these two words are connected, e.g. good
hygiene prevents infections; bad hygiene can cause
infections.
Ask students to read the text quickly to see if it
Video and images
mentions any ideas from their discussion. Explain
any unknown words. Handouts with task
Exercise 3 page 6.
Ask students to find the examples of the passive in
the text and match them with the correct tense.
Exercise 4 page 6.
Main Go through the Learn this! box together and elicit
Activities the missing words.
Exercise 5 page 6.
Ask students to rewrite the sentences in the passive
and then match them with a rule in the Learn this!
box. Check answers as a class.
Exercise 6 page 6.
Students rewrite the underlined sentences in the
passive. Remind them to use by only when the
agent is important. Check answers as a class.
Ask students: What have you learned today? What
Ending the
can you do now? and elicit answers: I can
lesson
understand a text about a history of hygiene. I can
identify and use different forms of the passive.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 4
Term 1
biology.
Date:
Teacher’s name:
Theme of the lesson: The passive. Period 2.

11.C6 - organize and present information clearly to others
Learning 11.S6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
objectives(s) that
topics
this lesson is 11.UE7 - use a wide variety of simple perfect active and passive forms and a
contributing to variety of perfect continuous forms on a wide range of general and curricular
topics
 recognize and use different forms of the passive with support.
Lesson objectives Most learners will be able to:
 identify and use different forms of the passive with minimal support.
 demonstrate correct use of different forms of the passive without support.
Cross curricular
links
Previous learning The passive.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
Lead-in.
the lesson
Read the sentences and answer the questions.
Active
Someone cleans the streets every day.
Sir Christopher Wren designed St Paul’s
Cathedral.
a) What tense is used in each sentence?
b) Underline the subject and object in each
sentence.
Passive
The streets are cleaned every day.
St Paul’s Cathedral was designed by Sir
Christopher Wren.
c) What has happened to the subject and object?
d) How do we form the passive?
e) When do we use the passive?
f) When do we and don’t we use ‘by’?
Running dictation. Presentation
Pupils work in pairs. One is a runner, the other is a
Video and images
writer. Stick the worksheet to the board or wall.
The runner goes to the board, reads one sentence Handouts with task
(which is in the active form), transforms it into
passive in his mind, goes to the partner and
dictates the passive sentence to him. After the task
is completed students check it with the teacher:
1. People speak Portuguese in Brazil.
2. The Government is planning a new road near my
house.
3. My grandfather built this house in 1943.
4. Picasso was painting Guernica at that time.
5. The cleaner has cleaned the office.
6. He had written three books before 1867.
Main 7. John will tell you later.
Activities 8. By this time tomorrow we will have signed the
deal.
9. Somebody should do the work.
10. The traffic might have delayed Jimmy.
11. Everybody loves Mr Brown.
12. They are building a new stadium near the
station.
13. The wolf ate the princess.
14. At six o’clock someone was telling a story.
15. Somebody has drunk all the milk!
16. I had cleaned all the windows before the storm.
17. A workman will repair the computer tomorrow.
18. By next year the students will have studied the
passive.
19. James might cook dinner.
20. Somebody must have taken my wallet.
Giving the homework. WB ex.4-5 p.5
lesson can you do now? and elicit answers: I can identify
and use different forms of the passive.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 5
Term 1
biology.
Date:
Teacher’s name:
Theme of the lesson: Keeping fit.

11.L5 - recognize the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics, including talk on
a growing range of unfamiliar topics
Learning
11.L8 - recognize inconsistencies in argument in extended talk on a range of
objectives(s) that
general and curricular subjects, including some unfamiliar topics
this lesson is
11.S3 - explain and justify own and others’ point of view on a range of general
contributing to
and curricular topics, including some unfamiliar topics
11.S7 - use appropriate subject-specific vocabulary and syntax to talk about a
 use topic-specific vocabulary.
 identify and formulate the main idea(s) of the listening segment about
exercising with support.
 describe different fitness activities.
 use a good range of topic-specific vocabulary.
Lesson objectives  identify and formulate the main idea(s) of the listening segment about
exercising with minimal support.
 explain a preference of different fitness activities.
 use a wide range of topic-specific vocabulary.
 identify and formulate the main idea(s) of the listening segment about
exercising with no support.
 compare and evaluate different fitness activities.
Cross curricular
links
Previous learning The passive.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Health and Safety
If students are tired, do physical exercise with them.
Plan
Planned
timings
Beginning students know what to anticipate from the lesson.
the lesson Lead-in.
Elicit the sports and activities students do to keep
fit.
In pairs, students describe the photo and answer the
Video and images
questions. Ask a few students for their ideas.
Exercise 2 page 7. Handouts with task
Go through the Listening Strategy together and
elicit different ways of saying the underlined
information, e.g. worked as hard as possible /
worked as hard as he could.
Exercise 3 page 7. Audio 1.03.
Tell students they will hear the beginning of a radio
programme about fitness. Play the recording for
students to decide if the sentence in exercise 2 is
true or false. Check the answer as a class and elicit
the speaker’s words.
Allow students time to read the sentences. Model
the pronunciation of mitochondria
/ˌmaɪtəʊˈkɒndriə/ (singular: mitochondrion), but do
not say what they are. Play the rest of the recording
for students to decide if the sentences are true or
Main
false. Check answers as a class.
Activities
Go through the verbs and nouns and check
pronunciation. Students complete the sentences.
Play the recording again for students to check their
answers.
Tell students they will hear four more people
talking about exercise. Allow students time to read
the questions and answer options first. Encourage
them to think of different ways of expressing the
information in the questions and options; the
information is usually expressed differently in the
recording. Play the recording for students to choose
the answers. Check answers as a class.
Ask students what helped them choose their
answers. Play the recording again. Pause and replay
as necessary for students to write the phrases that
have a similar meaning to the answers in exercise
6.
Exercise 8 page 7.
Explain that some verbs can go with more than one
noun, but students should try to remember the ones
that the speakers in exercise 7 used. Check answers
as a class.
Exercise 9 page 7.
In pairs, students discuss how they feel about the
sports and fitness activities using the collocations in
exercise 8. Remind them to give reasons and
examples. Monitor and help as necessary.
Extra activity
Ask students to write a short paragraph beginning:
My doctor advised me to start doing more
exercise, so …
Students compare their paragraphs in pairs.
Giving the homework. WB p.6
Ending the
lesson
understand people talking about exercise. I can
discuss sports and fitness activities.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 6
Term 1
biology.
Date:
Teacher’s name:
Theme of the lesson: The passive: advanced structures.

11.S4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a wide range of general and curricular topics, including some
unfamiliar topics
11.S6 - navigate talk and modify language through paraphrase and correction in
Learning talk on a wide range of familiar and some unfamiliar general and curricular
objectives(s) that topics
this lesson is 11.R3 - skim a range of lengthy texts with speed to identify content meriting
contributing to closer reading on a range of more complex and abstract, general and curricular
topics
 discuss topic questions in simple sentences.
 apply comprehension strategies to text about medical myth.
 identify and use advanced passive structures with support.
Lesson objectives
 discuss topic questions in extended sentences.
 identify and use advanced passive structures with minimal support.
 identify and use advanced passive structures without support.
Cross curricular
links
Previous learning Keeping fit.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
Lead-in.
the lesson
Exercise 1 page 8.
Ask students to discuss the statements and say
whether they think they are true or not. Elicit ideas.
Ask students to read the text and check their ideas.
Video and images
Exercise 3 page 8.
Go through the Learn this! box together and then Handouts with task
ask students to find examples for each rule in the
text.
Exercise 4 page 8.
Students complete the sentences and then match
them with a rule in the Learn this! box. Check
answers as a class.
Exercise 5 page 8.
Students complete the sentences. Check answers as
a class.
Exercise 6 page 8.
In pairs, students discuss two more food myths.
They should think of reasons to justify their ideas.
Monitor and check the use of the passive. Elicit a
Main few opinions form the class.
Activities Extra activity
Write on the board: An apple a day keeps the
doctor away. Ask: What do you think this means?
(Eating an apple every day will keep you healthy.)
Put students in two groups: one group will defend
the statement and the other will disagree with it.
Allow students time to prepare a few statements to
support ‘their’ opinion, using advanced passive
structures where possible, e.g. For: Apples are
known to contain fibre and vitamin C. Vitamin C is
known to keep us healthy. People should be
encouraged to eat them regularly. Against: Other
fruits are known to contain more vitamins than
apples. It is thought that most of an apple’s
nutrients are in its skin but the skin isn’t eaten by
many people.
Ask students to discuss. Monitor and help where
necessary.
Ending the
can you do now? and elicit answers: I can use
lesson
advanced passive structures. I can discuss health
myths.
Additional information 33333333333332222
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 7
Term 1
biology.
Date:
Teacher’s name:
Theme of the lesson: Compound adjectives.

Learning 11.S7 - use appropriate subject-specific vocabulary and syntax to talk about a
objectives(s) that range of familiar and some unfamiliar general and curricular topics
this lesson is 11.R3 - skim a range of lengthy texts with speed to identify content meriting
contributing to closer reading on a range of more complex and abstract, general and curricular
topics
11.UE3 - use a variety of adjectives complemented by that, infinitive and wh-
clauses on a wide range of general and curricular topics
 use compound adjectives appropriately with support.
Lesson objectives  use compound adjectives appropriately with some support.
 use compound adjectives appropriately with no support.
Cross curricular
links
Previous learning The passive: advanced structures.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Focus attention on the photo p.9 and ask: What’s
happening? (The woman is dreaming.) Do you
think she’s having a pleasant dream? Why / Why
not? (Yes, because she looks peaceful.) What’s the
word for a frightening dream? (a nightmare)
Exercise 1 page 69 Presentation
In pairs, students answer the questions.
Video and images
Ask a few students to share their last dream or
nightmare with the class. If no one can remember Handouts with task
specific details, talk about common types of
dreams such as being chased, being lost or trapped,
flying or falling.
Then elicit some responses to question 2. If
students are not sure about this, mention that
dreams are thought to help us process new
information and add it to our memory.
Exercise 2 page 69
Write lucid on the board and check the meaning
(able to think clearly) and pronunciation /ˈluːsɪd/.
Ask: What do you think ‘lucid dreaming’ is? (being
able to think clearly during a dream)
Ask students to read the text and find out how
lucid dreaming could help them. Check as a class.
Exercise 3 page 69
Ask students to look at the form of the highlighted
words in the text and write them in the correct
Main
column. Check answers as a class and help with
Activities
the meaning of any unknown words.
Extension: Fast finishers
Ask fast finishers to choose six compound
adjectives and use them in sentences of their own.
Exercise 4 page 69
Ask students to identify the compound adjectives
in the sentences and match them with the correct
definition. Check answers as a class. Then ask
students to ask and answer the questions in pairs.
Exercise 5 page 69
Go through the Dictionary Strategy together. Ask
students which compound adjectives probably have
their own dictionary entry (the ones not formed
with an adverb). If possible, ask students to use a
dictionary to check their answers. Otherwise check
answers as a class.
Exercise 6 page 69
Students complete the sentences, using a dictionary
when necessary. Check answers as a class.
Exercise 7 page 69
In pairs, students ask and answer the questions,
giving reasons and examples. Monitor and help
where necessary.
Ending the
lesson
compound adjectives. I understand dictionary
entries for compound adjectives.
End
Additional Feedback: Teacher asks students what task was 33333333333332222
information
Differentiation –
learners?
English; not interested in topic;
organizers, sentence frames,
other).
group learning.
variety and choice.
Short term plan 8
Term 1
biology.
Date:
Teacher’s name:
Theme of the lesson: Junk food. Period 1.

Learning
objectives(s) that
11.R2 - understand specific information and detail in extended texts on a wide
this lesson is
range of familiar and unfamiliar general and curricular topics
contributing to
11.R9 - recognize inconsistencies in argument in extended texts on a range of
more complex and abstract general and curricular topics
 comprehend main information about food addiction while reading.
 identify specific information about food addiction while reading.
 interpret and evaluate the information about food addiction while reading.
Cross curricular
links
Previous learning Compound adjectives.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
the lesson Lead-in.
Write junk food on the board and elicit examples,
e.g. burgers, chips, hot dogs.
Ask: Are you addicted to junk food? How often do
you have it?
In pairs, students answer the questions.
Video and images
Elicit some answers.
Focus attention on the title of the article and the
photos. Ask: What were these teenagers addicted
to? (pizza, chicken nuggets, chips). Ask students to
skim-read the article and find out what happened as
a result of their addictions.
Exercise 3 page 10.
Go through the Reading Strategy together. Then
ask students to find the gaps in the texts, look at
what follows them and then choose the best
sentence to fill each gap. Check the answers with
the class.
Exercise 4 page 10.
Students decide if the sentences are true or false
and correct the false ones. Check answers as a
class.
Main Exercise 5 page 10.
Activities Students complete the sentences. Check answers as
a class.
Exercise 6 page 10.
Go through the adjectives and nouns together and
check meaning. Then focus attention on the
statement and ask students, in pairs, to decide on
their opinion. Allow time for them to think of at
least three arguments to support their opinion.
Monitor and help where necessary.
Go through the phrases for presenting opinions
together. Elicit some phrases for agreeing and
disagreeing, e.g. I completely agree / disagree with
you. I don’t agree with you at all. I agree with you
up to a point.
Ask one pair to start the discussion by presenting
their first opinion to the class. Encourage others to
join the debate. Monitor and help where necessary.
When students have finished speaking, ask: Has
anyone changed their mind after listening to
people’s arguments?
Giving the homework. Presentation.
Ending the
can you do now? and elicit answers: I can react to
lesson
an article about food addictions. I can have a
debate about food addictions.
End
information 33333333333332222
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 9
Term 1
biology.
Date:
Teacher’s name:
Theme of the lesson: Junk food. Period 2.

Learning 11.C7 - develop and sustain a consistent argument when speaking or writing
objectives(s) that 11.S3 - explain and justify own and others’ point of view on a range of general
this lesson is and curricular topics, including some unfamiliar topics
 present their posters to classmates.
Lesson objectives  present their posters to classmates, keeping the attention of a class.
 make a public speech by using a poster and have interaction with
audience.
Cross curricular
links
Previous learning Junk food.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
the lesson
Task 1. In the quiz below, students should match up Presentation
Main
the sentences to test what they know about the
Activities Video and images
topic!
Handouts with task
1. Some people think it
is wrong to ban junk ... schoolchildren
food because people hyperactive, so they
should ... misbehave after lunch.
2. Some people think
that the sugar in junk ... it is so tasty!
food makes ...
3. Eating too many ... expensive than
crisps and sweets ... healthy food such as
fruit and salad.
4. Many people prefer ... force children to eat
junk food to healthy healthy food to keep
food because ... them fit and well.
5. Junk food such as ... they would be well
chocolate and crisps is behaved, and so would
more ... learn more in lessons.
6. Some people think
junk food should be ... small amount of
banned in school junk food and some
canteens to ... healthy food every day.
7. Some think that if all ... have freedom to
school pupils ate a nice choose what they want
healthy lunch ... to eat.
8. It is probably best to ... is unhealthy, and
have both a ... may make you fat!
Task 2. Create a poster putting across the view that

junk food should be banned.
Create a poster putting across the view that junk
food shouldn’t be banned.
Students can use the example posters to help, but
they must have their own pictures and their own
argument. They could include a graph to show what
people prefer!
lesson can you do now? and elicit answers: I can express
my attitude towards junk food.
End Feedback: Teacher asks students what task was 33333333333332222
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 10
Term 1
biology.
Date:
Teacher’s name:
Theme of the lesson: Role play.

11.C1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups
Learning of general and curricular topics, including talk on a growing range of unfamiliar
objectives(s) that topics
this lesson is 11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended
contributing to higher-order thinking questions on a range of general and curricular topics,
 dramatize a dialogue in a doctor’s office describing illness and methods
of remedying it with support.
 dramatize a dialogue in a doctor’s office with some support.
 dramatize a dialogue in a doctor’s office with no support.
Cross curricular
links
Previous learning Junk food.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
the lesson
Lead-in.
Ask: Has anyone been ill recently? What was
wrong with you? (e.g. I had a cold.) What
symptoms did you have? (e.g. I had a headache and
a sore throat.)
Brainstorm illnesses and symptoms and write them
on the board.
In pairs, students describe the photo and speculate
Video and images
about how the person is feeling. Elicit a few ideas.
Go through the words together. Check meaning and
pronunciation. They then write the words in the
correct group. Check answers as a class.
Exercise 3 page 12.
In pairs, students discuss the questions. Ask a few
students to tell the class about their experiences.
Go through the task together. Tell students they
will hear someone doing this task. Play the
recording for students to listen to and answer the
questions. Check the answers as a class.
Exercise 5 page 12.
In pairs, students check the meaning and
pronunciation of the treatments and remedies they
do not know. They then go through the list and
suggest the problems that can be treated with each
one. Check answers as a class.
Main
Explain to students that they will hear the person
Activities
doing the task in exercise 4 again. Play the
recording for students to listen for the treatments
and the doctor’s recommendation.
Tell students they will hear another person doing
the task. Focus attention on the topics the students
should listen for. Play the recording for students to
make notes. Check answers as a class.
Exercise 8 page 12.
Go through the Speaking Strategy together and then
ask students to complete the phrases. Check
answers as a class.
Play the recording from exercise 7 again for
students to answer the questions.
Exercise 10 page 12.
Go through the task together and allow students
time to plan what they are going to say for each
section. Monitor and help where necessary.
In pairs, students take turns to be the patient and the
doctor. When they are the patient, tell them not to
panic if they do not understand the doctor. Tell
them to ask for clarification or to ask the doctor to
repeat something. Monitor and help where
necessary.
can you do now? and elicit answers: I can role-play
Ending the
a conversation at the doctor’s. I can talk about
lesson
illnesses, injuries and symptoms. I can talk about
treatments and remedies. I can use phrases to ask
for clarification.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 11
Term 1
biology.
Date:
Teacher’s name:
Theme of the lesson: An article.

11.C7 - develop and sustain a consistent argument when speaking or writing
Learning 11.R7 - recognize patterns of development in lengthy texts [inter-paragraph
objectives(s) that level] on a range of more complex and abstract general and curricular topics
this lesson is 11.W6 - write coherently at text level using a variety of connectors on a wide
contributing to range of familiar general and curricular topics
11.UE11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics
 write an article for a school website on the given topic in 200 words
using appropriate style and plan of a given genre with support.
Lesson objectives  write an article for a school website on the given topic in 200 words
using appropriate style and plan of a given genre with some support.
 write an article for a school website on the given topic in 200 words
using appropriate style and plan of a given genre with no support.
Cross curricular
links
Previous learning Role-play.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
the lesson
Lead-in.
Write If you have a sweet tooth, you … on the
board and ask students to complete it, e.g. love
eating sweet things.
Exercise 1 page 13.
In pairs, students answer the questions. Elicit a few
answers.
Go through the task together. Elicit ideas about
Video and images
what should be included in the article and write
them on the board, e.g. why young people like Handouts with task
sugar; why sugar is bad for you; the problems it
can cause; ways to persuade young people to eat
less sugar. Ask students to suggest the number of
paragraphs the article should have.
Exercise 3 page 13.
Ask students to read the article and compare its
content to the ideas on the board. Elicit any
differences and explain that their article should
have four paragraphs: an introduction explaining
why young people love sugar; a paragraph
explaining the risks; a paragraph suggesting ways
of persuading people to eat less; a conclusion
giving their opinion.
Exercise 4 page 13.
Main Go through the Writing Strategy together and ask
Activities students to find examples of linkers in the article.
Exercise 5 page 13.
Go through the comment adverbs together. Ask
students to identity the ones in the article.
Exercise 6 page 13.
Allow students time to read the statements, decide
on their opinions and think of reasons to support
them. In pairs, students discuss their opinions using
comment adverbs where possible. Monitor and help
where necessary.
Exercise 7 page 13.
Go through the task together. Allow students time
to come up with ideas and make notes. With a
weaker class, brainstorm ideas together and write
them on the board, e.g. fast food is high in calories
and contains few vitamins and nutrients; eating too
much fast food can create serious health problems;
teenagers become addicted to fast food and are less
keen on eating healthy food.
Ending the can you do now? and elicit answers: I can write an
lesson article for a school website. I can use linking words
and phrases to link ideas in a paragraph. I can use
comment adverbs.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 13
Term 1
Unit 2. Investigate and report School №
on the animal world.
Date:
Teacher’s name:
Theme of the lesson: The animal world. Period 1.

Learning
topics
objectives(s) that 11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended
this lesson is higher-order thinking questions on a range of general and curricular topics,
contributing to including some unfamiliar topics
 identify animal body parts and describe animals by body structures using
some topic related vocabulary.
Lesson objectives  identify animal body parts and describe animals by body structures using
a good range of topic related vocabulary.
 identify animal body parts and describe animals by body structures using
a wide range of topic related vocabulary.
Value links Appreciate biodiversity. Learn to value the lives of animals.
Cross curricular
links
Previous learning Unit assessment.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Exercise 1 page 14. Ask students to discuss the
questions in pairs. Elicit students’ answers.
Exercise 2 page 14. Focus on the photos and the Presentation
words provided. Check meaning and pronunciation
Video and images
and label the photos. Check answers as a class.
Exercise 3 page 15. Tell students they are going to Handouts with task
listen to an interview with a zoo keeper. Focus on
the question and play the recording once. Check
answers as a class.
Main
Exercise 4 page 15. Play the recording again for
Activities
students to complete the sentences. Check answers
as a class.
Exercise 5 page 15. Students write their
description, with the help of the internet, if
necessary. Circulate and monitor.
Exercise 6 page 15. Walk around and monitor as
students describe animals in pairs.
about different parts of animals.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 14
Term 1
Date:
Teacher’s name:
Theme of the lesson: The animal world. Period 2.

11.L2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
this lesson is 11.W8 - communicate and respond to news and feelings in correspondence
contributing to through a variety of functions on a wide range of general and curricular topics
 recognize main information how animals use their senses in special ways
while listening.
 identify and use the sentences in passive voice with support.
Lesson objectives  identify specific information how animals use their senses in special
ways while listening.
 identify and use the sentences in passive voice with some support.
 interpret and evaluate the information how animals use their senses in
special ways while listening.
 identify and use the sentences in passive voice with no support.
Cross curricular
links
Previous learning The animal world.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
the lesson Lead-in.
Exercise 7 page 15. Check meaning and
pronunciation of the verbs.
Exercise 8 page 15. Tell students they will hear a Presentation
scientist’s talk about animal senses. They must
Video and images
write a description using verbs form ex.7. Look at
the example together. Play the recording. Check Handouts with task
answers as a class.
Exercise 9 page 15. Play the recording for students
Main
to match the animals and their senses. Check
Activities
answers as a class.
Exercise 10 page 15. Students complete the
sentences. Check answers as a class.
Exercise 11 page 15. Students do the research with
the help of the internet. Then, ask a few students to
tell the class what they found out.
about different animals and their senses.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 15
Term 1
Date:
Teacher’s name:
Theme of the lesson: Negative structures.

11.C9 - use imagination to express thoughts, ideas, experiences and feelings
11.S4 - evaluate and comment on the views of others in a growing variety of talk
Learning contexts on a wide range of general and curricular topics, including some
objectives(s) that unfamiliar topics
this lesson is 11.UE6 - use a growing variety of impersonal and cleft structures on a wide
contributing to range of general and curricular topics
11.UE11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics
 apply negative structures in the context with support.
 apply negative structures in the context with some support.
 apply negative structures in the context with no support.
Cross curricular
links
Previous learning The animal world.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
the lesson Lead-in.
Tell the students: Do you have any idea what the
most popular pet is in Kazakhstan? See if the
person next to you agrees. Then try to decide what
the top three pets in KZ might be. Given students 1-
2 minutes, then elicit ideas from the class.
Ask students to read the text quickly and decide on
Video and images
the best piece of advice and one they disagree with.
Elicit some opinions and reasons. Handouts with task
Exercise 2 page 16.
Go through the Learn this! box together. Ask
students to find the negative adverbials in the text
in exercise 1.
Exercise 3 page 16.
Ask students to complete the sentences. Weaker
students can do the exercise in three steps. First,
they should decide on the tense. Then they should
write the subject and full form of the verb. Finally,
they should change the subject-verb word order.
Activities Go through the Learn this! box together and ask
students to find examples in the text. Check
answers as a class.
Exercise 5 page 16.
Students write the words in the correct order.
Exercise 6 page 16.
Students rewrite the sentences. Remind them to
make the necessary changes: invert subject and
verb, add a question mark, add not, etc. Check
answers as a class.
Exercise 7 page 16.
In pairs, students complete the sentences so they
are true for them. In groups of four, students
compare their sentences. Monitor and help where
necessary.
Giving the homework. WB p.15.
lesson can you do now? and elicit answers: I can use
negative structures.
Differentiation –
learners?
glossaries, thinking time. Small other).
group learning.
variety and choice.
Short term plan 16
Term 1
Date:
Teacher’s name:
Theme of the lesson: Beekeeping in Kazakhstan.

11.C10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
unfamiliar topics
Learning 11.L4 - implied meaning in unsupported extended talk on a wide range of
objectives(s) that general and curricular topics, including talk on a growing range of unfamiliar
contributing to 11.L6 - deduce meaning from context in unsupported extended talk on a wide
unfamiliar topics
 recognize main information about beekeeping while listening.
Lesson objectives  identify specific information and details about beekeeping while
listening.
 interpret and evaluate the information about beekeeping while listening.
Cross curricular
links
Previous learning Negative structures.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned Planned activities Resources
timings
the lesson Lead-in.
Ask students to listen to the text to see if it
Video and images
mentions any of their ideas.
Go through the Listening Strategy together and tell
students they will hear a few sentences. Play the
recording. Pause after each sentence so students
can write what they hear. Check answers as a class.
Exercise 4 page 17.
Go through the Learn this! box together. Then play
the recording again. Pause after each sentence for
students to copy the fast speech.
Exercise 5 page 17.
Ask students to match the sentences with the points
in the Learn this! box. Check answers as a class.
Exercise 6 page 17.
Ask students to read the sentences and decide
where the change of sound will be and what it will
Main
sound like.
Activities
Exercise 7 page 17.
Play the recording. Pause after each sentence for
students to check their answer and copy the
pronunciation.
Exercise 8 page 17.
Allow students time to read the sentences. Play the
recording for students to choose the correct
answers.
Exercise 9 page 17.
Ask students to read the sentences and decide
where the change of sound will be and what it will
sound like. Play the recording, pausing after each
sentence for students to check their answers and
repeat them.
In pairs, students discuss the quotation. Encourage
them to use vocabulary and grammar from the unit
so far. Monitor and help as necessary.
Ending the can you do now? and elicit answers: I can
lesson understand an explanation about beekeeping in
Kazakhstan. I can understand and hear features of
fast speech.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 17
Term 1
Date:
Teacher’s name:
Theme of the lesson: Articles and quantifiers.

11.C9 - use imagination to express thoughts, ideas, experiences and feelings
Learning 11.R1 - understand complex and abstract main points in extended texts on a wide
objectives(s) that range of familiar and unfamiliar general and curricular topics
this lesson is 11.UE2 - use a variety of determiners relating to nouns for generic uses, some
contributing to appositional uses and textual reference on a wide range of general and curricular
topics
 identify articles and quantifiers and use them in a sentence accurately
with support.
Lesson objectives  identify articles and quantifiers and use them in a sentence accurately
with some support.
 identify articles and quantifiers and use them in a sentence accurately
with no support.
Cross curricular
links
Previous learning Beekeeping in Kazakhstan.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
the lesson
Lead-in.
Brainstorm words for types of film, e.g. action,
adventure, comedy, drama, horror, romance, rom-
com, science fiction, thriller.
Focus attention on the photo and the title. Ask
Video and images
students to read the text and check their ideas.
Ask students to complete the rules in the Learn
this! box. Check answers as a class. Then ask
students to find examples for each rule in the text.
Main
Exercise 3 page 18.
Activities
Students choose the correct options. They can refer
to the Learn this! box if necessary. Check answers
as a class.
Exercise 4 page 18.
Go through the Learn this! box together. Then ask
students to choose the correct options to complete
the text. Check answers as a class.
articles and quantifiers.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 18
Term 1
Date:
Teacher’s name:
Theme of the lesson: Phrasal verbs.

Learning range of familiar and some unfamiliar general and curricular topics
objectives(s) that 11.R5 - deduce meaning from context in extended texts on a wide range of
this lesson is familiar and unfamiliar general and curricular topics
contributing to 11.UE5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics
 use phrasal verbs correctly with support.
 use phrasal verbs correctly with minimal support.
 use phrasal verbs correctly without support.
Cross curricular
links
Previous learning Articles and quantifiers.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
the lesson Lead-in.
Write look and get on the board and elicit two
phrasal verbs for each verb.
Main Exercise 1 page 19. Presentation
Activities
Go through definitions a–f together. Then ask Video and images
students to read the dialogue and find the correct
Handouts with task
phrasal verbs. Check answers as a class. Then ask
students to find the other phrasal verbs in the
dialogue.
Exercise 2 page 19.
Go through the Learn this! box together. Students
identify the transitive and intransitive phrasal verbs
in exercise 1. Check answers as a class.
Exercise 3 page 19.
Ask students to read the dictionary entries and
answer the questions. Check answers as a class.
Extra activity: Fast finishers
Ask fast finishers to write sentences that are true
for them using the phrasal verbs in the dictionary
entries.
Exercise 4 page 19.
Students can work in pairs to do the exercise.
Check answers as a class or ask students to check
in a dictionary.
Exercise 5 page 19.
a class.
Ending the
lesson
phrasal verbs. I understand dictionary entries for
phrasal verbs.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 19
Term 1
Date:
Teacher’s name:
Theme of the lesson: Endangered animals in Kazakhstan. Period 1.

Learning including some unfamiliar topics
objectives(s) that
this lesson is 11.R5 - deduce meaning from context in extended texts on a wide range of
contributing to familiar and unfamiliar general and curricular topics
11.R7 - recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics
 work out the meaning of words by using semantic and syntactic clues.
 distinguish the difference between animals that endangered and those that
are extinct.
Lesson objectives  identify some endangered species living in Kazakhstan.
 explore some of the reasons why some species are endangered.
 offer some solutions for possible preservation and conservation.
Cross curricular
Biology, Natural science, Geography.
links
Previous learning Phrasal verbs.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
the lesson
Lead-in.
Exercise 1 page 20.
Focus attention on the photos. Elicit a few ideas
about the connection between the animals.
Students match the texts with the correct titles.
Video and images
Main Go through the reading box together. Ask students
Activities to read the questions before they read the texts and
do the matching task. Check answers as a class.
Exercise 4 page 21.
Students work in pairs to discuss the questions. Ask
some students for their ideas.
Ending the
lesson
understand an article about Kazakhstan’s
endangered animals.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 20
Term 1
Date:
Teacher’s name:
Theme of the lesson: Endangered animals in Kazakhstan. Period 2.

Learning higher-order thinking questions on a range of general and curricular topics,
objectives(s) that
this lesson is range of familiar and some unfamiliar general and curricular topics
contributing to 11.R8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding
 apply topic related vocabulary with support.
Lesson objectives  apply topic related vocabulary with some support.
 apply topic related vocabulary with no support.
Cross curricular
links
Previous learning Endangered animals in KZ.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning The teacher sets the lesson objectives, letting
the lesson students know what to anticipate from the lesson.
Lead-in.
Exercise 5 page 21.
Students match the highlighted words in the text
with the correct definitions. Check answers as a
class.
Students match the words to make collocations.
Video and images
They then check their answers with the text. Check
answers as a class. Handouts with task
Activities Students complete the collocations. Check answers
as a class.
Exercise 8 page 21.
In pairs, students ask and answer the questions.
Monitor and check pronunciation and grammar.
Giving the homework. Project.
about Kazakhstan’s endangered animals.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 23
Term 1
Date:
Teacher’s name:
Theme of the lesson: Photo description and comparison.

11.L5 - recognize the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics, including talk on
a growing range of unfamiliar topics
Learning
objectives(s) that
this lesson is
contributing to
 demonstrate skills in describing pictures with support.
 demonstrate skills in describing pictures with minimal support.
 demonstrate skills in describing pictures with no support.
Value links The importance of friendship.
Cross curricular
Social science.
links
Previous learning Endangered animals in KZ.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Write happy, sad, bored and interested on four
small pieces of paper. Hand them out and ask each
student to take turns to convey their emotion
without speaking. Each time, ask the class: How do
you think … is feeling? Why?
Give students a minute to brainstorm reasons for
Video and images
friends falling out. Ask a few students to share
their ideas with the class. Handouts with task
Exercise 2 page 22.
Go through the Speaking Strategy together and
then ask students to complete the phrases. Check
answers as a class.
Exercise 3 page 22.
Students work in pairs. One student speculates
about photo A and the other speculates about photo
B. They take turns to describe their pictures.
Remind them to use phrases from exercise 2 in
their answers. Ask a few students to share their
ideas with the class.
Exercise 4 page 22.
Go through the instructions and the Learn this! box
together. Students look again at their photos from
exercise 3 and say two more sentences with must,
might and can’t have. Circulate and monitor,
helping where necessary. Ask a few students to
share their ideas with the class.
Main
Activities
Go through the task together and questions 1–3.
Make sure students understand that they are going
to listen to a student completing the task and they
have to answer questions about what he says. Play
the recording for students to answer the questions.
With a weaker class, you could play the recording
again. Check answers as a class.
Play the recording again for students to complete
the phrases. Check answers as a class.
Exercise 7 page 22.
Focus attention on the pictures in exercise 7. In
pairs, students take turns to compare the photos
and give an opinion. Remind them to use the
phrases in exercise 2. Monitor and help where
necessary.
Extra activity
Ask students to work in pairs to discuss what their
friendships were like when they were younger and
what they’re like now. Do they look for different
qualities in a best friend now than when they were
younger?
Ending the
can you do now? and elicit answers: I can describe
lesson
how people are feeling. I can speculate about
photos.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 24
Term 1
Date:
Teacher’s name:
Theme of the lesson: An opinion essay.

11.W1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics
Learning 11.W5 - develop with minimal support coherent arguments supported when
objectives(s) that necessary by examples and reasons for a wide range of written genres in familiar
this lesson is general and curricular topics
contributing to 11.W6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
11.UE7 - use a wide variety of simple perfect active and passive forms and a
topics
 study samples to identify the parts and techniques used in opinion
writing.
 produce an organized essay that states an opinion and provides at least 1
logical support.
 produce an organized essay that states an opinion and provides at least 2
logical supports
 produce an organized essay that states an opinion and provides 3 or more
logical supports.
Value links The importance of friendship.
Cross curricular
Social science.
links
Previous learning Photo description and comparison.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
Lead-in.
the lesson
Write Opposites attract on the board. Then ask: Is
this true for you and your friends? Elicit some
answers and ask for reasons.
In pairs, students describe the photo and then
Video and images
answer the questions. Elicit a few answers to
question 2, e.g. loyalty, kindness, honesty, respect, Handouts with task
a sense of humour.
Exercise 2 page 23.
Go through the task together. Then students read
the essay to find the writer’s opinion (paragraphs 1,
2 and 4) and details of a friendship (paragraph 3).
Exercise 3 page 23.
Go through the Learn this! box together and ask
students to find two examples in the letter.
Exercise 4 page 23.
Go through the instructions and the Learn this! box
together. Students find examples of each structure
in the essay. Check answers as a class.
Exercise 5 page 23.
Go through the instructions together. Do the first
question together as an example. Working
individually or in pairs, students rewrite the
Main
remaining questions. Circulate and monitor,
Activities
helping where necessary. Check answers as a class.
Extra activity
Write these sentences on the board: People often
say that you can’t be friends for life. I disagree, but
I’m not an expert. Dana is a good friend, but I don’t
see her often. Sharing interests is important. Ask
students to rewrite these sentences using the
features in the Learn this! box. Answers: It is said
that you can’t be friends for life. I disagree. Not
that I’m an expert. Dana is a good friend although I
don’t see her often. It’s sharing interests that is
important.
Exercise 6 page 23.
to come up with ideas and make notes.
Exercise 7 page 23.
Before students start writing, remind them to try to
include all the features covered in the lesson.
Students write their essay. Monitor and help with
grammar and vocabulary where necessary.
Ending the Giving the homework. WB p.21.
lesson Ask students: What have you learned today? What
can you do now? and elicit answers: I can write an
opinion essay on the topic of friendship. I can use
‘do / did’ for emphasis. I can use certain structures
and features in an opinion essay.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
II term
Short term plan 25
Term 2
School №
Unit 3. The human brain.
Date:
Teacher’s name:
Theme of the lesson: The human brain. Period 1.

topics
Learning 11.L4 - implied meaning in unsupported extended talk on a wide range of
general and curricular topics, including talk on a growing range of unfamiliar
objectives(s) that
topics
this lesson is 11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended
contributing to higher-order thinking questions on a range of general and curricular topics,
 develop listening skills through understanding information in the context
of the human brain.
 apply topic related vocabulary with some support.
Value links Value the importance of exercising your brain.
Cross curricular
links
Previous learning An opinion essay.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
the lesson Lead-in.
Exercise 2 page 24. Focus on the brain diagrams Presentation
and the words provided. Check meaning and
Video and images
pronunciation. Check answers as a class.
Exercise 3 page 24. (Audio 1.18) Tell students Handouts with task
they are going to listen to a lecture and then
complete the diagram. Check answers as a class.
Exercise 4 page 24.
Focus attention on the photos. In pairs, students
describe the brain functions in different situations.
Main
Exercise 5 page 25.
Activities
Ask students to read the quiz and complete it.
Students do the quiz in pairs and then check their
answers. Find out how well the students did in the
quiz.
Exercise 6 page 25. (Audio 1.19)
Play the recording for students to check their
answers. Check answers as a class.
Exercise 7 page 25.
Elicit any facts that surprised students.
lesson can you do now? and elicit answers: I can describe
the parts and functions of the brain.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 26
Term 2
School №
Date:
Teacher’s name:
Theme of the lesson: The human brain. Period 2.

this lesson is 11.R8 - select and evaluate paper and digital reference resources to check
contributing to meaning and extend understanding
11.UE7 - use a wide variety of simple perfect active and passive forms and a
topics
 use present continuous in the context properly with support.
Lesson objectives  use present continuous in the context properly with little support.
 apply topic related vocabulary with minimal support.
 use present continuous in the context properly without support.
 apply topic related vocabulary without support.
Cross curricular
links
Previous learning The human brain.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Engage students with the topic by asking: What are
some words that are related to the brain? List
students’ responses on the board. After creating a
list, ask students to group the words into categories,
such as Parts of the Brain or Brain Powers. Create a
concept map by writing Brain on the board and
circling it. Write the categories around the circle
and draw lines between the ideas to show
connections. Then write the words from the list
around the appropriate categories.
Go through the Recycle! box and the sentences
Video and images
together. Students identify what questions are
referring to. Handouts with task
Exercise 9 page 25.
Students decide if the adjectives have a positive or
negative meaning, or both. Check answers as a
Main class.
Activities Exercise 10 page 25.
Students read the situations and choose one or two
appropriate adjectives from exercise 9. Check
answers as a class.
In pairs, students ask and answer the questions.
Monitor and check pronunciation and grammar.
Ask a few pairs to share their ideas with the class.
Ending the
can you do now? and elicit answers: I can describe
lesson
feelings and emotions with adjectives, understand
the different uses of the present continuous.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 27
Term 2
School №
Date:
Teacher’s name:
Theme of the lesson: Comparison.

Learning 11.S3 - explain and justify own and others’ point of view on a range of general
objectives(s) that and curricular topics, including some unfamiliar topics
this lesson is 11.S6 - navigate talk and modify language through paraphrase and correction in
contributing to talk on a wide range of familiar and some unfamiliar general and curricular
topics
11.UE3 - use a variety of adjectives complemented by that, infinitive and wh-
clauses on a wide range of general and curricular topics
 produce accurate comparative structures with support.
Lesson objectives  produce accurate comparative structures with little support.
 produce accurate comparative structures with no support.
Cross curricular
links
Previous learning The human brain.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Write on the board: finding some money in the
street / getting an answer right which you didn’t
know / arriving at the bus stop just as the bus
comes. Ask: What are these examples of? (luck)
Elicit a few more examples of lucky events.
Tell students whether you feel luckier or unluckier
Video and images
than other people and describe the luckiest or
unluckiest thing that has ever happened to you. In Handouts with task
pairs, students do the same. Ask one or two
students to share their stories.
Exercise 2 page 26.
Elicit the rules for forming comparative and
superlative adjectives.
Exercise 3 page 26.
Ask students to read the text and choose the correct
words. Check answers as a class.
Exercise 4 page 26.
find a sentence in the text to match each rule.
Main Check answers as a class.
Ask students to complete the sentences. Check
answers as a class.
Exercise 6 page 26.
Go through the Look out! box together. Ask
students to find three sentences in the text that
contain qualifying comparatives. They then
complete the facts with the correct word. Check
answers as a class.
Exercise 7 page 26.
Students complete the second sentences. Check
answers as a class.
Exercise 8 page 26.
In pairs, students discuss how they feel about the
statements in exercise 7 and why. Monitor and help
with vocabulary and grammar where necessary.
Ending the
can you do now? and elicit answers: I can make
lesson
comparisons. I can qualify comparatives. I can
agree and disagree with statements.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 28
Term 2
School №
Date:
Teacher’s name:
Theme of the lesson: Keep calm!

topics
Learning 11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended
objectives(s) that higher-order thinking questions on a range of general and curricular topics,
this lesson is including some unfamiliar topics
contributing to 11.S3 - explain and justify own and others’ point of view on a range of general
11.R8 - select and evaluate paper and digital reference resources to check
 develop reading skills through understanding information in the context
of what to do in a crisis.
 figure out the content of a conversation with support.
Lesson objectives  produce accurate comparative structures with little support.
 figure out the content of a conversation with some support.
 produce accurate comparative structures with no support.
 figure out the content of a conversation without support.
Cross curricular
links
Previous learning Comparison.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Focus attention on the signpost and ask for
Beginning
examples of a crisis. If necessary, give a few
the lesson
examples yourself, e.g. losing your car keys,
forgetting your passport, running out of petrol.
Ask: How do you usually feel in a crisis? Elicit
appropriate adjectives from 2A, e.g. alarmed,
anxious, frustrated, hysterical, irritated, stressed.
Go through the situations together. In pairs,
Video and images
students discuss how they would react. Remind
them to use would to talk about their feelings and Handouts with task
actions in unlikely situations. Ask a few students
for their reactions.
Exercise 2 page 27.
Students read the text. Help with any unknown
vocabulary. Ask them to decide on the best advice
for the situations in exercise 1. Check answers as a
class. Then ask students which technique(s) they
might use and why.
Go through the Listening Strategy together. Play
the recording. Pause after each speaker to give
students time to write their answers. Check answers
as a class.
Main
Exercise 4 page 27.
Activities
Students write the words that are emphasised.
Remind them to give a reason.
answers. Check answers as a class. Elicit the
reasons for the emphasis. In pairs, students take
turns to say the sentences with the correct
emphasis.
Give students time to read the sentences and
options before you play the recording. Play the
recording for students to answer the questions.
Exercise 7 page 27.
Students discuss the questions in pairs. Monitor
their grammar and vocabulary. Ask a few pairs to
about what I would do in a crisis. I can understand
emphasis.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 29
Term 2
School №
Date:
Teacher’s name:
Theme of the lesson: Infinitives and –ing forms. Period 1.

Learning talk on a wide range of familiar and some unfamiliar general and curricular
topics
objectives(s) that
this lesson is meaning and extend understanding
contributing to 11.UE6 - use a growing variety of impersonal and cleft structures on a wide
range of general and curricular topics
 differentiate between usage of infinitive and gerund forms after a limited
variety of verbs, adjectives and prepositions with support.
Lesson objectives  differentiate between usage of infinitive and gerund forms after a limited
variety of verbs, adjectives and prepositions with some support.
 differentiate between usage of infinitive and gerund forms after a limited
variety of verbs, adjectives and prepositions without support.
Cross curricular
links
Previous learning Keep calm!
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
the lesson
Lead-in.
Exercise 1 page 28.
Students do the quiz and read their results. Elicit
some reactions to find out if they agree or not.
Video and images
find examples for each rule in the text.
Extension: Fast finishers Handouts with task
Write the following on the board: threaten / offer /
avoid / pretend / keep. Ask fast finishers what
follows these verbs, the infinitive or -ing form?
Students find the verbs in the quiz to check their
answers.
Exercise 3 page 28.
Main Students choose the correct words to complete the
Activities sentences. Check answers as a class. Ask for an
explanation when both answers are correct.
Exercise 4 page 28.
Go through the Look out! box together. With a
weaker class, ask students to find examples of the
structures in the quiz. Students correct the
sentences. Check answers as a class.
Exercise 5 page 28.
Students complete the sentences. With a weaker
class, do the first two items together. Check
answers as a class.
infinitives and -ing forms.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 30
Term 2
School №
Date:
Teacher’s name:
Theme of the lesson: Infinitives and –ing forms. Period 2.

objectives(s) that talk on a wide range of familiar and some unfamiliar general and curricular
contributing to 11.UE6 - use a growing variety of impersonal and cleft structures on a wide
range of general and curricular topics
 make distinctions in using infinitive and gerund and produce accurate
grammatical structures with support.
Lesson objectives  make distinctions in using infinitive and gerund and produce accurate
grammatical structures with little support.
 make distinctions in using infinitive and gerund and produce accurate
grammatical structures with no support.
Cross curricular
links
Previous learning Infinitives and –ing forms.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
The teacher sets the lesson objectives, letting students
Beginning know what to anticipate from the lesson.
the lesson Lead-in.
Put the words about into the appropriate columns below
gerund infinitive both
Write 5 sentences using the words above.
Divide the students into pairs (A and B). Give Presentation

each student a corresponding part of the worksheet.
Video and images
Student A starts by asking Student B to tell him or her
about the things listed on the worksheet, e.g. 'Tell me Handouts with task
about something you want to do in the future'. Each
response Student B gives requires a gerund or infinitive in
the answer. To keep the conversation going, Student A is
encouraged to ask follow-up questions where possible.
When all the questions have been asked, the students swap
roles. Afterwards, students give feedback to the class on
what they found out about their partner.
A. Ask your partner to tell you about the following things.

Ask follow-up questions where possible.
Tell me about...
…something you want to do in the future.
…something you are not very good at doing.
Main
…something you must remember to do this week.
Activities
…something you would like to learn to do.
…something you love doing at the weekend.
…something you were encouraged to do as a child.
…something you avoid doing.
…something you are thinking of doing next weekend.
…something you try to do every day.
B. Now, respond to what your partner asks you. Use a
gerund or infinitive in each answer.
A. Respond to what your partner asks you. Use a gerund

or infinitive in each answer.
B. Ask your partner to tell you about the following things.
Ask follow-up questions where possible.
Tell me about...
...something you need to do tomorrow.
...something you enjoy doing on holiday.
...something you don’t like watching on TV.
...something you forgot to do recently.
...something you are afraid of doing.
...something you plan on doing this year.
...something you wish to do in the future
...something you are very bad at doing.
...something you are too old to do.
Ending Ask students: What have you learned today? What can
the lesson you do now? and elicit answers: I can use infinitives and -
ing forms.
End Feedback: Teacher asks students what task was difficult to 33333333333332222
1min them and which pair worked well.
Differentiation –
Assessment –
Differentiation can be achieved by Observe learners when Students think critically,
task (selection of learning materials participating in reading, listening, exploring, developing,
and resources based on student speaking, writing. Did each evaluating and making
strengths). learner involved into work? If not, choices about their own
By support. Less able learners will why not? (e.g. didn’t understand and others’ ideas
be supported through step-by-step what to do; not so confident
instructions, graphic organizers, speaking English; not interested in
topic; other).
sentence frames, glossaries,
thinking time. Small group learning.
variety and choice.
Short term plan 31
Term 2
School №
Date:
Teacher’s name:
Theme of the lesson: Prepositions + noun phrases.

11.S3 - explain and justify own and others’ point of view on a range of general
Learning 11.R1 - understand complex and abstract main points in extended texts on a wide
objectives(s) that range of familiar and unfamiliar general and curricular topics
this lesson is 11.UE1 - use a variety of pre- and post- modifying noun structures on a wide
contributing to range of general and curricular topics
11.UE13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics
 differentiate between usage of prepositions + noun phrases with support.
Lesson objectives  differentiate between usage of prepositions + noun phrases with some
support.
 differentiate between usage of prepositions + noun phrases with no
support.
Cross curricular
links
Previous learning Infinitives and –ing forms.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
the lesson
Lead-in.
Ask students: What do you usually do when you’re
worried about something? (e.g. talk to a friend /
parent / teacher, go to an online forum).
Ask students to read the forum post and find out
Video and images
what Marco is worried about. Elicit students’
answers in their own words. Handouts with task
Exercise 2 page 29.
Go through the Learn this! box together and
explain any unknown phrases. Students then find
the nouns in the forum post and write the
prepositions. Check answers as a class and check
meaning.
Exercise 3 page 29.
Students complete the sentences with a preposition.
Tell stronger students to do the exercise without
referring to the Learn this! box. Check answers as a
class.
Extra activity
Books closed, say a noun, e.g. purpose, control,
trouble, doubt, mistake. Students say the correct
Main preposition and the noun. You: purpose Student: on
Activities purpose
Exercise 4 page 29.
Students complete the sentences with nouns from
exercise 2 and the Learn this! box. Check answers
as a class.
Exercise 5 page 29.
In pairs, students say which comments and advice
in exercises 3 and 4 they agree with. Encourage
them to give reasons and to suggest another piece
of advice for Marco. Monitor and help with
vocabulary and grammar where necessary.
Exercise 6 page 29.
Ask students to read the entries and then choose the
correct prepositions. Check answers as a class.
Ask fast finishers to write a short paragraph
describing a problem they had getting to school.
They must include these phrases: on time, by the
time, at the time, in the end and in time.
preposition + noun phrases. I can discuss advice.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 32
Term 2
School №
Date:
Teacher’s name:
Theme of the lesson: Mental arithmetic in KZ. Period 1.

objectives(s) that
this lesson is 11.S7 - use appropriate subject-specific vocabulary and syntax to talk about a
contributing to range of familiar and some unfamiliar general and curricular topics
 apply reading skills to comprehend the reading passage.
 recognize new target vocabulary using semantic and syntactic clues such
as synonyms, antonyms, examples, definitions.
Lesson objectives
 apply reading skills to analyze the reading passage.
 apply reading skills to evaluate the reading passage.
Cross curricular
links
Previous learning Prepositions + noun phrases.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Exercise 1 page 30.
Focus attention on the photo. In pairs, students ask
and answer the questions. Ask a few students to
Ask students to skim-read the article for gist to see
Video and images
if their guess in exercise 1 was correct.
Go through the Reading Strategy together. Then
ask students to find the words in the text (they are
Main underlined) and decide what they are. Tell students
Activities not to worry about meaning at this stage. Check
answers as a class.
Exercise 4 page 31.
Explain that only one option in each pair is correct
in the context of the text. Ask students to choose
the correct definitions. Check the answers as a
class.
Ending the
lesson
understand an article about trends in teaching
mental arithmetic.
Differentiation –
Assessment –
Differentiation can be achieved by task Observe learners when Students think critically,
(selection of learning materials and participating in reading, exploring, developing,
resources based on student strengths). listening, speaking, writing. Did evaluating and making choices
By support. Less able learners will be each learner involved into about their own and others’
supported through step-by-step work? If not, why not? (e.g. ideas
instructions, graphic organizers, didn’t understand what to do;
sentence frames, glossaries, thinking not so confident speaking
time. Small group learning.
other).
variety and choice.
Short term plan 33
Term 2
School №
Date:
Teacher’s name:
Theme of the lesson: Mental arithmetic in KZ. Period 2.

Learning 11.S3 - explain and justify own and others’ point of view on a range of general
objectives(s) that and curricular topics, including some unfamiliar topics
this lesson is 11.S6 - navigate talk and modify language through paraphrase and correction in
contributing to talk on a wide range of familiar and some unfamiliar general and curricular
topics
 apply topic related vocabulary accurately.
Cross curricular
links
Previous learning Mental arithmetic in KZ.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
 What springs to mind when you hear the word
‘mathematics’?
 Are you good at maths?
 Are you good at mental arithmetic now?
 What is maths useful for nowadays if we have
computers and calculators?
 Why is maths so important at schools?
Students read the sentences and the options. They
Video and images
then read the text again and choose the correct
answer. Check answers as a class. Handouts with task
Exercise 6 page 31.
Students read the sentences and match the
Main
underlined words with the highlighted words in the
Activities
article. Check answers as a class.
Exercise 7 page 31.
Focus attention on the statements and ask students,
in pairs, to decide on their opinion. Allow time for
them to think of at least three arguments to support
their opinion. Monitor and help where necessary.
Giving the homework. Presentation “The best way
to study school subjects”.
lesson can you do now? and elicit answers: I can
understand facts about trends in teaching mental
arithmetic.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 34
Term 2
School №
Date:
Teacher’s name:
Theme of the lesson: Role-play.

unfamiliar topics
11.S1 - use formal and informal language registers in talk on a range of general
Learning and curricular topics, including some unfamiliar topics
objectives(s) that 11.S5 - interact with peers to make hypotheses and evaluate alternative proposals
this lesson is on a range of familiar and some unfamiliar general and curricular topics
11.UE14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect; use a variety of multi-word
verbs of different syntactic types on a wide range of general and curricular topics
 dramatize a conversation using diplomatic language with support.
 dramatize a conversation using diplomatic language with some support.
 dramatize a conversation using diplomatic language with no support.
Cross curricular
links
Previous learning Mental arithmetic in KZ.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
the lesson
Lead-in.
Focus attention on the photo and ask: Why are
these young people living together? (They’re flat
sharing./They’re sharing a flat./They’re flatmates.)
Elicit things you must do when you rent a flat, e.g.
do the washing up, do the cleaning, take out the
rubbish, pay the bills.
Ask students if they are good at sharing a living
Video and images
space with other people. Encourage them to give
reasons. Go through the task together. Remind Handouts with task
students of structures they can use, e.g. would
rather, would sooner, had better (not), Why (not)?,
try + -ing. In pairs, students role-play a discussion
with a flatmate and try to decide on some rules.
Ask a few students to share their ideas with the
class.
Exercise 2 page 32.
Go through the Speaking Strategy together.
Demonstrate the correct intonation of Oh, dear … ,
Oh, I’m sorry … , I didn’t realise … (sympathetic).
With a weaker class, review the structure of
question tags. Students write the correct question
tags. Check answers as a class.
Tell students they will hear a student doing the task
in exercise 1. Play the recording for students to
answer the questions. Check answers as a class.
Main
Students complete the phrases from the dialogue.
Activities
Play the recording again for them to check. Check
answers as a class.
Exercise 5 page 32.
Focus attention on the example and invite students
to introduce the topic with a different key phrase,
e.g. I thought perhaps we could talk about washing
the dishes. / Could we possibly agree on washing
the dishes after dinner? In pairs, students practise
the key phrases and discuss the problems. Monitor
and help where necessary.
Students listen to a second student doing the task in
exercise 1. Ask them to decide if there is less
agreement in the first or second conversation. Play
the recording and elicit students’ response.
Go through the Learn this! box together. Play the
recording again and ask students to put their hand
up when they hear an example of be supposed to.
Exercise 8 page 32.
In pairs, students do the task. Remind them to use
the key phrases for being diplomatic and phrases
for showing interest. Monitor their grammar and
intonation.
Ending the
lesson
diplomatic language in a discussion. I can use
question tags correctly.
End
information
Differentiation –
learners?
organizers, sentence frames,
other).
group learning.
variety and choice.
Short term plan 35
Term 2
School №
Date:
Teacher’s name:
Theme of the lesson: A for & against essay.

Learning level] on a range of more complex and abstract general and curricular topics
11.W2 - use a wide range of vocabulary, which is appropriate to topic and genre,
objectives(s) that
and which is spelt accurately
this lesson is 11.W5 - develop with minimal support coherent arguments supported when
contributing to necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
11.W6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
 outline an argument essay by stating a claim, listing reasons, and
providing evidence with support.
Lesson objectives  outline an argument essay by stating a claim, listing reasons, and
providing evidence with minimal support.
 outline an argument essay by stating a claim, listing reasons, and
providing evidence with no support.
Cross curricular
links
Previous learning Role-play.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Focus attention on the photos and ask: What is the
problem? What is she doing about it? Elicit some
ideas.
In pairs, students discuss the different options for
Video and images
advice. Elicit some opinions and try to find out if
there is one particular option that most students Handouts with task
use.
Exercise 2 page 33.
Go through the task together. Students work with a
partner. Give them a minute to think of one
advantage and one disadvantage of using the
internet for advice.
Exercise 3 page 33.
Tell students to read the essay quickly. Elicit their
reaction to the conclusion. Ask for reasons.
Exercise 4 page 33.
Go through the Writing Strategy together. Ask
students whether the essay has the same structure.
(yes). Ask some students whether the writer
Main includes their argument for and argument against
Activities from exercise 2.
Exercise 5 page 33.
Go through the key phrases together. Students
identify the ones used in paragraphs 2 and 3 of the
essay.
Exercise 6 page 33.
find examples of the structures in the text.
Exercise 7 page 33.
Go through the task together. Give students time to
think of two or three advantages and disadvantages
of always being in contact. With a weaker class,
do this together and write ideas on the board.
Exercise 8 page 33.
Students write their essay. Monitor and help with
grammar and vocabulary where necessary.
Encourage students to check their work when they
have finished.
Ending the
can you do now? and elicit answers: I can discuss
lesson
both sides of a topic. I can follow the correct
structure for a pros and cons essay.
End
information 33333333333332222
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 37
Term 2
on timekeeping devices.
Date:
Teacher’s name:
Theme of the lesson: Keeping time. Period 1.

11.L4 - implied meaning in unsupported extended talk on a wide range of
Learning topics
11.L8 - recognize inconsistencies in argument in extended talk on a range of
objectives(s) that
general and curricular subjects, including some unfamiliar topics
11.R5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
of timekeeping devices.
Lesson objectives
 apply topic related vocabulary with some support.
Value links Manage your time wisely.
Cross curricular
Science.
links
Previous learning Unit assessment 3.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Exercise 1 page 34.
Focus attention on the pictures. Check the meaning
of the words. Students then match the timekeeping
devices with the images. Check the answer as a
class. Then ask students to discuss the question.
Ask students to read the quiz quickly and complete
Video and images
it with words from exercise 1. Check answers as a
class. Handouts with task
answers. Check answers as a class.
Main Exercise 4 page 35. (Audio 2.02)
Activities Allows students a minute to read the questions.
Gives students time to read through the sentences.
Play the recording again. Students compare
answers and correct the sentences which are false.
Exercise 5 page 35.
Go through the words together. Check meaning
and pronunciation. Ask students to read the text
and complete it. Check answers as a class.
about timekeeping devices.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 38
Term 2
Date:
Teacher’s name:
Theme of the lesson: Keeping time. Period 2.

topic
Learning
objectives(s) that
this lesson is
contributing to
of a special time of year.
 use the first conditional for predicting with support.
 use the first conditional for predicting with little support.
 use the first conditional for predicting with no support.
Cross curricular
Science.
links
Previous learning Keeping time.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Put the following time-related proverbs on the
Beginning board:
the lesson
 Everything has its time.
 Time is precious and cannot be bought.
Then have students guess what they think the
proverb’s meaning is and whether they agree with
the wisdom contained in the proverb.
Exercise 6 p.35. (Audio 2.03) Presentation
Go through the questions together and they play
Video and images
the recording for students to answer the questions.
Check answers as a class. Handouts with task
Exercise 7 p.35. (Audio 2.04)
Go through the Recycle! box together. With a
stronger class, ask students to try to complete the
Main
sentences before you play the recording again. Play
Activities
the recording again, pausing after each section for
students to complete the sentences. Check answers
as a class.
Exercise 8 p.35.
In pairs, students ask and answers the questions.
Monitor and check their grammar, vocabulary and
pronunciation.
about timekeeping devices.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 39
Term 2
Date:
Teacher’s name:
Theme of the lesson: Modals: present and future.

objectives(s) that talk on a wide range of familiar and some unfamiliar general and curricular
contributing to 11.R3 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of more complex and abstract, general and curricular
topics
 demonstrate correct use of modals to talk about present and future
possibly with support.
Lesson objectives  demonstrate correct use of modals to talk about present and future
possibly with little support.
 demonstrate correct use of modals to talk about present and future
possibly with no support.
Cross curricular
Science.
links
Previous learning Keeping time.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Beginning
Ask: If you were travelling abroad, what would you
the lesson
research before you go? Elicit a few ideas and ask
students for their reasons, e.g. the weather, so that
you have the right clothes; places to visit, so that
you know the best places to go.
In pairs, students talk about cultural problems
Video and images
people might have when travelling abroad. Ask
some students for their ideas. Handouts with task
Exercise 2 page 36.
Tell students to read the text quickly and decide on
the best piece of advice. Elicit some answers and
the reasons why.
Exercise 3 page 36.
Complete the rules in the Learn this! box together.
Students can then find examples in the text. Check
answers as a class.
Exercise 4 page 36.
Main
Activities
a class.
Exercise 5 page 36.
can then find examples in the text. Check answers
as a class.
Exercise 6 page 36.
Go through the example together and then ask
students to rewrite the sentences. Check answers as
a class.
Exercise 7 page 36.
In pairs, students discuss the correct behaviour in
the different situations. Monitor and help with
vocabulary and grammar where necessary.
Ending the
lesson
modals to talk about present and future possibility.
I can give tips on behaving correctly in my country.
Differentiation –
learners?
glossaries, thinking time. Small other).
group learning.
variety and choice.
Short term plan 40
Term 2
Date:
Teacher’s name:
Theme of the lesson: When in Rome…

Learning of general and curricular topics, including talk on a growing range of unfamiliar
topic
objectives(s) that
this lesson is range of general and curricular topics, including talk on a growing range of
contributing to unfamiliar topics
11.S1 - use formal and informal language registers in talk on a range of general
 identify different types of listening texts with support.
 role-play meeting people in formal and informal situations with support.
 identify different types of listening texts with some support.
Lesson objectives  role-play meeting people in formal and informal situations with little
support.
 identify different types of listening texts with no support.
 role-play meeting people in formal and informal situations without
support.
Cross curricular
Science.
links
Previous learning Modals: present and future.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Focus attention on the two photos and ask: What
Beginning
are the people doing? (introducing / greeting each
the lesson
other) What’s the difference between the gestures?
(A: they are formal; B: they are informal). Then
ask: How do people greet each other for the first
time in your country? What about people who are
friends?
Go through the questions together and ask students
Video and images
to discuss them with a partner. Ask a few students
for their answers. Handouts with task
Exercise 2 page 37.
Explain the task and play the recording for students
to match the extracts with the photos. Check
answers as a class.
Exercise 3 page 37.
Play the recording again for students to write the
formal version of the sentences. With a stronger
class, ask students to try to write the formal
sentences before you play the recording. Check
answers as a class.
Exercise 4 page 37.
Go through the Listening Strategy together. Play
the recording, pausing after each speaker to give
Main students time to write their answers. Check answers
Activities as a class.
Exercise 5 page 37.
Tell students they will hear four more texts. They
must match the situations with the correct speakers.
Play the recording, pausing after each text. Check
answers as a class.
Exercise 6 page 37.
Give students time to read the questions before you
play the recording again. With a stronger class,
ask students to answer the questions before
listening again. Check answers as a class.
Exercise 7 page 37.
Students work in pairs. Give them time to prepare a
short dialogue for the formal and the informal
situation. Monitor and help as necessary. Students
role-play their dialogues. Ask a few pairs to
perform their role-plays for the class. The class
vote on the best role-plays.
Ending the
can you do now? and elicit answers: I can identify
lesson
different types of listening text. I can role-play
meeting people in formal and informal situations.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 41
Term 2
Date:
Teacher’s name:
Theme of the lesson: Modals in the past.

Learning topics
objectives(s) that
contributing to 11.UE12 - use a wide variety of past modal forms to express appropriate
 use modal verbs to talk about past actions with support.
 use modal verbs to talk about past actions with little support.
 use modal verbs to talk about past actions with no support.
Cross curricular
Science.
links
Previous learning When in Rome…
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Beginning
the lesson
Lead-in.
Tell students to imagine they are staying with a
family in a foreign country when they do or say
something culturally wrong. Ask: How would you
feel in this situation? (e.g. embarrassed / ashamed)
What should you do to avoid a situation like this?
(e.g. You should read about the culture of the
country before you go.)
Focus attention on the photo and elicit ideas about
Video and images
where it is.
Exercise 2 page 34. (Audio 2.08) Handouts with task
Play the recording while students read and listen to
the dialogue and complete it. Check answers as a
class.
Exercise 3 page 34.
Go through the Learn this! box together. With a
weaker class, revise the structure of modals in the
past: modal + have + past participle. Ask students
to find examples of the rules in the dialogue. Check
answers as a class.
Ask fast finishers to imagine this situation: Their
friend Emma had a party last night, but they were
not invited. Tell them to speculate why, e.g. She
may have forgotten to invite me. My invitation
Main could have got lost. She can’t have forgotten about
Activities me.
Exercise 4 page 34.
Explain that the modal verbs in the sentences are
wrong and students must correct them. With a
weaker class, do the first two items together. Tell
students to write their answers in their notebooks.
Exercise 5 page 34.
Go through the Look out! box together. Ask
students to find examples of the structures in the
dialogue. Check answers as a class.
Exercise 6 page 34.
Students choose the correct verbs in the sentences.
Remind them that sometimes both verbs are
correct. Check answers as a class.
Exercise 7 page 34.
Students complete the sentences with a modal in
the past or didn’t need to + infinitive. Check
answers as a class.
Ending the
lesson
modal verbs to talk about past actions. I can use
‘needn’t have’ and ‘didn’t need to’ correctly.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 42
Term 2
Date:
Teacher’s name:
Theme of the lesson: American English.

11.L6 - deduce meaning from context in unsupported extended talk on a wide
Learning range of general and curricular topics, including talk on a growing range of
unfamiliar topics
objectives(s) that
this lesson is talk on a wide range of familiar and some unfamiliar general and curricular
contributing to topics
 differentiate between usage of American and British English with
support.
Lesson objectives  differentiate between usage of American and British English with some
support.
 differentiate between usage of American and British English with no
support.
Cross curricular
Science.
links
Previous learning Modals in the past.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
the lesson
Lead-in.
Elicit some of the differences between British and
American English (e.g. vocabulary, spelling,
pronunciation, grammar). Elicit any American
words the students know and write them on the
board with their British English equivalent.
Focus attention on the British English words and
Video and images
elicit the American English equivalents that
students know. Play the recording for students to Handouts with task
check or find the answers.
Exercise 2 page 35.
read the email and find examples for each point.
Check answers as a class and elicit the British
English equivalents and meanings.
Exercise 3 page 35.
Go through the Dictionary Strategy together. Then
ask students to read the dictionary entry and answer
the questions.
Exercise 4 page 35.
Students match the British and American English
equivalents using a dictionary if necessary. Tell
them to label the words with the correct
abbreviations too. Check answers as a class.
Exercise 5 page 35.
Students write the British English equivalent of the
Main words in bold, using a dictionary if necessary.
Activities Check answers as a class.
Exercise 6 page 35.
Go through the Look out! box together. Students
then find examples for each rule in the email. Tell
them to use a dictionary for the British English
spelling if necessary. Check answers as a class.
Read out rule 3 in the Look out! box. Then tell
students they will hear both versions of the words.
Play the recording for students to write the correct
abbreviation. Check answers as a class. Play the
recording again, pausing after each pair of words
for students to practise the different pronunciation
Tell students they will hear six speakers. They must
decide whether they are American or British. Play
the recording. Check answers as a class.
Extra activity.
Give students the transcript from exercise 8 and ask
them to convert the dialogues spoken by an
American to British English and vice versa.
Remind them to think about pronunciation, spelling
and vocabulary.
Exercise 9 page 35.
Students work in pairs to make a list of American
English words and phrases and their British English
equivalents. If students are finding this difficult,
give them the following categories as prompts:
clothes, food, cars. Encourage them to think about
spelling as well as words. Ask a few students to
Ending the can you do now? and elicit answers: I can
lesson recognise differences between American and
British English. I can check American English
equivalents and spelling in a dictionary.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 43
Term 2
Date:
Teacher’s name:
Theme of the lesson: The Longitude prize. Period 1.

objectives(s) that
 identify topic sentences, main ideas, and supporting details in an article
about science.
 discuss important global problems and suggest possible solutions with
support.
 discuss important global problems and suggest possible solutions with
little support.
 discuss important global problems and suggest possible solutions with no
support.
Cross curricular
Science.
links
Previous learning American English.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Beginning
Exercise 1 page 40.
the lesson
Focus attention on the pictures. Check the meaning
of the words. Students then match the measuring
devices with the images. Check the answer as a
class. Then ask students to discuss the question.
Focus attention on the title of the text and check
Video and images
understanding of the abbreviation GPS (/dʒiːpiːˈes/:
Global Positioning System. Focus attention on the Handouts with task
two questions. Ask students to scan the text quickly
and find the answers.
Exercise 3 page 40.
Students read the text again more slowly and
Main answer the questions. Check answers as a class.
Go through the Reading strategy together. Then ask
students to use the strategy to match the sentences
with the gaps. Check answers as a class.
Exercise 5 page 40.
In pairs, students go through the problems and
decide on the best one for the Longitude Prize.
Elicit a few ideas and ask students to give reasons
for their choice.
Ending the can you do now? and elicit answers: I have learned
lesson about the Longitude Prize. I can talk about
important global problems and suggest possible
solutions.
End
information
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 44
Term 2
Date:
Teacher’s name:
Theme of the lesson: The Longitude prize. Period 2.

Learning range of general and curricular topics, including talk on a growing range of
unfamiliar topics
objectives(s) that
this lesson is on a range of familiar and some unfamiliar general and curricular topics
contributing to 11.R8 - select and evaluate paper and digital reference resources to check
 identify and formulate the main idea of the listening segment with
support.
Lesson objectives  identify and formulate the main idea of the listening segment with some
support.
 identify and formulate the main idea of the listening segment with no
support.
Cross curricular
Science.
links
Previous learning The Longitude prize.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Give students a hand out that has different types of
measuring devices. Have the student fill in the
blanks to label each device.
Play the recording for students to identify the
Video and images
challenge. Elicit the answer.
Exercise 7 page 41. (Audio 2.13) Handouts with task
Allow time for students to read the sentences and
options. With a stronger class, ask students to try
to answer the questions before listening to the
recording again. Play the recording again for
students to choose the correct answers or check
Main their answers. Check answers as a class.
In pairs, students decide on another challenge for
the new Longitude Prize and discuss possible
solutions. Monitor and help with grammar and
vocabulary where necessary. Ask a few students to
Extra activity
Each pair present their ideas and arguments from
exercise 7 to the class. Have a class vote to choose
the most important challenge.
Giving the homework. Presentation.
Ending the can you do now? and elicit answers: I have learned
lesson about the Longitude Prize. I can talk about
important global problems and suggest possible
solutions.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 47
Term 2
Date:
Teacher’s name:
Theme of the lesson: Topic-based presentation.

Learning
topics
objectives(s) that
this lesson is
contributing to
 give a topic-based presentation describing annual celebrations in
Kazakhstan with support.
Lesson objectives  give a topic-based presentation describing annual celebrations in
Kazakhstan with some support.
 give a topic-based presentation describing annual celebrations in
Kazakhstan with some no support.
Cross curricular
Science.
links
Previous learning Term assessment.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
Lead-in.
Ask: What is your favourite annual celebration?
What does it celebrate? When does it take place?
How is it celebrated? Why is it your favourite
celebration? Encourage students to give detailed
answers.
Students work in pairs to discuss the questions.
Video and images
Circulate and monitor, helping where necessary.
Ask a few pairs of students to share their ideas with Handouts with task
the class.
Exercise 2 page 42.
Focus attention on the two photos. Students say
what they think the two events are and give reasons
for their choice. You could ask students to describe
the last family event they went to.
Students look at the photos in exercise 2 again.
Focus attention on the task and read through the
bullet points. Students listen to the student doing
the task and say if they completed the task fully.
Exercise 4 page 42.
Go through Speaking Strategy 1 together. Then
focus attention on the key phrases for moving onto
Main another topic or point and ask students to complete
Activities them. Check answers as a class.
Play the recording again for students to identify the
phrases from exercise 3. Check answers as a class.
Exercise 6 page 42.
Go through Speaking Strategy 2 together. Stress to
students that this will help them to communicate
effectively even if they do not know the exact
words. Students do the exercise. Circulate and
monitor, helping where necessary. Ask a few pairs
of students to share their ideas with the class.
Exercise 7 page 42.
Go through the task together and give students time
to make notes. With a weaker class, you could do
this together and write ideas on the board.
Ask pairs of fast finishers to choose a different
annual celebration and talk for one minute about it.
Students could work with different partners to
complete this activity.
Ending the
can you do now? and elicit answers: I can explain
lesson
and describe annual celebrations. I can use
paraphrasing phrases when I do not know the
correct word in English.
Differentiation –
learners?
other).
group learning.
variety and choice.
Short term plan 48
Term 2
Date:
Teacher’s name:
Theme of the lesson: A blog post.

Learning
topics
objectives(s) that
this lesson is
contributing to
11.W1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics
11.W5 - develop with minimal support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
 write a blog post on the given topic using appropriate style and plan of a
given genre with support.
Lesson objectives  write a blog post on the given topic using appropriate style and plan of a
given genre with some support.
 write a blog post on the given topic using appropriate style and plan of a
given genre with no support.
Cross curricular
Science.
links
Previous learning Topic-based presentation.
Use of ICT
Intercultural
awareness
Pastoral Care
the learners.
Plan
Planned
timings
the lesson Lead-in.
Ask students to describe the photo. Remind them to
speculate if they are not sure what is happening.
In pairs, students discuss the questions. Elicit
Video and images
different answers.
Go through the task together and check that
students know what they have to include in their
blog post (the advantages of the festival and a
personal experience of the festival).
Exercise 3 page 43.
Go through the Writing Strategy together before
students read the blog post. Elicit the answers to
the questions.
Exercise 4 page 43.
find examples of the structures in the text.
Exercise 5 page 43.
Go through the example together before students
Main rewrite the remaining sentences individually.
Activities Check answers as a class.
Exercise 6 page 43.
to think of three advantages of a long summer
holiday and the details of a holiday they enjoyed.
With a weaker class, brainstorm advantages
together.
Exercise 7 page 43.
If students did exercise 6 individually, tell them to
compare notes with a partner.
Exercise 8 page 43.
Before students start writing, remind them to
include an introduction and conclusion, and two
paragraphs of equal length for the main body, one
for the advantages and one for the description.
Remind them to write a heading for the article too.
Students write their blog post. Monitor and help
with grammar and vocabulary where necessary.
Ending the
lesson
sequencing clauses for describing past events. I can
write a blog post.
End
information 33333333333332222
Differentiation –
learners?
other).
group learning.
variety and choice.

3. Lesson Plans Solutions ЕМН 11 Кл. (Term 1-2)

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3. Lesson Plans Solutions ЕМН 11 Кл. (Term 1-2)

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Short term plan 1

Grade 11 Number present: Number absent:

Theme of the lesson: Food science. Period 1.

Differentiation can be achieved by Observe learners when Students think critically,

Grade 11 Number present: Number absent:

Theme of the lesson: Food science. Period 2.

Grade 11 Number present: Number absent:

Theme of the lesson: The passive. Period 1.

Grade 11 Number present: Number absent:

Theme of the lesson: The passive. Period 2.

Grade 11 Number present: Number absent:

Theme of the lesson: Keeping fit.

Grade 11 Number present: Number absent:

Theme of the lesson: The passive: advanced structures.

Grade 11 Number present: Number absent:

Theme of the lesson: Compound adjectives.

Grade 11 Number present: Number absent:

Theme of the lesson: Junk food. Period 1.

Grade 11 Number present: Number absent:

Theme of the lesson: Junk food. Period 2.

Task 2. Create a poster putting across the view that

Grade 11 Number present: Number absent:

Theme of the lesson: Role play.

Grade 11 Number present: Number absent:

Theme of the lesson: An article.

Grade 11 Number present: Number absent:

Theme of the lesson: The animal world. Period 1.

Grade 11 Number present: Number absent:

Theme of the lesson: The animal world. Period 2.

Grade 11 Number present: Number absent:

Theme of the lesson: Negative structures.

Grade 11 Number present: Number absent:

Theme of the lesson: Beekeeping in Kazakhstan.

Grade 11 Number present: Number absent:

Theme of the lesson: Articles and quantifiers.

Grade 11 Number present: Number absent:

Theme of the lesson: Phrasal verbs.

Grade 11 Number present: Number absent:

Theme of the lesson: Endangered animals in Kazakhstan. Period 1.

Grade 11 Number present: Number absent:

Theme of the lesson: Endangered animals in Kazakhstan. Period 2.

Grade 11 Number present: Number absent:

Theme of the lesson: Photo description and comparison.

Grade 11 Number present: Number absent:

Theme of the lesson: An opinion essay.

Short term plan 25

Grade 11 Number present: Number absent:

Theme of the lesson: The human brain. Period 1.

Grade 11 Number present: Number absent:

Theme of the lesson: The human brain. Period 2.

Grade 11 Number present: Number absent:

Theme of the lesson: Comparison.

Grade 11 Number present: Number absent:

Theme of the lesson: Keep calm!

Grade 11 Number present: Number absent:

Theme of the lesson: Infinitives and –ing forms. Period 1.

Grade 11 Number present: Number absent:

Theme of the lesson: Infinitives and –ing forms. Period 2.

gerund infinitive both

Write 5 sentences using the words above.

Divide the students into pairs (A and B). Give Presentation

A. Ask your partner to tell you about the following things.

A. Respond to what your partner asks you. Use a gerund

Grade 11 Number present: Number absent: