Term1 Grade11 ASPECT

Module 1
LESSON: Module 1 Lesson 1 School:

Introduction
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives that this lesson 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
is contributing to 11.6.9 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive
aspect] on a wide range of general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information
Assessment criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures
Value links To present/revise vocabulary for celestial bodies, human anatomy and chemical elements, to read for coherence & cohesion, to talk about an academic new
year’s resolution Vocabulary: Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star, planet, dwarf planet);
Cross - curricular links Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs, spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen,
iron, carbon, silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality, organisation, intelligence, exploration, universe, fossil, engineering,
biology, system, pesticides)
ICT skills Using videos& pictures, working with URLs
Previous learning Previous year
Planned timings Teacher’s activities Pupil’s activities Marks Resources
Beginning the lesson Organization moment : “The wish flower” method helps to start the At the organization moment T Envelop with shapes
Warming-up 1.Greeting. lesson with good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them The aim: To develop Ss speaking skills and create praise» method is used to
10 min. to divide into 3groups. friendly atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better “Good job!
II -square and feel the support of others. Well done!”
III–triangle
In differentiation part t «Flexible pace
learning» method was used to give
students a choice in order to make them
interested in learning process.
25 min What is in the Module? SB Ex. 1 p. 5 To revise/practise vocabulary Ss evaluate each other and Whiteboard
Read the title of the module Starter and related to extreme weather conditions encourage classmate with Pupils Book
ask Ss to suggest what they think it means. • Read the types of extreme weather conditions phrases like: Poster.
Go through the topic list and stimulate a aloud and elicit an explanation for each one from Well done! Brilliant! Good job!
discussion to prompt Ss' interest in the various Ss around the class (e.g. during a I like it!
module. thunderstorm there are bright flashes of light in the
sky). • Give Ss time to complete the task and then
check Ss’ answers.
Answer Key
1 thunderstorm 2 hurricane 3 drought 4 flood 5
heatwave 6 dust storm
SB Ex. 2 p. 5 To revise/practise Answer Key Ss evaluate each other and Whiteboard
vocabulary related to the environment 1 greenhouse 2 smog 3 waste 4 warming 5 spill 6 encourage classmate with Pupils Book
• Explain the task and give Ss time to conservation 7 fuels 8 layer phrases like: Poster.
complete it. • Check Ss’ answers. Well done! Brilliant! Good job!
I like it!

vocabulary related to means of MOTORBIKE – rails BUS – nose PLANE – encourage classmate with Pupils Book
transport license plate SHIP – pedal TRAIN – steering phrases like: Poster.
• Explain the task and give Ss time to wheel Well done! Brilliant! Good job!
circle the odd words. • Check Ss’ answers I like it!
around the class.

vocabulary related to the Solar System 1 Milky Way 2 meteorite 3 satellite 4 spacecraft 5 encourage classmate with Pupils Book
• Read the vocabulary items aloud and eclipse 6 constellation phrases like: Poster.
elicit an explanation for each one from Well done! Brilliant! Good job!
various Ss around the class (e.g. a I like it!
constellation is a group of stars that make a
recognisable shape in the sky). • Give Ss
time to complete the task. • Check Ss’
answers around the class.

vocabulary related to entertainment 1 set 2 season 3 stage 4 costume 5 interval 6 award encourage classmate with Pupils Book
• Go through the vocabulary items and 7 audience 8 rehearsal 9 plotline 10 cast phrases like: Poster.
elicit an explanation for each one from Well done! Brilliant! Good job!
various Ss around the class (e.g. a cast is I like it!
the group of people who act in a film, etc).
• Give Ss time to complete the task. •
Check Ss’ answers.

vocabulary related to appearance & 1 tanned 2 overweight 3 frizzy 4 wrinkles 5 easy- encourage classmate with Pupils Book
character going 6 ambitious 7 forgetful 8 noisy 9 messy 10 phrases like: Poster.
• Explain the task and give Ss time to sensible Well done! Brilliant! Good job!
complete it. • Check Ss’ answers. I like it!
Extension: If you wish, you can ask Ss to Suggested Answer Key Ss evaluate each other and Whiteboard
write their own sentences with the rest of 1 He looks thin and pale; is he OK? encourage classmate with Pupils Book
the vocabulary items. 2 Jack goes to the gym at least five times a week so phrases like: Poster.
he is very well-built. Well done! Brilliant! Good job!
3 She use to have long straight hair but recently I like it!
she cut it short and had a perm.
4 I get freckles on my face if I spend too much time
in the sun.
5 Sophie is very open-minded, she never judges
others and is interested in different cultures.
6 He is so arrogant – he thinks he’s the best player
on the team!
7 I know I can trust my best friend, she’s really
loyal and truthful.
8 My sister is really nosey; she’s always listening
in to other people’s conversations.
9 Don’t be so bossy, you can’t tell me what to do!
10 Jenny is quite sensitive; she often cries when
we’re watching a sad movie.
Ending the lesson Traffic light method is used to find out was Ss use their stickers to show their knowledge Ss evaluate each other and Whiteboard
the lesson clear or not. Use the stickers. according to the lesson encourage classmate with Pupils Book
Reflection Green- I understood phrases like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job!
10 min. Red-I need a help. I like it!
Aim: To know how many Ss got the theme.

Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to
finish the lesson.
Module 1

Making contact
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar
topics 11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics
11.1.5 - use feedback to set personal learning objectives
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including
some unfamiliar topics
use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information
Assessment criteria Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems
Value links Protect nature
Cross - curricular links Geography
Previous learning types of extreme weather conditions
Team work T give them different shapes and ask them to The aim: To develop Ss speaking skills and praise» method is used to evaluate
10 min. divide into 3groups. create friendly atmosphere Ss with phrases like:
I-circle Efficiency: By wishing each other they feel “Good job!
II -square better and feel the support of others. Well done!”
III–triangle
learning» method was used to give students a
choice in order to make them interested in
learning process.
25 min SB Ex. 7 p. 6 To revise/practise vocabulary Answer Key Ss evaluate each other and Whiteboard
related to holidays • Explain the task and give 1 TYPES OF HOLIDAYS – plane 2 encourage classmate with phrases Pupils Book
Ss time to circle the odd words. • Check Ss’ ACCOMMODATION – limo 3 TRANSPORT – like: Poster.
answers around the class. villa 4 PLACES – café 5 EATING OUT – Well done! Brilliant! Good job! I
fishmonger’s like it!
SB Ex. 8 p. 6 To revise/practise present and Answer Key Ss evaluate each other and Whiteboard
past tenses 1 had already started – past perfect – an action encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete that happened before another past action. 2 like: Poster.
it. Ss can refer to the Grammar Reference leaves – present simple – timetable/schedule. 3 Well done! Brilliant! Good job! I
section for more information. • Check Ss’ had been preparing – past perfect continuous – to like it!
answers. Ss should identify the tenses and put emphasis on the duration of an action which
justify their use. • Revise the tenses and their started and finished in the past, before another
uses if necessary. action in the past, usually with for or since. 4
have watched – present perfect – with today, this
morning/afternoon/week, so far, etc when these
periods of time are not finished at the time of
speaking. 5 was playing – past continuous – a
past action which was in progress when another
action interrupted it. 6 is studying – present
continuous – actions happening around the time
of speaking. 7 decided – past simple – actions
which happened at a specific time in the past. 8
has been running – present perfect continuous –
for an action that started in the past and lasted for
some time. It may still be continuing or have
finished,but it has left a visible result in the
present.
SB Ex. 9 p. 6 To identify appropriate Answer Key Ss evaluate each other and Whiteboard
responses to everyday English expressions • 1a2b3b4a5a encourage classmate with phrases Pupils Book
Explain the task and give Ss time to complete it. like: Poster.
• Check Ss’ answers. • As an extension, ask Well done! Brilliant! Good job! I
pairs of Ss to act out the exchanges. like it!
Module Objectives Read the title of the SB Ex. 1 p. 7 To introduce new vocabulary Ss evaluate each other and Whiteboard
module, Making contact, and ask Ss to suggest • Direct Ss’ attention to the texts and the words encourage classmate with phrases Pupils Book
what they think the module will be about (the in the list and give Ss time read the texts and like: Poster.
module is about new academic year resolutions, complete the gaps with the appropriate word. Well done! Brilliant! Good job! I
countries & cities, types of buildings, • Check Ss’ answers around the class and like it!
construction materials, types of roads/streets, explain/ elicit the meaning of any unknown
architectural styles, and culture shock.) Go words.
through the objectives list to stimulate Ss’ Answer Key
interest in the module. 1 option 2 study 3 direction 4 gap year 5
mentality 6 networking 7 internship 8
environment
• Play the video for Ss and elicit their comments
at the end.
SB Ex. 1 p. 7 a) To practise/personalise Suggested Answer Key Ss evaluate each other and Whiteboard
new vocabulary by talking about the topic Once I finish school, I plan to take a gap year encourage classmate with phrases Pupils Book
• Read out the question to Ss. • Ask various Ss before going to university. I think this is the best like: Poster.
to tell the class. option for me as I’m not sure what I want to Well done! Brilliant! Good job! I
study yet, so a gap year will give me the time like it!
and space to think carefully about my future
career path. I plan to spend part of the year
travelling as I believe this will be a great life
experience and make me a more independent
and well-rounded person. I also hope to do an
internship and some voluntary work to gain
experience. That way I’ll know what I’m really
interested in before I start studying.
b) To practise new vocabulary and expand on Ask various Ss to tell the class. Suggested Ss evaluate each other and Whiteboard
the topic by talking about new academic year Answer Key encourage classmate with phrases Pupils Book
resolutions Ask Ss to discuss their resolutions I think this quote means that you never get tired like: Poster.
further with each other in pairs or small groups of learning new things. The human brain is Well done! Brilliant! Good job! I
and provide feedback. • Give Ss time to read the designed to absorb and process new information like it!
quotation and discuss in pairs what they think it and will continue to do so throughout a person’s
means. lifetime.The more we“feed”our mind, the more it
will be stimulated and want to learn more.The
brain learns new things in many ways: reading,
travelling, being open to new experiences, and
talking about interesting topics with other
people. Our brains can never become full which
means there are endless possibilities to what we
can learn, as long as we’re willing to put the
effort in. We should remain interested in
learning new things no matter how old we are
because life is more exciting and rewarding
when we engage with the world around us.
Ending the lesson Traffic light method is used to find out was the Ss use their stickers to show their knowledge Ss evaluate each other and Whiteboard
lesson clear or not. Use the stickers. according to the lesson encourage classmate with phrases Pupils Book
Reflection Green- I understood like: Poster.
Individual work: Yellow-I have some questions Well done! Brilliant! Good job! I
10 min. Red-I need a help. like it!

Efficiency:
remember.
Differentiation: «Conclusion» method is used
to finish the lesson.
Module 1

1a Countries & Cities (architecture)
Learning objectives that this lesson 11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding
is contributing to 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of general and curricular topics
11.1.8 - develop intercultural awareness through reading and discussion
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
11.5.5 - develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general
and curricular topics
11.1.6 - organize and present information clearly to others
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics
use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
of familiar general and curricular topics with some support;
of familiar general and curricular topics without support;
Previous learning Making contact
Team work T give them different shapes and ask them to divide The aim: To develop Ss speaking skills and create praise» method is used to
10 min. into 3groups. friendly atmosphere evaluate Ss with phrases like:
III–triangle
In differentiation part t «Flexible pace learning»
method was used to give students a choice in order to
make them interested in learning process.
25 min Background information SB Ex. 1 p. 8 To present and practise topic- Ss evaluate each other and Whiteboard
Antoni Gaudi was a Catalan architect who had a related vocabulary encourage classmate with Pupils Book
very distinctive style. He was born in 1852 and died • Ask Ss to check the meaning of the words/ phrases like: Poster.
in 1926. He worked mostly in Barcelona, Spain. His phrases in the Word List or their dictionary. • Well done! Brilliant! Good job! I
masterpiece was La Sagrada Familia. Barcelona is a Check Ss’ comprehension around the class and like it!
city in the north east of Spain. It is a major explain/elicit the meaning of any unfamiliar
Mediterranean port and commercial centre and is words/ phrases.
famous for its culture, beauty and individuality. Answer Key
Dubai is the capital city of the emirate of Dubai, one captivated (v): very interested in and attracted to
of the wealthiest of the seven emirates that make up something robust (adj): strong and not easily
the United Arab Emirates. It is a city of skyscrapers broken portability (n): ability to be moved and
and big business, as well as beaches and tourism. transported sturdiness (n): the quality of an object
that is solid, strong and not easily broken coat of
arms (n): a country’s symbol; a design in the
shape of a shield masterpiece (n): a great work of
art spire (n): the tall, pointed part of a church or
other grand building rounded window (phr): a
window that is circular or curved in shape
perforated (adj): filled with holes apex (n): the top
of something
SB Ex. 2 p. 8 a) To present and practise topic- Answer Key Ss evaluate each other and Whiteboard
related vocabulary in context 1 perforated 2 portability and sturdiness 3 apex 4 encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • masterpiece phrases like: Poster.
Check Ss’ answers around the class. Well done! Brilliant! Good job! I
like it!
b) To listen and read for specific information/To Answer Key Ss evaluate each other and Whiteboard
identify the speakers’ attitude Sentence 1 matches the O-14 tower in Dubai. encourage classmate with Pupils Book
• Ask Ss to read the completed sentences in Ex.2a. • Sentence 2 matches the yurts in Kazakhstan. phrases like: Poster.
Play the recording. Ss listen and read and match the Sentence 3 matches Atlantis The Palm in Dubai. Well done! Brilliant! Good job! I
buildings in the text to the sentences. Then, elicit Ss’ Sentence 4 matches La Sagrada Familia in Spain. like it!
ideas about each speaker’s attitude. • Check Ss’ Suggested Answer Key Alan is completely
answers. captivated by not only the city of Nur-Sultan, but
also the traditional Kazakh yurts. Aruzhan is
blown away by Antoni Gaudi’s architectural
Background information Antoni Gaudi was a
Catalan architect who had a very distinctive style.
He was born in 1852 and died in 1926. He worked
mostly in Barcelona, Spain. His masterpiece was
La Sagrada Familia. Barcelona is a city in the
north east of Spain. It is a major Mediterranean
port and commercial centre and is famous for its
culture, beauty and individuality. Dubai is the
capital city of the emirate of Dubai, one of the
wealthiest of the seven emirates that make up the
United Arab Emirates. It is a city of skyscrapers
and big business, as well as beaches and tourism.
1.2 style and is particularly impressed by La
Sagrada Familia. Serik is in awe of the immense
size of Dubai’s modern landmarks and is
especially amazed by Atlantis The Palm.
SB Ex. 3 p. 8 To prepare for a reading task and Suggested Answer Key Ss evaluate each other and Whiteboard
read for specific information (multiple matching) inhabited (adj): lived in awe-inspiring (adj): encourage classmate with Pupils Book
• Read out the Study Skills box and explain the task. causing respect and admiration aspiring (adj): phrases like: Poster.
Give Ss time to complete it. • Check Ss’ answers. ambitious distinctive (adj): characteristic and Well done! Brilliant! Good job! I
Answer Key 1 C (Seeing Dubai had been on my to- easy to recognise bind (v): to tie together like it!
do list for ages). unforgiving (adj): harsh and unpleasant insulate
2 B (… La Sagrada Familia: Gaudi’s unfinished (v): to cover the walls of a building in order to
masterpiece / one of the longest ongoing construction prevent heat from getting out intersect (v): to
projects in recorded history). cross over heirloom (n): something of value that
3 A (… a shanyrak […] is an integral part of Kazakh is passed down through the generations of a
culture). family stark (adj): obvious blow sb away (phr v):
4 B (These “double-twist” columns … were his own to surprise and impress sb arch (n): a curved
original creation). structure flying buttress (n): a part of a building
5 B (… Gaudi used some typical features of Gothic that supports another part and forms an arch
architecture, … “double twist” columns … stunned (adj): shocked and amazed sheer (adj):
influenced by Greek,Roman and Baroque styles). complete (used for emphasis) mind-boggling
6 C (… by designing the lateral support structures on (adj): difficult to understand exoskeleton (n): a
the outside of the building, […] they could minimise hard exterior layer slab (n): a flat, thick piece of
the core of the building, and provide more open something solid lateral (adj): sideways core (n):
interior spaces...) the central, interior part of sth load-bearing
7 A (Futuristic buildings have always captivated me (adj): supporting the weight of something heavy
… Yet in my time in Kazakhstan, what has struck me centrepiece (n): the most important part of sth be
most is the yurt). infused with (phr): be filled with adorn (v): to
• Refer Ss to the Check these words box and decorate do sth justice (phr): to be accurate in the
explain/elicit the meanings of the words, or ask Ss to description of sth
use their dictionaries and look them up.
SB Ex. 4 p. 9 To read for comprehension Suggested Answer Key Ss evaluate each other and Whiteboard
• Give Ss time to read the text again and answer the 1 The shanyrak is an important part of Kazakh encourage classmate with Pupils Book
questions in their own words. • Check Ss’ answers culture as it symbolises peace and tranquility. phrases like: Poster.
around the class. That’s why parts of it are often given as family Well done! Brilliant! Good job! I
heirlooms. 2 When designing La Sagrada like it!
Familia, Antoni Gaudi combined spires and
rounded windows, which are typical features of
Gothic architecture, with his own uniquely
designed columns that were influenced by
Greek,Roman and Baroque styles. 3 The thing
that impressed Serik the most about Dubai was
the enormous size of the buildings.
SB Ex. 5 p. 9 To consolidate vocabulary Answer Key Ss evaluate each other and Whiteboard
through synonyms • Explain the task. • Give Ss time awe = amazement pointed = sharp unmistakable = encourage classmate with Pupils Book
to check the words in their dictionaries and match the distinct feat = accomplishment perspective = phrases like: Poster.
words to their synonyms. • Check Ss’ answers. viewpoint integral = important blend = Well done! Brilliant! Good job! I
combination immense = massive like it!
SB Ex. 6 p. 9 a) To present and practise Answer Key Ss evaluate each other and Whiteboard
topic-related collocations 1d3e5g7c2f4b6a encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • phrases like: Poster.
Check Ss’ answers. Well done! Brilliant! Good job! I
like it!
b) To practise topic-related collocations in context Suggested Answer Key Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • 1 The nomadic tribes in Kazakhstan lived in yurts. encourage classmate with Pupils Book
Check Ss’ answers. 2 The shanyrak is an integral part of Kazakh phrases like: Poster.
culture. 3 The shanyrak is often given to younger Well done! Brilliant! Good job! I
generations as family heirlooms. 4 There is a like it!
stark contrast between the past and present ways
of life in Kazakhstan. 5 Spires and rounded
windows are typical features of Gothic
architecture. 6 Atlantis The Palm is a huge hotel
resort that makes a lasting impression on its
visitors. 7 Three architects discuss their first-
hand experiences of witnessing some amazing
buildings around the world. • Play the video for
Ss and elicit their comments at the end.
SB p. 9 Speaking & Writing To practise and Suggested Answer Key Ss evaluate each other and Whiteboard
consolidate vocabulary relating to architecture by A: Barcelona is my favourite city, so of course I encourage classmate with Pupils Book
talking and writing about the buildings described find La Sagrada Familia most impressive. I saw it phrases like: Poster.
in the texts in person last year and it is breathtaking. It looks Well done! Brilliant! Good job! I
• Explain the task and give Ss time to discuss in pairs nothing like other cathedrals in Europe, which like it!
which of the buildings impressed them the most. makes it truly unique. What about you? Which
Encourage Ss to justify their opinions. • Monitor the building impresses you most? B: I agree that La
activity around the class. • Then ask Ss to write a Sagrada Familia is amazing, but Kazakh yurts
short paragraph about the building that has impressed really impress me.Yurts are a major part of our
them the most giving reasons for their choice. culture. In fact, pieces of an ancient shanyrak
• Alternatively, assign the task as HW and check Ss’ have been passed down through many
paragraphs in the next lesson. generations of my family. These structures make
me feel very connected to my nomadic ancestors.
In my opinion, La Sagrada Familia is the most
impressive of all the buildings discussed. I am
particularly impressed by how Antoni Gaudi
managed to combine different styles of
architecture so well to create this masterpiece. I
don’t think Greek, Roman, Baroque and Gothic
styles had previously been combined in one
structure. I am also impressed by La Sagrada
Familia because it is more than just a church. It
actually changed people’s ideas about what a
cathedral can look like. It is rare to find any
structure that can have such an impact.
SB p. 9 Writing To expand on the topic and Ask Ss to give their presentations in class. Ss evaluate each other and Whiteboard
develop research skills Suggested Answer Key encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • The nomadic tribes of central Asia have inhabited phrases like: Poster.
Alternatively, assign the task as HW and check Ss’ yurts for centuries, as they moved several times a Well done! Brilliant! Good job! I
answers in the next lesson. • year around the steppe. Historically, this sturdy like it!
type of tent is connected with the area and
evidence suggests that they have been used for
thousands of years. Herodotus, the ancient Greek
historian described the tent-like homes of the
Scythians – a nomadic people that lived near the
Black and Caspian Seas around 440 BCE.
Nowadays, yurts do not serve their original
purpose any more. However, they are inextricably
linked with Kazakh culture and for this reason,
the shanyrak, the top part of the yurt, is depicted
on the flag of the Republic of Kazakhstan and on
its official emblem. Also, in 2014, the yurt was
included in the UNESCO Representative List of
the Intangible Cultural Heritage of Humanity.
According to UNESCO, “the yurt remains a
symbol of family and traditional hospitality,
fundamental to the identity of the Kazakh and
Kyrgyz peoples.” The yurt’s unique architecture
is ideal for the nomads’ seasonal migrations in
harsh weather conditions. Its hemispherical shape
makes it strong enough to resist the strong winds
of the steppe.The yurts are covered with felt on
the exterior and decorated with carpets on the
interior making them adequately heated. The
opening at the top ensures that there is
circulation of fresh air. It is even more amazing
that they can be easily taken apart – it takes 30
minutes to 3 hours – and carried by horses and
camels.
Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge Ss evaluate each other and Whiteboard
clear or not. Use the stickers. according to the lesson encourage classmate with Pupils Book
Efficiency:
remember.
finish the lesson.
Module 1

Types of buildings
is contributing to 11.6.14 - use a growing variety of more complex prepositional phrases including those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives and verbs on a wide range of general and curricular topics
Assessment criteria Learners have used variety of reported speech forms for statements, questions and commands, using in their own sentences.
Previous learning Countries & Cities (architecture)
Beginning the lesson Organization moment : “The wish flower” method helps to start the At the organization moment T tries Envelop with shapes
Warming-up 1.Greeting. lesson with good wishes to each other. to award active Ss. «The praise»
Team work T give them different shapes and ask them to The aim: To develop Ss speaking skills and method is used to evaluate Ss with
10 min. divide into 3groups. create friendly atmosphere phrases like:
III–triangle
method was used to give students a choice in order
to make them interested in learning process.
25 min Ex. 1 p. 10 To consolidate vocabulary from a Ex. 1 p. 10 To consolidate vocabulary from a Ss evaluate each other and Whiteboard
text text through synonyms encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • • Explain the task and give Ss time to complete like: Poster.
Check Ss’ answers. it. • Check Ss’ answers. Well done! Brilliant! Good job! I
Answer Key Answer Key like it!
1 flexible 2 distinctive 3 innovative 4 one-of-a- 1 revolutionise 2 construct 3 incorporate 4
kind 5 iconic 6 portable minimise 5 intersect
Ex. 3 p. 10 To consolidate vocabulary from a Ex. 4 p. 10 To present vocabulary related to Ss evaluate each other and Whiteboard
text through collocations types of buildings encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • • Explain the task. Refer Ss to the Word List or like: Poster.
Check Ss’ answers. their dictionaries to check any unknown Well done! Brilliant! Good job! I
Answer Key vocabulary. Give Ss time to complete the task. like it!
1 bear 2 live 3 stay 4 set 5 make • Check Ss’ answers.
Answer Key
1 amphitheatre 2 pyramid 3 temple 4 lighthouse
5 observatory 6 tower
Ex. 5 p. 10 To present and practise Ex. 6 p. 10 To present and practise Ss evaluate each other and Whiteboard
vocabulary related to construction materials vocabulary related to types of roads/streets encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • • Explain the task and give Ss time to complete like: Poster.
Check Ss’ answers. it. • Check Ss’ answers. Well done! Brilliant! Good job! I
1 Clay 2 fabric 3 wood 4 brick 5 Concrete 6 metal 1 Bike 2 motorway 3 rural 4 pedestrian 5
cobbled 6 winding 7 toll 8 dead
Ex. 7 p. 11 a) To present architectural styles b) To expand on the topic and develop Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • research skills encourage classmate with phrases Pupils Book
Check Ss’ answers. • Alternatively, assign the task • Explain the task and give Ss time to research like: Poster.
as HW and check Ss’ answers in the next lesson. an architectural style. • Ask various Ss to Well done! Brilliant! Good job! I
Answer Key present the architectural style to the class. like it!
1e3h5b7a2c4f6g8d Suggested Answer Key
Ex. 8 p. 11 To present and practise phrasal Ex. 9 p. 11 To present and practise Ss evaluate each other and Whiteboard
verbs prepositional phrases encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • Explain the task and give Ss time to choose the like: Poster.
Remind Ss that they can check their answers in correct preposition. • Remind Ss that they can Well done! Brilliant! Good job! I
Appendix I. • Check Ss’ answers. Answer Key check their answers in Appendix I. • Check Ss’ like it!
1 into 2 out 3 over 4 back 5 up to answers.
Answer Key
1 in 2 of 3 by 4 behind 5 in
Ex. 10 p. 11 To practise forming adjectives Answer Key Ss evaluate each other and Whiteboard
from nouns 1 futuristic 2 famous 3 towering 4 mythical 5 encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to fill in the presidential 6 luxurious 7 numerous 8 like: Poster.
gaps with the appropriate adjective derived from architectural Well done! Brilliant! Good job! I
the nouns given. • Check Ss’ answers. like it!

Efficiency:
remember.
Module 1

Present, Past Future Tenses
Learning objectives that this lesson 11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
Previous learning Types of buildings
Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment Envelop with shapes
Warming-up 1.Greeting. with good wishes to each other. T tries to award active Ss.
Team work T give them different shapes and ask them to divide The aim: To develop Ss speaking skills and create «The praise» method is used
10 min. into 3groups. friendly atmosphere to evaluate Ss with phrases
I-circle Efficiency: By wishing each other they feel better like:
II -square and feel the support of others. “Good job!
III–triangle Well done!”
Revision of tenses Past and Present Simple, Present and SB Ex. 1 p. 12 a) To revise / practise tenses Ss evaluate each other and Whiteboard
Past Perfect, Present and Past Continuous, Future • Ask Ss to read the text and choose the correct encourage classmate with Pupils Book
Tenses tenses. • Check Ss’ answers. phrases like: Poster.
Answer Key Well done! Brilliant! Good
1 moved 2 feel 3 I’ve always been 4 was 5 was job! I like it!
walking 6 had never thought 7 I’ve seldom thought
8 will have been living 9 I’m going to do 10 will
have helped 11 will still
25 min b) To practise the use of tenses Answer Key Ss evaluate each other and Whiteboard
• Give Ss time to identify the tenses in bold and explain 1 moved – past simple – an action that happened at a encourage classmate with Pupils Book
their uses. Refer Ss to the Grammar Reference section definite time in the past. phrases like: Poster.
for more information. 2 feel – present simple – stative verb. Well done! Brilliant! Good
• Check Ss’ answers. Write them on the board. 3 have always been – present perfect – an action job! I like it!
• Revise the tenses and their uses if necessary. which started in the past and continues up to the
present.
4 was – past simple – for habits or states which are
now finished.
5 was walking – past continuous – for an action
which was in progress in the past when another
action interrupted it.
6 had never thought – past perfect – for an action
which happened before a stated time in the past.
7 have seldom thought – present perfect – for an
action which started in the past and continues up to
the present.
8 will have been living – future perfect continuous –
to show the duration of an action up to a certain time
in the future.
9 I’m going to do – future with ‘be going to’ – to
talk about plans or intentions.
10 will have helped – future perfect – an action
completed before a stated time in the future.
11 will still remember – future simple – for a future
prediction with the verb ‘hope’.
c) To present future tenses after time words • Write Give Ss time to write their own examples. • Check Ss evaluate each other and Whiteboard
examples of future tenses and time words on the board Ss’ answers. Answer Key encourage classmate with Pupils Book
(e.g. He will finish his homework before he goes out. I We use the present simple or the present perfect after phrases like: Poster.
will call you when I have arrived.) and then ask Ss to time words to refer to the future. Example from text: Well done! Brilliant! Good
find an example in the text on p. 12 and elicit what … before the year is out, I will have helped to job! I like it!
tenses are used with it to refer to the future. Point out transform … (paragraph 3) Examples: I will eat
that time clauses follow the rule about sequence of breakfast before I go to school. By the time I have
tenses. However, remind Ss that we never use the finished my homework, it will be too late to go to
future simple after time words. We use the present the cinema.
simple or present perfect instead. Refer Ss to the
Grammar Reference section for more information.
SB Ex. 2 p. 12 To practise future tenses SB Ex. 3 p. 12 a) To present other future forms Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • Elicit from Ss other ways they can think of for encourage classmate with Pupils Book
Remind Ss to justify their answers. • Check Ss’ forming the future and write examples on the board phrases like: Poster.
answers. (e.g. We are to be at work by 9 o’clock. We are not Well done! Brilliant! Good
Answer Key to talk when the teacher is speaking.The bus is due job! I like it!
1 A: are going to be = prediction based on what we see to arrive in 20 minutes, etc) and refer them to the
B: will get = on-the-spot decision 2 will be presenting Grammar Reference section for more information. •
= action in progress at a stated time in the future 3 Give Ss time to complete the task and check their
A: will grow = predictions based on what we think, answers.
believe or imagine will happen in the future Answer Key
B: will have discovered = action finished by a stated phrases used to imply the future: on the verge of,
time in the future 4 will give = a promise 5 bound to, due to, are to.
A: Is Saule going to get = future plans and intentions b) To practise using expressions that imply the
B: will have been working = shows duration of an future
action up to a certain time in the future • Explain the task and give Ss time to rewrite the
sentences.
Individual work: Yellow-I have some questions Well done! Brilliant! Good
10 min. Red-I need a help. job! I like it!

Efficiency:
remember.
finish the lesson.
Module 1

Adjectives
Learning objectives that this lesson 11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics
is contributing to 11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics
11.6.2 - use a variety of determiners relating to nouns for generic uses, some appositional uses and textual reference on a wide range of general and curricular topics
use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of
familiar general and curricular topics using phrasal verbs with support;
familiar general and curricular topics using phrasal verbs with some support;
familiar general and curricular topics using phrasal verbs without support;
Previous learning Present, Past Future Tenses
Team work T give them different shapes and ask them to divide The aim: To develop Ss speaking skills and praise» method is used to
10 min. into 3groups. create friendly atmosphere evaluate Ss with phrases like:
III–triangle
make them interested in learning process
25 min SB Ex. 4 p. 13 a) To present phrases expressing Ex. 4 p. 13 b) To practise phrases expressing Ss evaluate each other and Whiteboard
degrees of certainty • Draw a line on the board with degrees of certainty encourage classmate with Pupils Book
0% at one end, 100% at the other end and 50% in the • Explain the task and give Ss time to replace the phrases like: Poster.
middle. words in bold. • Check Ss’ answers. Well done! Brilliant! Good
Next to it write a list: I’m positive, I’m almost Answer Key job! I like it!
certain,it’s possible,it’s unlikely,there’s no way, I 1 H 3 C 5 G 7 F 9 J 2 D 4 B 6 E 8 A 10 I
doubt, I suppose, I’m fairly sure, I wouldn’t be
surprised if, there’s not much chance. Elicit from Ss
where on the line each of the words belong. Explain
the phrases if required. Refer Ss to the Grammar
Reference section for more information. • Direct
Ss’attention to the box in Ex.4a and explain the task.
Give them time to put the words in order. • Check Ss’
answers. Answer Key
A 1 C 2 E 3 G 9 I 8 B 10 D 7 F 6 H 5 J 4
c) To consolidate phrases expressing degrees of Suggested Answer Key Ss evaluate each other and Whiteboard
certainty; to make predictions about the future. Next year,I will probably have to study a lot encourage classmate with Pupils Book
• Explain the task and give Ss time to think about or because I will be preparing for exams. I want to phrases like: Poster.
write their ideas. • Ask various Ss to tell the class. work part time, but there is not much chance Well done! Brilliant! Good
that I’ll have enough time. In the future, I’m job! I like it!
fairly sure I’ll go to university, as long as I do
well in my exams. It’s possible that I’ll study
abroad; that’s something that I really hope to
do, so if an opportunity comes up, I’m almost
certain I will take it. I think I’d like to become a
chemist, but I might change my mind over the
course of my studies.
Ex. 5 p. 13 a) To present adjective complements Answer Key Ss evaluate each other and Whiteboard
• Direct Ss’ attention to the theory box and read the Adjective + that + noun phrase: I feel certain that encourage classmate with Pupils Book
theory and the examples. • Remind Ss that adjectives before the year is out … (paragraph 3) Adjective phrases like: Poster.
describe or modify a noun and that they are followed + to-infinitive: I feel absolutely ecstatic to see … Well done! Brilliant! Good
by different structures. Elicit what the adjectives are (paragraph 1); It’s been incredible to practise … job! I like it!
followed by in each sentence in the theory box. (paragraph 3); where better to hone my skills …
• Elicit more examples from the Ss (e.g. She was very (paragraph 3)
pleased that she was elected class president./I was
surprised to see her at the party./I wasn’t sure how
they would react, etc). • Refer Ss to the Grammar
Reference section for more information. • Ask Ss to
read through the text in Ex. 1a again and find
examples of adjective complements. • Check Ss’
answers.
b) To practise adjective complements Ex. 6 p. 13 a) To identify determiners Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • (articles, demonstratives and quantifiers) and encourage classmate with Pupils Book
Check Ss’ answers. their uses phrases like: Poster.
Answer Key • Explain to Ss that determiners are words that Well done! Brilliant! Good
1d2g3e4c5f6a7b modify nouns and give them context. Write job! I like it!
different types on the board: indefinite article,
definite article, demonstratives, quantifiers,
possessive adjectives. • Elicit examples from Ss
(e.g. indefinite article = a/an; definite article =
the; demonstratives = this/these, that/those;
quantifiers = some/any/ a lot of/many/much/(a)
few/(a) little/all/none/
both/either/neither/every/each, etc.; possessive
adjectives = my, your, his, et c).
• Explain that determiners can have a generic
use (e.g. John, Julie and a few other friends came
to the party./A woman was rescued from the
avalanche.), they can be used in appositions
(Tom, their oldest child, studies at university. Mr
Jones,the music teacher, comes from the USA.),
or they are used for textual reference, i.e. to refer
to a noun/phrase already mentioned (Online
shoppers are responsible for their actions.They
told us not to give our personal details but we
know this already).
• Refer Ss to the Grammar Reference section for
more information. • Direct Ss’ attention to the
underlined words in Ex. 1a and give them time to
complete the task. • Check Ss’ answers.
Answer Key
the – definite article – appositional use this –
demonstrative – generic use that – demonstrative
– textual reference a – indefinite article –
appositional use that – demonstrative – generic
use a few – quantifier – generic use some –
quantifier – generic use From p. 13(T)
b) To practise determiners Ex. 7 p. 13 To consolidate the grammar and Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • vocabulary of the unit and develop research encourage classmate with Pupils Book
Check Ss’ answers. skills by writing and speaking about buildings phrases like: Poster.
Answer Key in the future/to develop research skills Well done! Brilliant! Good
1 A lot of 2 Both 3 the other one 4 a few 5 another 6 • Explain the task and give Ss time to complete job! I like it!
these it. • Check Ss’ answers. • Alternatively, assign
the task as HW and check Ss’ answers in the next
lesson.
Ask various Ss to present their work to the class. ICT Suggested Answer Key Ss evaluate each other and Whiteboard
I think that buildings in the future will be a lot encourage classmate with Pupils Book
more unusual and innovative than they are phrases like: Poster.
today.They will also be extremely practical and Well done! Brilliant! Good
environmentallyfriendly. For example, farms job! I like it!
will be built into skyscrapers, to save space in
over-populated cities and countries.The walls
will be made of glass so that sunlight can shine
onto the crops. These “farms” will be more like
chemistry labs than the conventional farms or
gardens of today. We will be able to grow
anything at any time of year because the
temperature and conditions inside the building
will be very carefully regulated. Because of
vertical farms, we will all be eating local
produce rather than imported food. This will
help to reduce the pollution that is caused by
transporting food around the world. In fact,
these types of buildings have already been
constructed in modern, crowded cities like
Singapore. I hope that by the year 2050 we will
have constructed many more of these amazing
buildings around the world

Efficiency:
remember.
Module 1

Dealing with culture shock
CLASS: Number present: absent:
Learning objectives that this lesson 11.1.3 - respect differing points of view
is contributing to 11.1.4 - evaluate and respond constructively to feedback from others
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar
topics 11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics
Previous learning Adjectives
Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with At the organization moment Envelop with shapes
Warming-up 1.Greeting. good wishes to each other. T tries to award active Ss.
I-circle Efficiency: By wishing each other they feel better and like:
II -square feel the support of others. “Good job!
25 min Ex. 1 p. 14 To present the concept of culture shock Suggested Answer Key Ss evaluate each other and Whiteboard
and personalise the topic I experienced culture shock when I travelled to Seoul in encourage classmate with Pupils Book
• Ask Ss to read the definition and discuss it in pairs. • South Korea.At first,everything seemed completely phrases like: Poster.
Ask various Ss to tell the class about a time when they different compared to the small town where I grew up. Well done! Brilliant! Good
have experienced culture shock. There were loads of huge, modern skyscrapers and the job! I like it!
streets were really crowded with people.The food was
unlike anything I’d ever tasted before,and in some
restaurants,I even had to take my shoes off and sit on
mats on the floor! It took a bit of adjusting, but after
about a week I began to really enjoy myself. Once I’d
settled in, I realised that it was these types of differences
that made the experience so exciting.
Ex. 2 p. 14 To present words/phrases that relate Answer Key Ss evaluate each other and Whiteboard
to the concept of culture shock transition (n):a change from a situation/state to another encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • homesick (adj): sad and longing for home assimilate (v): phrases like: Poster.
Ask Ss what they think the words/phrases mean and to adapt and fit in with a culture that is initially Well done! Brilliant! Good
how they relate to the concept of culture shock. • Play unfamiliar to you to feel at home (idiom): to feel job! I like it!
the recording and ask Ss to listen to and read the text comfortable and relaxed in familiar surroundings
to check their answers. miscommunication (n): difficulty understanding others
or being understood by them diversity (n): variety
Suggested Answer Key
Moving from one country to another is a transition that
takes some time to get used to. You might feel homesick
when you first move to a different country. When you
live in a foreign country you should try to assimilate
with the local culture as much as possible. It might take
up to six months of living abroad before you begin to
feel at home. Miscommunication is often a big problem
if you live in a country and you don’t speak the
language. If you’re from a small village and you move
to a big city, you will probably notice a lot more
diversity in terms of people,cultures,customs,food,etc.
Ex. 3 p. 14 To read for specific information (T/F Answer Key Ss evaluate each other and Whiteboard
statements) 1 T 2 F (I’m from Nur-Sultan, so I’m used to super tall encourage classmate with Pupils Book
• Ask Ss to read statements 1-8 and then give them skyscrapers and shiny, modern buildings. Edinburgh is phrases like: Poster.
time to read the text carefully and choose the correct nothing like that.) 3 T 4 F (No two people sounded the Well done! Brilliant! Good
answers. • Check Ss’ answers around the class. 1.3 same, so often I couldn’t understand what the locals job! I like it!
were saying.) 5 F (everyone on the street seemed to be in
such a hurry) 6 F (A couple of months in, the novelty
started to wear off. I was terribly homesick.) 7 F (I know
the place like the back of my hand.) 8 T
• Refer Ss to the Check these words box and
explain/elicit the meanings of the words, or ask Ss to use
their dictionaries and look them up.
response (n): reaction wide-eyed (adj): surprised,
amazed or naive giggle (v): to laugh novelty (n): the
quality of being new wear off (phr v): to weaken or
reduce pace of life (phr):the speed at which things
generally happen in a certain culture or place fade (v):
to lose strength like the back of my hand (idiom): to
know sth or somewhere extremely well reverse culture
shock (phr): the challenges experienced by some people
when they return to their home country after spending a
long time abroad.
Ask various Ss to tell the class. Answer Key Ss evaluate each other and Whiteboard
A: I think this quotation means that it’s good to encourage classmate with Pupils Book
challenge yourself and try new things. When you do phrases like: Poster.
something new and unfamiliar, you have to think about Well done! Brilliant! Good
it much more than if you just continue to follow the job! I like it!
same routine every day.
B: It also means that when you travel to a different
country, you have to actively engage with your
surroundings to find your way around the new place
and communicate with other people in other languages.
You also try new foods and experience different customs
and cultures. This opens your mind to different ways of
life and makes you a more tolerant and accepting
person.
A: When you expose yourself to unfamiliar situations,
you are more likely to find yourself in some amusing
conditions that you wouldn’t experience at home, for
example, funny misunderstandings due to language
barriers, or getting lost.
Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according Ss evaluate each other and Whiteboard
clear or not. Use the stickers. to the lesson encourage classmate with Pupils Book

Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish
the lesson.
Module 1

Transitive/Intransitive verbs
Date: Teacher’ s name:
Learning objectives that this lesson 11.6.5 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics
is contributing to 11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar
topics 11.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar
topics 11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups
11.1.4 - evaluate and respond constructively to feedback from others
11.3.3 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics
11.5.3 - write with grammatical accuracy on a wide range of general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics
11.6.15 - use a growing variety of more complex conjunctions to express condition concession. and contrast on a wide range of general and curricular topics
use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate text;
use most target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate text;
use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information of the text;
Assessment criteria Learners have used vocabulary, read effectively and worked in pair researching online, prepared their own reports about stadiums.
Previous learning Dealing with culture shock
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create praise» method is used to
10 min. 3groups. friendly atmosphere evaluate Ss with phrases like:
III–triangle
25 min Ex. 5 p. 15 a) To present transitive and intransitive Answer Key Ss evaluate each other and Whiteboard
verbs Transitive verbs (need an object): understand, find, encourage classmate with Pupils Book
• Write the sentence Please make some tea on the board scheduling, made, know, have phrases like: Poster.
and ask Ss to identify the verb. Explain that the verb Intransitive verbs (don’t need an object): Well done! Brilliant! Good
make is transitive and that its object is some tea. read,arrived, apologised, started, closed, job! I like it!
Without an object, the verb make doesn’t make sense. • studying,working, faded
Then write the sentence The girl smiled on the board
and ask Ss to identify the verb. Explain that the verb
smiled is intransitive and it doesn’t need an object for
the sentence to make sense.
• Elicit more examples of transitive and intransitive
verbs from the Ss (e.g. transitive verbs: see, bake, play,
bring, etc. Intransitive verbs: cry, swim, fly, jump, etc.)
• Ask Ss to look at the underlined verbs in the text on p.
14 and say which ones are transitive and which are
intransitive. • Refer Ss to the Grammar Reference
section for more information. • Allow Ss time to
complete the task. • Check Ss’ answers.
Ex. 5 p. 15 b) To practise transitive and intransitive Answer Key Ss evaluate each other and Whiteboard
verbs 1 answered – T 2 will be sleeping 3 left – I 4 will encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • cost – T– I 5 have ever heard – T phrases like: Poster.
Check Ss’ answer. • Play the video for Ss and elicit their comments at Well done! Brilliant! Good
the end. job! I like it!
Ex. 6 p. 15 a) To prepare for a listening task Answer Key Ss evaluate each other and Whiteboard
• Ask Ss to look up the words/phrases in the Word List euphoria (n): an intense feeling of happiness encourage classmate with Pupils Book
or in their dictionaries. • Check Ss’ answers. frustration (n): the feeling of being annoyed phrases like: Poster.
because you are unable to achieve what you want Well done! Brilliant! Good
adjustment (n): change, adaptation, familiarisation job! I like it!
acceptance (n): approval
I think these words represent the stages of culture
shock.
b) To listen for specific information (T/F statements) Answer Key Ss evaluate each other and Whiteboard
• Ask Ss to read the sentences and underline the key 1 F (… follows a predictable pattern in most cases) encourage classmate with Pupils Book
words. Explain that this will help them to do the task. • 2 F (… all of the stages are equally important) 3 T phrases like: Poster.
Play the recording twice and remind Ss to pay attention 4 F (You start noticing things you don’t like about Well done! Brilliant! Good
to the underlined words as they listen. • Ss listen and how people behave, or the social norms which are job! I like it!
complete the task. • Check Ss’ answers. in place... What’s more, you have yet to find your
feet in this new place) 5 T 6 F (It takes about 6
months to a year to reach this stage, in some cases
even a little longer.) 7 T 8 T
c) To listen for specific information (note taking) Suggested Answer Key Ss evaluate each other and Whiteboard
• Explain the task and play the recording again. • Give A: I think the best way to deal with culture shock is encourage classmate with Pupils Book
Ss time to take notes and monitor the class while Ss to have patience and be tolerant of others. phrases like: Poster.
discuss with a partner using their notes as a guide. • B: I agree.I also think that it helps if you read up Well done! Brilliant! Good
Elicit answers around the class. on the culture of the place you are visiting before job! I like it!
you go.
A: Definitely, that way you know what to expect.
It’s also important to accept a place for what it is
and not always compare it to your home country.
B: Yes, you should try to stay open to new ideas
and perspectives while you’re in a different place.
A: And if you get homesick you can always
combine some elements of your own culture into
your life abroad.For example,celebrating a
national holiday of your home country, or eating
foods from home.
B: That’s a good idea. After all, adapting to a new
country is a gradual process.
Ex. 7 p. 15 To identify situational language for Suggested Answer Key Ss evaluate each other and Whiteboard
making contact • Explain the task and give Ss time to 1 Which subjects do you prefer? encourage classmate with Pupils Book
replace the phrases. • Check Ss’ answers. 2 I’m particularly interested in… phrases like: Poster.
3 have you thought about what you’re going to Well done! Brilliant! Good
do... job! I like it!
4 I haven’t made up my mind.
Ex. 8 p. 15 To act out a dialogue based on a model Suggested Answer Key Ss evaluate each other and Whiteboard
• Explain the task and remind Ss to use the language A: Hi. I’m Eric. I think you’re in my English class. encourage classmate with Pupils Book
box and the model dialogue to help them. • Write this B: Hi. My name’s Nathan.Where do you come phrases like: Poster.
diagram on the board for Ss to follow. • Give Ss time to from? Well done! Brilliant! Good
act out their dialogues in pairs. • Monitor activity A: I was born in Bratislava,Slovakia.And you? job! I like it!
around the class and then ask some pairs to act out their B: I come from Almaty, Kazakhstan. Which school
dialogue in front of the class. subjects do you find most interesting?
A: English and History.And you?
B: I’m keen on Science and Geography.
A: So,what do you plan on doing next year?
B: I’m not sure. I hope to go to university abroad,
perhaps in America.
A: Wow, that sounds really exciting! I’d like to go
to university too, but somewhere closer to home.
B: That sounds good too, there are some great
universities in Europe. A Introduce yourself. Say B
is in your class. Say where you are from and ask B
where he/she is from. Reply.Ask B about his/her
studies. Ask B what he/she plans on doing when
they finish school. Express interest in B’s plans
and talk about your own plans. B Introduce
yourself.Ask A where he/she is from. Reply.Ask A
about his/her studies. Reply. Express uncertainty
and talk about your possible future plans. Express
interest in A’s plans.
Ask various Ss to present their work to the class. Suggested Answer Key Ss evaluate each other and Whiteboard
How to deal with culture shock • Do some encourage classmate with Pupils Book
research before you go. It is important that you phrases like: Poster.
know what to expect. • Use the tools available to Well done! Brilliant! Good
you; there are loads of map, transportation and job! I like it!
translation apps that can make your life much
easier. • Always give yourself plenty of time to do
things; even the simplest of tasks can become
complicated when you’re in an unfamiliar place. •
Be patient and allow yourself to adapt gradually –
you’re not going to assimilate into an entirely new
culture overnight! • Try to learn some of the
language – even just a few words or phrases will
be helpful and will show the locals that you’re
making an effort. • Be tolerant of other people and
their way of life – even if something seems strange
to you, keep an open mind and don’t make
judgments. • Accept things as they are and don’t
try to change them.Avoid constantly comparing
things to home. • Be open to trying new things and
meeting new people. • Combine the best parts of
the different cultures that you experience. For
example, just because you’re living in a foreign
country doesn’t mean you can’t still celebrate your
homeland’s important national holidays.

Efficiency:
remember.
finish the lesson.
Module 1

Formal/Informal emails
Learning objectives that this lesson 11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar
is contributing to topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics
Previous learning Transitive/Intransitive verbs
Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization moment T Envelop with shapes
Warming-up 1.Greeting. with good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to The aim: To develop Ss speaking skills and create praise» method is used to evaluate
10 min. divide into 3groups. friendly atmosphere Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and “Good job!
II -square feel the support of others. Well done!”
III–triangle
method was used to give students a choice in
order to make them interested in learning process
SB Ex. 1 p. 16 To analyse a rubric Answer Key Ss evaluate each other and Whiteboard
• Ask Ss to read the rubric and look at the 1 The target reader is the organiser of the student encourage classmate with phrases Pupils Book
underlined words and then read the student exchange programme. 2 I should include a formal like: Poster.
exchange programme advert. • Give Ss time to greeting and the reason for writing. 3 I will include Well done! Brilliant! Good job! I
answer the questions. Remind Ss to use the key two body paragraphs: one paragraph with relevant like it!
words to help them. • Check Ss’ answers. details such as age and qualifications and one with
reasons for wanting to be part of the programme. 4 I
will write in formal style. 5 Because it is formal and
because we do not know the name of the recipient.
25 min Ex. 2 p. 16 To present characteristics of Ex. 3 p. 16 To analyse a model and recognise Ss evaluate each other and Whiteboard
formal and informal writing • Explain the task phrases with the correct style for a formal email encourage classmate with phrases Pupils Book
and give Ss time to complete it in pairs. • Check • Ask Ss to read the model and underline the correct like: Poster.
Ss’ answers. phrases. • Check Ss’ answers. • Elicit from Ss what Well done! Brilliant! Good job! I
Answer Key each paragraph is about and whether the model covers like it!
1I2F3I4F5I6I7F the rubric in Ex. 1.
Answer Key
1 I am writing to apply for a place 2 I currently attend
3 I achieved 4 I am keen to further improve 5 would
be of great benefit to me 6 I would be most grateful if
you would consider my application 7 I have enclosed 8
I look forward to hearing from you
In paragraph A, the writer outlines their reason for
writing, in B they state their age and qualifications, in
C they explain their reasons for wanting to be part of
the programme, and in D they include their closing
remarks. The model covers all of the points in the
rubric in Ex.1.
Ex. 4 p. 16 To identify phrases in formal and Answer Key Ss evaluate each other and Whiteboard
informal style 1 b 2 g 3 e 4 f 5 c 6 d 7 i 8 a 9 j 10 h encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to match the like: Poster.
formal and informal phrases. • Check Ss’ answers. Well done! Brilliant! Good job! I
like it!

Efficiency:
remember.
finish the lesson.
Module 1

Writing an email
Learning objectives(s) that this 11.5.4 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics
lesson is contributing to 11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups
unfamiliar topics
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of general and curricular topics
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics
Previous learning Formal/Informal emails
Team work T give them different shapes and ask them to The aim: To develop Ss speaking skills and praise» method is used to
10 min. divide into 3groups. create friendly atmosphere evaluate Ss with phrases like:
III–triangle
Ex. 5 p. 17 To match the beginnings and ending Check Ss’ answers. Ss evaluate each other and Whiteboard
of formal/informal emails Answer Key encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • 1 C – formal 2 B – informal 3 A – formal phrases like: Poster.
Well done! Brilliant! Good job!
I like it!
25 min Ex. 6 p. 17 To analyse a rubric; to prepare to Answer Key Ss evaluate each other and Whiteboard
write an email You have seen this advertisement for a part-time encourage classmate with Pupils Book
• Ask Ss to work in pairs, read the rubric and job. The Weekly Gazette We are looking for phrases like: Poster.
underline the key words. • Elicit the key words and young enthusiastic people (18-22 years old) to Well done! Brilliant! Good job!
then give Ss time to answer the questions. • Check work as part-time writers for our Young I like it!
Ss’ answers. People’s magazine.You do not need any
experience in journalism, but you should be
interested in local cultural events.Please apply in
writing to our Personnel Department. Write your
email of application.(150-200 words) 1 An
email of application 2 The head of the Personnel
Department of The Weekly Gazette 3 Formal 4
Dear Sir/Madam,Yours faithfully
Ex. 7 p. 17 To write a formal email of • Ask Ss to swap their pieces of writing and Ss evaluate each other and Whiteboard
application evaluate each other’s work providing feedback encourage classmate with Pupils Book
• Give Ss time to complete the task using the with the help of the Checklist. • Invite some phrases like: Poster.
Useful Language box and their answers from Ex. students to read their piece of writing aloud. The Well done! Brilliant! Good job!
6. • Ask Ss to check their piece of writing against rest of the class listen and comment afterwards. I like it!
the Checklist before they hand it in. • Check Ss’ Suggested Answer Key
answers. Dear Sir/Madam, I am writing to apply for the
• Alternatively, assign the task as HW and check position of part-time writer that was advertised
Ss’ answers in the next lesson in yesterday’s edition of your magazine. I am
very interested in this position as I would like to
follow a career as a writer. I am 19 years old
and I am currently studying for a degree in
Journalism at university. In addition, I have
three years’ experience of working as a
journalist for my high school’s newspaper. I
consider myself to be a reliable, hardworking
and creative person. I am also very interested in
both local current affairs and the local
community. I am available for an interview any
day of the week. I can be contacted at 210-123-
347 or via email at JohnSmith@yahoo.com. I
look forward to hearing from you. Yours
faithfully, John Smith
lesson clear or not. Use the stickers. according to the lesson encourage classmate with Pupils Book

Efficiency:
remember.
Module 1

SAT 1 Out into the World
Date: Teacher name:
Learning objectives(s) that this 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
lesson is contributing to 11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics
use most target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation
Previous learning Writing an email
Team work T give them different shapes and ask them to divide The aim: To develop Ss speaking skills and create praise» method is used to evaluate
10 min. into 3groups. friendly atmosphere Ss with phrases like:
III–triangle
25 min Ex. 1 p. 18 To introduce the topic; to read for Suggested Answer Key Ss evaluate each other and Whiteboard
specific information I think this text is about how to succeed when you encourage classmate with phrases Pupils Book
• Read the rubric aloud and ask Ss to read the title of go out into the world after you leave school by like: Poster.
the text and the subheadings. • Elicit ideas from Ss allowing yourself to fail, by carrying on learning Well done! Brilliant! Good job! I
about what they think the text is about and ways to even after you have left school, and by pushing like it!
succeed when you go ‘out into the world’ after yourself to do better and take risks. I think these
leaving school. • Play the recording. Ss listen and are all good ways to be the best that you can be in
read to find out. your life.Also, you should network and make as
many contacts as you can because you never
know where the next opportunity might come
from.
Ex. 2 p. 18 To read for specific information Answer Key Ss evaluate each other and Whiteboard
• Give Ss time to read the text again and find words/ 1 pick yourself up 2 mistakes 3 life-long 4 try encourage classmate with phrases Pupils Book
phrases from the text to fill the gaps in the sentences. something new Suggested Answer Key like: Poster.
• Check Ss’ answers. • Give Ss time to put the Order of importance: 3, 2, 1, 4 I think it is most Well done! Brilliant! Good job! I
statements in order of importance and tell a partner. • important to keep learning.As the text says, like it!
Monitor the activity and then ask various Ss to tell the learning is a life-long process and shouldn’t stop
class. when you leave school. There are so many things
to learn in life and, as my father always says, the
day you don’t learn something is the day you
grow old. It’s inevitable that you will sometimes
make mistakes, but that’s okay because making
mistakes is how you learn. Also,when you have a
problem,don’t give up; face up to the challenge
and move on. Finally, it’s important to take
risks.Trying new things opens up new doors and
makes you a more well-rounded individual.
• Refer Ss to the Check these words box and
explain/elicit the meanings of the words or ask Ss
to look them up in the Word List or their
dictionaries.
Answer Key
be smooth sailing (phr): to be easy and without
problems life-long (adj): continuing for all of
someone’s life well-rounded (adj): experienced in
a wide range of things
• Play the video for Ss and elicit their comments at
the end.
Ex. 3 p. 18 To expand on the topic and conduct • Alternatively, assign the task as HW and check Ss evaluate each other and Whiteboard
further research Ss’ answers in the next lesson. encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to use the Internet Suggested Answer Key like: Poster.
(if available) to find out more about life lessons that An important lesson in life is to always strive to Well done! Brilliant! Good job! I
help people succeed. • Ask Ss to write a short do your best. You should never settle for ‘good like it!
paragraph about what they found out. • Check Ss’ enough’. One way to achieve that is to be
answers. passionate about everything that you do. Passion
drives inspiration which in turn gives purpose to
what you are doing. You should also remember to
stay humble. This will help you to be authentic in
both your own life and your communication with
others.
clear or not. Use the stickers. according to the lesson encourage classmate with phrases Pupils Book

Efficiency:
remember.
finish the lesson.
Module 1

Progress Check
Date: Teacher name:
Learning objectives(s) that this 11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics
lesson is contributing to 11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics
unfamiliar topics
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
topics 11.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some
unfamiliar topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics
11.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy
Previous learning Out into the World
III–triangle
25 min SB Ex. 1 p. 19 To read for specific information Answer Key Ss evaluate each other and Whiteboard
(multiple choice) • Ask Ss to quickly read the text 1 B (lines 11-13: “A lot of people confuse the term encourage classmate with Pupils Book
and the questions. • Give Ss time to read the text “culture shock” with a phase of confusion, phrases like: Poster.
again and underline the parts that answer the frustration, and homesickness […] but there’s Well done! Brilliant! Good
questions. • Tell Ss to choose which option best more to it than that.”) 2 B (lines 18-20:“I started job! I like it!
answers each question. Remind them to support missing home more and more, and the differences
their choice with material from the text. • Check between the USA and Kazakhstan seemed to be
Ss’ answers. growing.”) 3 B (lines 37-38:“I knew I had fully
assimilated”) 4 C (line 49: “most of all remember
to pack your sense of humour when you go.”) 5 A
(lines 51-52:“if we all did an exchange of some
sort, we would live in a more understanding,
peaceful world.”)
the end.
SB Ex. 2 p. 19 To revise everyday English SB Ex. 3 p. 20 To consolidate grammar from Ss evaluate each other and Whiteboard
expressions the module encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • • Explain the task and give Ss time to choose the phrases like: Poster.
Check Ss’ answers. correct items. • Check Ss’ answers. Well done! Brilliant! Good
Answer Key Answer Key job! I like it!
1b2b3a 1 ’ll be lecturing 2 ’ll have finished 3 is about to 4
is travelling 5 will have been studying 6 will work
out 7 settle in 8 bound to
SB Ex. 4 p. 20 To revise vocabulary from the SB Ex. 5 p. 20 To listen for specific Ss evaluate each other and Whiteboard
module information (multiple choice) encourage classmate with Pupils Book
• Explain the task and give Ss time to choose the • Ask Ss to read the questions 1-5 and the possible phrases like: Poster.
correct words. • Check Ss’ answers. answers. • Play the recording. Ss listen and choose Well done! Brilliant! Good
Answer Key the correct answers. • Check Ss’ answers. job! I like it!
1 intersect 2 pedestrian 3 adorned 4 portable 5 Answer Key
innovative 6 minimise 7 adjustment 8 insulate 1C2A3B4A5B
SB Ex. 6 p. 20 To write an application email Alternatively, assign the task as HW and check Ss’ Ss evaluate each other and Whiteboard
to study at a foreign university answers in the next lesson. 1.7 encourage classmate with Pupils Book
• Explain the task and refer Ss to the Writing Suggested Answer Key phrases like: Poster.
section of the unit (1e) for a model, plan and useful Dear Sir/Madam, I am writing to apply to study Well done! Brilliant! Good
language. • Give Ss time to plan and complete their History at the University of Aberdeen in the job! I like it!
work and then check Ss’ answers. forthcoming academic year. I am 18 years old and
I currently attend the QSI International School of
Nur-Sultan. In my end-of-term exams, I achieved
A grades in all of my subjects, including English. I
am also head of the History Society, where I often
give presentations and organise events. Last year,
I spent 6 months living in London where I took
part in a study exchange programme. I found this
to be a hugely beneficial experience, both in terms
of improving my English, and making me a more
independent and mature person. I consider myself
to be extremely hard-working, and would be
hugely grateful if you would consider my
application. I have enclosed a copy of my CV.
Please do not hesitate to contact me via phone or
email if you have any questions regarding my
application. I look forward to hearing from you.
Yours faithfully, Samal Kudaibergenova
Competences Ask Ss to assess their own
performance in the module by using ticks
according to how competent they feel for each of
the listed activities. Ss can use this feedback to set
personal learning objectives.

Efficiency:
remember.
finish the lesson.
Module 2

The Animal World
Learning objectives that this lesson 11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding
11.1.3 - respect differing points of view
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics
Assessment criteria Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures
Cross - curricular links Module Objectives Read the title of the module The Animal World and ask Ss to suggest what they think the module will be about (the module is about ecosystems,
the animal world, features of animals and environmental problems). Go through the objectives list to stimulate Ss’ interest in the module
Previous learning Module 1
I-circle Efficiency: By wishing each other they feel better like:
25 min What is in the Module? SB Ex. 1 p.21 To introduce new vocabulary Ss evaluate each other and Whiteboard
Read the title of the module The Animal World and • Direct Ss’ attention to the pictures and then read encourage classmate with Pupils Book
ask Ss to suggest what they think it means. Go out the words in the list. • Elicit which picture phrases like: Poster.
through the topic list and stimulate a discussion to shows what. • Alternatively, Ss can check any Well done! Brilliant! Good
prompt Ss' interest in the module. unknown vocabulary in their dictionaries. • Check job! I like it!
Ss’ answers.
Answer Key
1 a river 2 a forest 3 wild animals 4 birds 5
mountains 6 the ocean 7 a lake 8 a waterfall 9 a
desert
SB Ex. 2 p.21 a) To introduce new vocabulary in b) To match texts to pictures Ss evaluate each other and Whiteboard
context Elicit which picture matches which text from pairs encourage classmate with Pupils Book
• Go through the words listed before each text A-C of Ss around the class. phrases like: Poster.
and explain/elicit the meanings. Ss may look up the Answer Key Well done! Brilliant! Good
meanings of any unknown words in their dictionaries A2B6C9 job! I like it!
or in the Word List. • Give Ss time to read the texts A- • Play the video for Ss and elicit their comments at
C and complete the descriptions with the words the end.
provided. • Check Ss’ answers around the class.
Answer Key
1 areas 2 cover 3 shelter 4 home 5 provide 6 insects 7
lack 8 drop
SB Ex. 3 p.21 To talk about geographical Suggested Answer Key Ss evaluate each other and Whiteboard
features in your country I come from Kazakhstan. In my country, there are a encourage classmate with Pupils Book
• Ask various Ss around the class to name some lot of different geographical features: there are phrases like: Poster.
geographical features in their country and then give Ss deserts in the southwest of the country and Well done! Brilliant! Good
time to write a few sentences about them. • Ask mountains in the central and eastern part of the job! I like it!
various Ss to read their sentences to the class. country. The northern part is dominated by the
steppe. In Kazakhstan, there are thousands of lakes
and the largest one is the Caspian Sea. It is also
claimed that there are seven thousand rivers in the
country, such as the Turgai and the Irtysh
Rivers,which are also the longest.
To generate an overview of the topic
• Give Ss time to think about the question and write
a few sentences. • Ask various Ss around the class
to read their sentences to the class. Suggested
Answer Key
It is important to take care of the environment and
protect our planet and its wildlife. If we help keep
the oceans clean and healthy, then fish and marine
animals will continue to live. If we protect our
forests, then birds and most mammals will have
habitats to live in and food to eat. If we don't take
care of the environment, our world will change for
the worse.
• Give Ss time to read the quotation and discuss, in
pairs, what they think it means.
Ask various Ss to tell the class. Suggested Answer Key Ss evaluate each other and Whiteboard
I think this quotation means that it’s important to encourage classmate with Pupils Book
understand and appreciate nature because this is phrases like: Poster.
where everything comes from. No matter how Well done! Brilliant! Good
technologically advanced society becomes, nature job! I like it!
is unchanging and at the core of everything. Nature
is a very powerful force and should be respected.
When you are feeling stressed or unhappy you can
spend time in nature and you will instantly feel
more relaxed and at peace with the world.You will
therefore be able to think more clearly about
things.

Efficiency:
remember.
finish the lesson.
Module 2

Magnificent eagles
Learning objectives that this lesson 11.1.3 - respect differing points of view
is contributing to 11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics
11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics
unfamiliar topics
Cross - curricular links Biology
Previous learning The Animal World
Team work T give them different shapes and ask them to The aim: To develop Ss speaking skills and create praise» method is used to evaluate
10 min. divide into 3groups. friendly atmosphere Ss with phrases like:
III–triangle
learning process.
25 min Ex. 1 p. 22 a) To introduce the topic Ex. 1 p. 22 b) To describe an animal using key Ss evaluate each other and Whiteboard
• Direct Ss’ attention to the picture and ask them vocabulary encourage classmate with phrases Pupils Book
to guess the type of bird. • Then elicit what the • Refer Ss to the Word List at the back of their like: Poster.
students know (if anything) about this bird. books or their dictionaries and give them time to Well done! Brilliant! Good job! I
Suggested Answer Key look up the meanings of the words/phrases given. • like it!
The bird is a golden eagle. Golden eagles are Ask Ss to point to the relevant parts of the body of
birds of prey. the eagle in the picture and say the words in the list
which describe each body part. • Then ask various
Ss around the class to describe the eagle in the
picture using the key vocabulary.
Golden eagles have dark brown plumage with
white markings on the underside of their
wings.They have a hooked beak, large eyes and
sharp talons.They have golden feathers on their
heads and necks; they also have feathers on their
legs. Golden eagles have an enormous wingspan.
Answer Key
hooked (adj): curved or bent, like a hook beak (n):
the hard, outer mouth of a bird plumage (n): the
feathers of a bird feather (n): the cover of a bird’s
skin marking (n): a pattern or collection of marks
that form a distinguishing feature underside (n): the
side of something that is lower or underneath
wingspan (n): the distance between the tips of a
bird’s wings talon (n): a bird’s claw
Ex. 2 p. 22 To read for gist Ex. 3 p. 22 To read for specific information Ss evaluate each other and Whiteboard
• Read out the Study Skills box. • Ask Ss to read • Ask Ss to read the questions (1-5) and the encourage classmate with phrases Pupils Book
the text quickly and then elicit what the main idea possible answers and give them time to read the like: Poster.
in each paragraph is. text again and choose the correct answers. • Check Well done! Brilliant! Good job! I
Answer Key Ss’ answers around the class and ask Ss to justify like it!
Para A: Golden eagles are symbols of freedom their answers with examples from the text.
and power for many people around the world. Answer Key
Para B: What golden eagles look like. 1 B (para A:“symbols of freedom, power and
Para C: Where golden eagles live and their mating courage”)
habits. 2 D (para B:“white markings on the underside of
Para D: The diet of golden eagles, their hunting their wings”)
skills and their amazing eyesight. 3 A (para B:“They snatch their prey up in their
Para E:Golden eagles are endangered but sharp talons”)
conservation groups are trying to help them. 4 D (para C:“Golden eagles often mate for life”)
5 A (para D:“they see far better than humans … a
million cones in each square millimetre of their
retinas”)
6 B (para E:“breeding golden eagles and releasing
them into the wild”) • Refer Ss to the Check these
words box and explain/elicit the meanings of the
words or ask Ss to use their dictionaries and look
them up.
prey (n):an animal that is hunted and eaten by
another animal full-grown (adj): adult mate (v): to
produce offspring hatch (v): to break out of an egg
rodent (n): a small mammal with sharp front teeth,
such as a mouse or rat carnivore (n): a meat-
eating animal soar (v): to fly upwards air current
(phr): a body of moving air caused by a change in
temperature or pressure detect (v): to notice or
discover differentiate (v): to tell the difference
between something retina (n): the part of the eye
that receives light breed (v):to keep animals in a
controlled environment in order to reproduce them
Ex. 4 p. 23 To answer comprehension Check Ss’ answers around the class. Ss evaluate each other and Whiteboard
questions Suggested Answer Key encourage classmate with phrases Pupils Book
• Play the recording and ask Ss to follow the text 1 Golden eagles usually live in open areas such as like: Poster.
in their books. • Give Ss time to answer the mountains, deserts or grasslands. Well done! Brilliant! Good job! I
questions. Remind them not to copy information 2 After they hatch,golden eagle chicks learn how to like it!
from the text but use their own words. fly. This might take around 60 to 70 days. After
about 100 days, they don’t need their parents
anymore and they leave the nest.
3 The work of the Sunkar Reserve is important
because they are helping to maintain the
population of golden eagles in the wild. Without
their help, the number of wild eagles could drop
drastically because of threats such as hunting.

Efficiency:
remember.
finish the lesson.
Module 2

Protection of golden eagles
Learning objectives that this lesson 11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of
is contributing to unfamiliar topics
11.1.7 - develop and sustain a consistent argument when speaking or writing
topics
11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics
11.6.9 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive
Cross - curricular links Biology
Previous learning The Animal World
Team work T give them different shapes and ask them to The aim: To develop Ss speaking skills and create praise» method is used to
10 min. divide into 3groups. friendly atmosphere evaluate Ss with phrases like:
III–triangle
learning process.
25 min Ex. 4 p. 23 To answer comprehension Suggested Answer Key Ss evaluate each other and Whiteboard
questions 1 Golden eagles usually live in open areas such as encourage classmate with phrases Pupils Book
• Play the recording and ask Ss to follow the text mountains, deserts or grasslands. like: Poster.
in their books. • Give Ss time to answer the 2 After they hatch,golden eagle chicks learn how to Well done! Brilliant! Good job! I
questions. Remind them not to copy information fly. This might take around 60 to 70 days. After about like it!
from the text but use their own words. • Check 100 days, they don’t need their parents anymore and
Ss’ answers around the class. they leave the nest.
3 The work of the Sunkar Reserve is important
because they are helping to maintain the population
of golden eagles in the wild. Without their help, the
number of wild eagles could drop drastically because
of threats such as hunting.
Ex. 5 p. 23 To consolidate new vocabulary Ex. 6 p. 23 To consolidate new vocabulary Ss evaluate each other and Whiteboard
through antonyms • Read the words in the list through synonymous words encourage classmate with phrases Pupils Book
and give Ss time to find their antonyms in the • Read the words in the list and give Ss time to find like: Poster.
text. • Elicit answers from various Ss around the their synonyms in the text. • Elicit answers from Well done! Brilliant! Good job! I
class. various Ss around the class. like it!
Answer Key Answer Key
captivity ≠ freedom dependent ≠ bravery = courage curved = hooked preferring =
independent herbivore ≠ carnivore favouring catch = capture preservation = conservation
Ex. 7 p. 23 To complete a summary of a Speaking & Writing To consolidate information in Ss evaluate each other and Whiteboard
text a text encourage classmate with phrases Pupils Book
• Ask Ss to use the words in the list to fill in the • Give Ss time to think about what they learnt from like: Poster.
gaps 1-12 and complete the summary of the text. the text and write some sentences. • Ask various Ss Well done! Brilliant! Good job! I
• Check Ss’ answers around the class. around the class to read out their sentences. like it!
Answer Key Suggested Answer Key
1 underside 2 talons 3 wingspan 4 open 5 eyries I knew that golden eagles are birds of prey and that
6 carnivores 7 eyesight 8 speeds 9 danger 10 they are symbols of freedom. I learnt that they often
hunting 11 releasing 12 population have the same mate for their whole life. I also didn’t
• Play the video for Ss and elicit their comments know that golden eagles are in danger because of
at the end. 1.8 illegal hunting.
To expand on a topic/to talk and write about how to
protect golden eagles • Give Ss time to think about
and propose ways to protect golden eagles. • Invite Ss
to share their views and evaluate their classmates’
proposals. • Give Ss time to write a short paragraph
about the topic. • Ask various Ss around the class to
read out their paragraphs.
It is important to protect golden eagles, especially in
areas where they are in danger because of illegal
hunting.People should not hunt golden eagles as it is
against the law.The areas where golden eagles live
and make their nests should be protected.Perhaps
people could be employed to patrol these areas, or
the penalty for hunting could be more extreme in
order to deter people from doing it.
Writing To expand on the topic/to conduct
research/to give a presentation • Explain the task
and refer Ss to the Internet to look up information
about the steppe eagle. • Give Ss time to research the
topic and write about it and then ask various Ss to
present their findings to the class.
Alternatively, assign the task as HW and ask Ss Suggested Answer Key Ss evaluate each other and Whiteboard
to tell the class in the next lesson. The steppe eagle is a bird of prey that lives in open encourage classmate with phrases Pupils Book
areas like steppes,grasslands and deserts.It is found like: Poster.
in countries like Kazakhstan, Russia and Well done! Brilliant! Good job! I
Mongolia.The average length of the steppe eagle is like it!
between 66-79cm. They have large wingspans which
range from around 165cm to 200cm.They weigh
between 2 and 4 kilograms.The steppe eagle mainly
eats small mammals but will also eat other birds as
well as reptiles. Their nests are often built on the
ground or in bushes. Usually, the female eagle lays 1
to 4 eggs, which hatch after 45 days.The chicks stay
in the nest for around 60 days.The current size of the
steppe eagle population is not certain, but it is
believed to be declining. They face various threats
such as electrocution from power lines, and the
destruction of their habitats due to farming.The
chicks are even sometimes taken from their nests in
order to be sold illegally

Efficiency:
remember.
finish the lesson.
Module 2

Specific features of animals
Previous learning Protection of golden eagles
I-circle Efficiency: By wishing each other they feel better and like:
II -square feel the support of others. “Good job!
25 min SB Ex. 1 p. 24 To consolidate vocabulary from a Ex. 2 p. 24 To consolidate vocabulary from a text Ss evaluate each other and Whiteboard
text • Give Ss time to complete the task. • Check Ss’ encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • answers. phrases like: Poster.
Check Ss’ answers. Answer Key Well done! Brilliant! Good
Answer Key 1 hatch 2 give 3 breeds 4 lay job! I like it!
1 prey 2 diet 3 carnivores 4 differentiate 5 soar
Ex. 3 p. 24 To practise prepositional phrases Ex. 4 p. 24 To present topic related vocabulary Ss evaluate each other and Whiteboard
• Give Ss time to complete the task. • Check Ss’ • Explain the task and give Ss time to complete it. encourage classmate with Pupils Book
answers. Remind Ss to check the unfamiliar words in their phrases like: Poster.
Answer Key dictionaries. • Check Ss’ answers around the class. Well done! Brilliant! Good
1 on 2 in 3 in 4 into 5 for Answer Key job! I like it!
1 mammals 2 wings 3 fur 4 legs 5 antennae 6 sting 7
blowhole 8 openings 9 fins 10 tails
Ex. 5 p. 24 a) To present new vocabulary for b) To categorise new vocabulary Ss evaluate each other and Whiteboard
types of animals Ask various Ss to read out the • Explain the task and give Ss time to complete it. • encourage classmate with Pupils Book
definitions for the different types of animals. Explain Check Ss’ answers on the board. phrases like: Poster.
any unknown words. Answer Key Well done! Brilliant! Good
mammals: monkey,whale, seal, jaguar, kangaroo, bear, job! I like it!
mouse, squirrel reptiles: crocodile, iguana, chameleon
amphibians: frog, toad fish: tuna, salmon rodents:
mouse, squirrel birds: eagle, parrot insects: fly, beetle,
butterfly
Ex. 6 p. 25 To present new vocabulary for Ex. 7 p. 25 To practise new vocabulary Ss evaluate each other and Whiteboard
environmental problems • Explain the task and read out the example. • Give Ss encourage classmate with Pupils Book
• Direct Ss’ attention to the pictures and give Ss time time to match the problems and solutions and then talk phrases like: Poster.
to match the problems to them. • Check Ss’ answers. about it in pairs following the example. • Monitor the Well done! Brilliant! Good
Answer Key activity around the class. job! I like it!
A3B6C1D2E5F4G8H7 Answer Key
1g2f3e4a5c6b7d
A: How can we solve the problem of endangered
animals?
B: We can stop hunting them.
A: How can we solve the problem of polluted beaches?
B: We can clean up the coastline.
A: How can we solve the problem of energy waste?
B: We can turn off lights when we don't need them.
A: How can we solve the problem of air pollution?
B: We can use public transport.
A: How can we solve the problem of global water
shortage?
B: We can use taps carefully.
A: How can we solve the problem of landfills full of
rubbish?
B: We can recycle rubbish.
Ex. 8 p. 25 To learn/practise phrasal verbs Ex. 9 p. 25 To learn/practise prepositional Ss evaluate each other and Whiteboard
• Give Ss time to choose the correct particle. • Ask Ss phrases encourage classmate with Pupils Book
to check their answers in Appendix I. • Check Ss’ • Give Ss time to choose the correct preposition. • Ask phrases like: Poster.
answers. Ss to check their answers in Appendix II at the back of Well done! Brilliant! Good
Answer Key their books. Answer Key 1 at 3 from 5 in 2 from 4 on, job! I like it!
1 out 2 about 3 up 4 up 5 round from
Ending the lesson Traffic light method is used to find out was the lesson Ss use their stickers to show their knowledge according Ss evaluate each other and Whiteboard
clear or not. Use the stickers. to the lesson encourage classmate with Pupils Book

Efficiency:
remember.
finish the lesson.
Module 2

Reported speech
Learning objectives that this lesson 11.6.10 - use a wide variety of reported statement, command and question forms on a wide range of general and curricular topics
Previous learning Specific features of animals
Beginning the lesson Organization moment : “The wish flower” method helps to start the At the organization moment T tries Envelop with shapes
Warming-up 1.Greeting. lesson with good wishes to each other. to award active Ss. «The praise»
Team work T give them different shapes and ask them to The aim: To develop Ss speaking skills and method is used to evaluate Ss with
10 min. divide into 3groups. create friendly atmosphere phrases like:
III–triangle
25 min SB Ex. 1 p. 26 To present/revise reported Answer Key Ss evaluate each other and Whiteboard
speech 1 We use the verbs ‘tell’ and ‘say’ to report encourage classmate with phrases Pupils Book
• Ask the Ss to read the text and elicit that direct statements. We use the verb ‘ask’ to report like: Poster.
speech is a person’s actual words whereas reported questions.We use the verb ‘tell’ to report Well done! Brilliant! Good job! I
speech is the exact meaning of what a person said. commands. like it!
• Explain/elicit how tenses change in reported 2 In reported speech the tenses change as
speech. Refer Ss to the Grammar Reference section follows: present simple → past simple
for more information. • Read the tables and the present continuous → past continuous present
examples aloud. • Ask Ss to answer the questions. • perfect → past perfect past simple → past
Check Ss’ answers. perfect past continuous → past perfect
continuous future simple → would +
infinitive without to can → could Tenses do
not change in reported speech if the verb that
introduces the speech is in the present simple.
3 Pronouns and time words in direct speech
change in reported speech according to the
context.e.g.,‘I’ in direct speech changes to
‘he/she/Toktar/Sabira’ etc. in reported
speech,while ‘tomorrow’ changes to ‘the
next/following day’.
SB Ex. 2 p. 26 a) To identify reported Answer Key Ss evaluate each other and Whiteboard
statements and questions Reported statements: • He added that, in the encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • past, people had claimed that bats were blind, like: Poster.
Check Ss’ answers. but science had shown this wasn’t true. • He Well done! Brilliant! Good job! I
explains that they bounce sounds off the like it!
objects around them, and it is this ability that
helps them to ‘see’ in the dark. Reported
question: We asked Ospan whether he
considered bats to be dangerous.
b) To rewrite sentences in direct speech Answer Key Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • • ‘In the past, people claimed that bats were encourage classmate with phrases Pupils Book
Check Ss’ answers. blind, but science has shown this isn’t true.’ like: Poster.
• ‘They bounce sounds off the objects around Well done! Brilliant! Good job! I
them, and this helps them to see in the dark.’- like it!
The tense doesn’t change because it is a
general truth/ scientific fact.
• ‘Do you consider bats to be dangerous?’
Ex. 3 p. 27 To rewrite sentences in reported Ex. 4 p. 27 To practise reporting Ss evaluate each other and Whiteboard
speech questions/commands encourage classmate with phrases Pupils Book
• Explain the task and give Ss time to complete it. • • Explain the task and give Ss time to like: Poster.
Check Ss’ answers. complete it. • Check Ss’ answers. Well done! Brilliant! Good job! I
1 Elya said that he’d met a famous zoologist. 2 1 She told us to give her more time to finish
Dariga said that she was looking after their cats. 3 the project. 2 Saule asked me if I had a pet. 3
Kairat said that we didn’t need to feed the horses Ulan asked us what dolphins ate. 4 He asked
then. 4 Mum said he would call us if he needed us. me if he could borrow that book. 5 The
5 Gulzara said they’d adopted a stray dog. 6 teacher told them not to talk during the test.
Rakhym said he was bored of waiting there.
Ex. 5 p. 27 a) To present reporting verbs b) To rewrite sentences in reported speech Ss evaluate each other and Whiteboard
• Explain the task and refer Ss to the Grammar using reporting verbs • Explain the task and encourage classmate with phrases Pupils Book
Reference section for more information. • Check give Ss time to complete it. • Check Ss’ like: Poster.
Ss’ answers. answers. Well done! Brilliant! Good job! I
1c2d3b4e5a 2 Sholpan refused to go into the Reptile
House. 3 The man advised us not to go into
the caves at night. 4 Zamira wondered how
dolphins swim when they’re sleeping. 5
Aidar apologised for forgetting to feed the
cat.

Efficiency:
remember.
Differentiation: «Conclusion» method is
used to finish the lesson.
Module 2

SA 2 Cleft sentences
Learning objectives that this lesson 11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics
is contributing to 11.3.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics
11.6.10 - use a wide variety of reported statement, command and question forms on a wide range of general and curricular topics
familiar general and curricular topics using phrasal verbs with support;
familiar general and curricular topics using phrasal verbs with some support;
familiar general and curricular topics using phrasal verbs without support;
Previous learning Reported speech
III–triangle
25 min Ex. 6 p. 27 a) To present/practise cleft sentences b) To recognise how cleft sentences affect Ss evaluate each other and Whiteboard
• Write on the board: I didn’t leave the door of the meaning encourage classmate with Pupils Book
rabbit’s hutch open last night. (but somebody else did) • Ask Ss to read the sentences and discuss in pairs phrases like: Poster.
I didn’t leave the door of the rabbit’s hutch open last what they think the difference in meaning is. • Well done! Brilliant! Good job!
night. (but I left something else open) I didn’t leave the Monitor the activity around the class. • Check Ss’ I like it!
door of the rabbit’s hutch open last night. (but I left it answers.
open some other time). Suggested Answer Key
• Explain that cleft sentences help us focus on a 1 a emphasises what they saw b emphasises where
specific piece of information in a sentence to add they saw it 2 a emphasises what he wants to study
emphasis to what we want to say. Point out that their b emphasises what he wants to study more than
structure allows the emphasis of the sentences to be anything else 3 a emphasises what the person
shifted in various ways. heard b emphasises what time it was when the
• Elicit/explain how to form cleft sentences that express person heard sth 4 a emphasises what bats dislike
these different meanings i.e.: It wasn’t me who left the b emphasises what bats dislike more than anything
door of the rabbit’s hutch open last night. It wasn’t the else
door of the rabbit’s hutch that I left open last night. It
wasn’t last night that I left the door of the rabbit’s
hutch open.
• Refer Ss to the Grammar Reference section for other
examples of cleft sentences. • Explain the task and give
Ss time to complete it. • Check Ss’ answers.
Answer Key
“… it is this ability that helps them to ‘see’ in the
dark.” “What you have to remember, ...”
Ex. 7 p. 27 a) To practise using impersonal Ex. 8 p. 27 To practise reported speech Ss evaluate each other and Whiteboard
structures Explain the task and divide the class into pairs. • encourage classmate with Pupils Book
• Explain the task and give Ss time to rewrite the Ask Ss to follow the instructions and then monitor phrases like: Poster.
sentences. Refer Ss to the Grammar Reference section the task around the class Well done! Brilliant! Good job!
for more information. • Check Ss’ answers. I like it!
Answer Key
1 It 2 There 3 it 4 It 5 there

Efficiency:
remember.
finish the lesson.
Module 2

Dark side of Dolphins
Learning objectives that this lesson 11.1.5 - use feedback to set personal learning objectives
is contributing to 11.1.7 - develop and sustain a consistent argument when speaking or writing
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics
11.6.14 - use a growing variety of more complex prepositional phrases including those relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general and curricular topics
Previous learning Cleft sentences
III–triangle
25 min Ex. 1 p. 28 To introduce the topic Ex. 2 p. 28 To read for coherence and Ss evaluate each other and Whiteboard
• Direct Ss’ attention to the title and read out the cohesion (missing sentences); to listen for encourage classmate with Pupils Book
question. • Elicit answers from the Ss around the confirmation phrases like: Poster.
class. • Ask Ss to read the text and check. • Ask Ss to read the text again and fill the gaps Well done! Brilliant! Good job!
Answer Key with the missing sentences. Remind Ss to pay I like it!
The writer thinks that dolphins have a ‘dark side’ attention to the information before and after the
because they have been seen killing birds and gap in order to work out which sentence is
porpoises and because there is evidence that adult missing.
dolphins have killed younger dolphins. • Remind Ss also to read through the whole text
again when they have completed the task to make
sure it makes sense.
• Allow Ss time to complete the task.
• Play the recording. Ss listen and check their
answers.
Answer Key
1E2F3A4D5C
Ex. 3 p. 28 a) To present vocabulary from the b) To practise vocabulary from the text Ss evaluate each other and Whiteboard
text • Explain the task and give Ss time to complete it. encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • • Check Ss’ answers. phrases like: Poster.
Check Ss’ answers. Suggested Answer Key Well done! Brilliant! Good job!
Answer Key 1 Female lions and their offspring live in groups I like it!
1 live 2 show 3 pose 4 come called prides. 2 Monkeys show affection by
grooming and cuddling each other. 3 The teacher
posed a question to her class about endangered
species. 4 The harmful environmental effects of
the palm oil industry came to light in a recently
published study.
Check Ss’ answers. Answer Key Ss evaluate each other and Whiteboard
1 for 2 with 3 of 4 as 5 on • Refer Ss to the Check encourage classmate with Pupils Book
these words box and explain/elicit the meanings of phrases like: Poster.
the words or ask S to use their dictionaries and Well done! Brilliant! Good job!
look them up. play-fight (phr): to fight in a playful I like it!
way for fun, without causing injury marine
biologist (n): somebody who studies marine life
bump into (phr v): to push or brush against sth
determine (v): to figure out, decide porpoise (n): a
marine animal that looks like a dolphin sth comes
to light (phr): sth is revealed or becomes known
wash up (phr v): to be carried to land by the
motion of the water turn on (phr v): to stop being
friendly towards someone, to attack prompt (v): to
encourage someone to do sth wisdom of doing sth
(phr): how sensible something is tame (adj): not
wild, domesticated comical (adj): funny
• Play the video for Ss and elicit their comments
at the end.

Efficiency:
remember.
finish the lesson.
Module 2

Passive Forms
Date: Teacher’ s name:
Learning objectives that this lesson 11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics
unfamiliar topics
unfamiliar topics
11.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar
topics 11.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some unfamiliar topics
11.6.10 - use a wide variety of reported statement, command and question forms on a wide range of general and curricular topics
11.3.3 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics
topics
11.1.5 - use feedback to set personal learning objectives
use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate text;
use most target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate text;
use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information of the text;
Assessment criteria Learners have used vocabulary, read effectively and worked in pair researching online, prepared their own reports about stadiums.
Previous learning Dark side of Dolphins
Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson with At the organization moment T Envelop with shapes
Warming-up 1.Greeting. good wishes to each other. tries to award active Ss. «The
Team work T give them different shapes and ask them to The aim: To develop Ss speaking skills and create friendly praise» method is used to
10 min. divide into 3groups. atmosphere evaluate Ss with phrases like:
I-circle Efficiency: By wishing each other they feel better and feel “Good job!
II -square the support of others. Well done!”
III–triangle
learning process.
25 min Revision of Grammar passive forms b) To practise active and passive forms of verbs Ss evaluate each other and Whiteboard
SB Ex. 5 p. 29 a) To identify the passive form • Explain the task and give Ss time to fill the gaps. • Check encourage classmate with Pupils Book
• Ask Ss to read the text again and underline the Ss’ answers. phrases like: Poster.
passive forms. • Check Ss’ answers around the Answer Key Well done! Brilliant! Good job!
class. 1 are found 2 have been studying 3 were also thought 4 has I like it!
Answer Key been discovered 5 washed up 6 had been killed 7 has
are known (line 1) are made up of (line 2) is already changed 8 are wondering
injured (line 5) are often observed (line 7) have
always been attracted to (line 22) have been
observed (line 25) it was confirmed (line 30)
should be treated (line 34)
Ex. 6 p. 29 a) To prepare for a listening task b) To listen for specific information Ss evaluate each other and Whiteboard
• Explain the task and ask Ss to check the words/ • Ask Ss to read the sentences and find the key words. encourage classmate with Pupils Book
phrases in the Word List or their dictionaries. • Explain that this will help them do the task. • Play the phrases like: Poster.
Ask Ss why they think the person quit her job at recording (twice if necessary). • Ss listen and complete the Well done! Brilliant! Good job!
the sanctuary and elicit responses around the task. • Check Ss’ answers. 1.10 I like it!
class. Answer Key
Answer Keys 1 F ( … I love animals,sea creatures in particular.I got so
fishing net (n): an object used for catching fish upset whenever I read about a dolphin caught in a fishing
collision (n): the crashing together of two or more net, injured in a collision with a boat, or poisoned by
things supposedly (adv): according to what you plastic or chemical waste. I wanted to help them.[…] I
have been told (often used to imply that you studied Marine Biology at university, and then I went to
don’t believe something to be true) chemical work for Open Ocean.)
waste (n): the waste or by-product that is made 2 T 3 T 4 T 5 F (… what about your campaign? Can you
from harmful chemicals bring in (money) (phr v): tell us about that? - Yes, it's called Stay Wild and it's a
make a profit beneficial (adj): helpful, movement to encourage zoos, aquariums and sanctuaries
advantageous campaign (n): organised activities like Open Ocean to release their healthy animals into the
that are working towards a specific outcome wild,…)
Suggested Answer
Perhaps the person quit her job at the sanctuary
because the people there were more interested in
earning money than protecting the animals.
Ex. 7 p. 29 To listen for specific information Suggested Answer Key Ss evaluate each other and Whiteboard
(note taking) Notes Threats: dolphins are caught in fishing nets, hit by encourage classmate with Pupils Book
• Explain the task and ask Ss write down the boats, poisoned by plastic or chemical waste, and kept for phrases like: Poster.
headings ‘Threats’ and ‘Solutions’ in their entertainment/profit Solutions: make sure rubbish doesn’t Well done! Brilliant! Good job!
notebooks. • Play the recording again and Ss take end up in the sea, participate in beach clean-ups, buy I like it!
notes. • Ask Ss to read their notes to the class. ‘dolphin safe’ fish,release healthy dolphins into the wild
The speaker explained that wild dolphins face a number of
threats. For instance, they often become tangled in fishing
nets,or collide with boats while they are
swimming.Another major problem is pollution.The plastic
and chemical waste that humans throw into the ocean can
harm and even kill dolphins.There are sanctuaries that
help sick and injured dolphins; however, they don’t always
release them back into the wild when they are healthy.
Instead, they are kept for entertainment and profit.To help
dolphins, we should all make sure rubbish doesn’t end up
in the sea. We can do this by recycling our plastic bottles,
for example.We can also participate in beach clean-ups,
buy ‘dolphin safe’ fish and campaign for healthy dolphins
to be released into the wild.
Ex. 8 p. 29 a) To complete a dialogue b) To practise making suggestions and Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. agreeing/disagreeing encourage classmate with Pupils Book
• Play the recording and Ss check their answers. • Explain the task and give Ss time to complete it. • Check phrases like: Poster.
Answer Key Ss’ answers. Well done! Brilliant! Good job!
1 know 2 for 3 need 4 start 5 about Suggested Answer Key I like it!
How about planting: Let’s plant / Maybe we could plant /
Why don’t we plant / We should plant … Why don’t we:
How about we / Let’s / Maybe we could I’m not sure about
that: I don’t think it’s a good idea. Can’t argue on that!:
Good thinking!
Ex. 9 p. 29 To practise making suggestions Suggested Answer Key Ss evaluate each other and Whiteboard
about how to save dolphins A: Did you know that dolphins are in danger? encourage classmate with Pupils Book
• Explain the task and ask pairs of Ss to take roles B: Really? I didn’t realise they were in trouble. phrases like: Poster.
and act out a dialogue similar to the one in Ex. A: The waste that ends up in the ocean is extremely Well done! Brilliant! Good job!
8a. Remind Ss to use their notes from Ex. 7 and harmful for them. B: How terrible! I like it!
the phrases in the language box to help them. • A: I know, we should try to help them. Have you got any
Write this diagram on the board for Ss to follow. ideas?
• Give Ss time to act out their dialogues in pairs. • A B Express interest. Express concern. Make a suggestion.
Monitor activity around the class and then ask Disagree. Give a reason why. Agree. Ask B if they know
some pairs to act out their dialogue in front of the about a threat to dolphins. Give more details. Suggest
class. trying to help and ask B if they have any ideas. Agree.
Make another suggestion. Make an alternative suggestion.
B: How about taking part in a beach clean-up day?
A: That sounds great. Why don’t we stop eating fish too?
B: I’m not sure about that. I like eating fish and I don’t
think stopping will help the dolphins.
A: Yes, I suppose you’re right. What about only buying
‘dolphin safe’ fish instead?
B: I think that’s an excellent idea.
Ex. 10 p. 29 To collect information on a Alternatively, assign the task as HW and have Ss present Ss evaluate each other and Whiteboard
specific topic and present it to the class their findings in the next lesson. encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. Suggested Answer Key phrases like: Poster.
• Have Ss present their fact files in class. • Ask Ss FACT FILE appearance:pink colour,adults between 1.5 Well done! Brilliant! Good job!
to evaluate each other’s presentation and provide and 2.5 m in length, very long snout,rounded head habitat: I like it!
feedback so as to improve weaknesses (if any). the Amazon and Orinoco rivers in S.America
communication: clicks and whistles diet: fish, crabs and
small turtles threats: over-fishing, habitat pollution The
Amazon river dolphin has a very unique appearance: its
skin is flamingo pink! Actually, these dolphins are grey
when they’re young and gradually turn pink as they get
older.They have very long snouts and big, rounded heads.
An adult is usually between 1.5 and 2.5 metres in
length.These dolphins only live in freshwater and can be
found in the Amazon and Orinoco rivers in S. America.
They communicate with each other through a series of
clicking noises and whistles. They mainly eat fish, but will
also eat crabs and even small turtles.The Amazon river
dolphin is not endangered but they do face threats such as
overfishing and habitat pollution.
Ending the lesson Traffic light method is used to find out was the Ss use their stickers to show their knowledge according to Ss evaluate each other and Whiteboard
lesson clear or not. Use the stickers. the lesson encourage classmate with Pupils Book
Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish the
lesson.
Module 2

An opinion essay
Learning objectives that this lesson 11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics
is contributing to 11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics
topics
11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics
11.6.9 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive
Previous learning Passive Forms
III–triangle
25 min SB Ex. 1 p. 30 To analyse a rubric Ex. 2 p. 30 To analyse a model essay Ss evaluate each other and Whiteboard
• Ask Ss to read the rubric and answer the questions. • Ask Ss to read the model and then elicit which encourage classmate with Pupils Book
Check Ss answers. paragraph matches what content from Ss around phrases like: Poster.
Answer Key the class. Well done! Brilliant! Good
1 A and B 2 I should use formal style. This means full Answer Key job! I like it!
forms, passive voice, advanced vocabulary and linking 1B2A3E4C5D
words/phrases.
Ex. 3 p. 30 To identify and practise using Ex. 4 p. 30 a) To categorise linkers according Ss evaluate each other and Whiteboard
appropriate topic sentences to their usage encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. • • Ask Ss to copy the table into their notebooks and phrases like: Poster.
Check Ss’ answers. complete it with the linkers in bold in the model. • Well done! Brilliant! Good
Answer Key Check Ss’ answers. job! I like it!
Topic sentences: To start with, zoos can save Answer Key
endangered species that would otherwise become
extinct. Furthermore, zoos can rescue and save
abandoned animals, or animals that are being treated
badly. On the other hand, people argue that animals in
zoos don’t have good quality of life.
1C2B3D
b) To categorise linkers according to their usage Ex. 5 p. 30 To practise linkers Ss evaluate each other and Whiteboard
Elicit which linkers go in which category and check • Explain the task and give Ss time to complete it. encourage classmate with Pupils Book
Ss’ answers. • Check Ss’ answers. phrases like: Poster.
Answer Key Well done! Brilliant! Good
1 In addition 2 All things considered 3 However job! I like it!
4 as a result 5 Besides
Ex. 6 p. 31 To expand notes into supporting Ex. 7 p. 31 To practise expressing opinions Ss evaluate each other and Whiteboard
sentences using appropriate linkers Read out the statements and elicit sentences encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it expressing opinion using the useful language from phrases like: Poster.
using the prompts and phrases from the Useful Ss around the class. Well done! Brilliant! Good
Language box. • Check Ss’ answers. Suggested Suggested Answer Key job! I like it!
Answer Key In my opinion, keeping animals as pets is cruel.
It is expensive to keep wild animals in captivity. To Personally, I think that human beings are the
start with, they have to eat a special diet. People reason that animals become endangered or
argue that all animals should be free. In addition, they extinct.
say that animals don’t belong in cages
Ex. 8 p. 31 a) To match viewpoints to b) To practise joining viewpoints to Ss evaluate each other and Whiteboard
reasons/examples reasons/examples using appropriate linkers. encourage classmate with Pupils Book
• Give Ss time to read the viewpoints 1-5 and the • Explain the task and give Ss time to complete it. phrases like: Poster.
reasons/examples a-e and complete the task. • Elicit • Check Ss’ answers. Well done! Brilliant! Good
answers from various Ss around the class. Suggested Answer Key job! I like it!
Answer Key To start with, large mammals need to run free in
1e2d3b4a5c their natural habitat. For example, animals such
as lions and cheetahs have limitless space to run
in the wild, but in captivity they are confined to
small enclosures. Furthermore, animals in
captivity can be dangerous. For instance, they
might attack their keepers or other animals in
their enclosure if they are scared or angry.
Moreover, zoos and sanctuaries can provide
animals with medical treatment. This means that
sick or injured animals that would not survive in
the wild, in captivity they have a chance of getting
better. On the other hand, wild animals lose their
skills and identity in captivity. For instance,
predators like lions forget how to hunt because
they are given fresh meat every day. Some people
argue that animals can die of hunger and thirst in
the wild. However, in captivity animals are well-
cared for and have all the food and water they
need.
Ex. 9 p. 31 To write an opinion essay Alternatively, assign the task as HW and check Ss’ Ss evaluate each other and Whiteboard
• Give Ss time to complete the task using the Useful answers in the next lesson. Suggested Answer Key encourage classmate with Pupils Book
Language box and their answers from Ex 8. • Remind Some people believe that animals are always phrases like: Poster.
Ss to follow the plan, not to use short forms and to better off in the wild. Personally, I have always Well done! Brilliant! Good
start each main body paragraph which a topic believed that it is better for animals to live in their job! I like it!
sentence. • Check Ss’ answers. natural habitats, but that isn’t always the case.
First of all, large animals need to have a lot of
space to run free. Lions and cheetahs for example
have limitless space to run in the jungle, but in
captivity they are confined to small cages. In
addition, when wild animals are kept in zoos, they
lose their skills and identity. For instance,
predators like lions forget how to hunt because
they are given fresh meat every day. On the other
hand, wild animals – especially endangered ones -
are protected, cared for and fed in captivity. Also,
sick animals can receive the treatment they need
in a sanctuary or zoo.This means that a sick,
injured or endangered animal has the chance to
get well whereas in the wild it might not survive.
All things considered, I believe that animals are
usually better off in the wild,but sometimes they
need our help, particularly if they are endangered
or if they have been injured.
Module 2

Unbelievable bees
Learning objectives(s) that this 11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics
lesson is contributing to 11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics
11.1.3 - respect differing points of view
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
Previous learning An opinion essay
Beginning the lesson Organization moment : “The wish flower” method helps to start the lesson At the organization Envelop with shapes
Warming-up 1.Greeting. with good wishes to each other. moment T tries to award
Team work T give them different shapes and ask them to divide into The aim: To develop Ss speaking skills and create active Ss. «The praise»
10 min. 3groups. friendly atmosphere method is used to evaluate
I-circle Efficiency: By wishing each other they feel better Ss with phrases like:
In differentiation part t «Flexible pace learning» method
was used to give students a choice in order to make them
interested in learning process.
25 min SB Ex. 1 p. 32 To introduce the topic/read & listen for Ex. 2 p. 32 To read for specific information Ss evaluate each other and Whiteboard
gist • Ask the Ss to read the sentences and then give them encourage classmate with Pupils Book
• Direct Ss’ attention to the picture and the title and elicit time to read the text again and complete the phrases like: Poster.
how the Ss think these numbers are connected to bees. • sentences. • Check Ss’ answers. Well done! Brilliant! Good
Elicit answers from various Ss around the class. Answer Key job! I like it!
• Play the recording and ask Ss to listen, read and check. 1 … 1,500 eggs a day. 2 … 500 grams of honey. 3 …
Answer Key almost their own weight. 4 … a hexagonal cell of
1,500: the number of eggs a queen bee lays a day. 500 wax. 5 … the egg to develop into a full-grown bee.
grams: the amount of honey a worker bee can make after • Refer Ss to the Check these words box and
visiting millions of flowers. explain/elicit the meaning of the words or ask Ss to
2 million: the number of flowers a worker bee must visit in use their dictionaries and look them up.
order to make 500 grams of honey. 230: the number of colony (n): a group of animals (e.g. ants, bees) that
times a second a worker bee has to beat their wings to fly live together hive (n): a small box where bees live
with a heavy load of pollen or nectar. 1.6 mm: the length lay (v): (of animals) to produce eggs nectar (n): the
of a bee egg sweet substance that bees collect from flowers pollen
(n): a yellow powder produced from the male part of
flowers life cycle (n): the changes that an organism
goes through during its life hexagonal (adj): having
six sides cell (n): a small part of a structure larva (n):
a young insect that has left its egg but has not
developed into an adult insect yet pupa (n): an insect
inside a cocoon or protective covering (in the stage
between a larva and a fullygrown adult insect)
the end.
Ex. 3 p. 32 To practise asking and answering Ex. 4 p. 32 To research a topic and prepare a Ss evaluate each other and Whiteboard
questions based on a text presentation encourage classmate with Pupils Book
• Explain the task and give Ss time to discuss the text in • Explain the task and ask Ss to look up information phrases like: Poster.
pairs. • Monitor around the class. in various sources about the importance of bees to Well done! Brilliant! Good
Suggested Answer Key the environment and prepare a presentation on it. job! I like it!
A: The queen bee. How many bees are there in a colony? • Ask Ss to give their presentations to the class. •
B: There are around 80,000 members. What is their home Alternatively, assign the task for HW and ask Ss to
called? give their presentations in the next lesson.
A: The bees’ home is called a hive. etc Suggested Answer Key
Bees are very important to the environment because
they are pollinators. This means that they transfer
pollen from the male part of the plant, the anther, to
the female part of the plant, the stigma. As a result,
the seeds, nuts or fruit are formed. Humans rely on
bees to help them produce fruit and vegetable crops.
Without their help, the fruit and vegetables that are
currently available for consumption would be
reduced by half! Broccoli, cucumbers, almonds,
apples and cherries are just a few of the foods that
bees help to produce. Worryingly, the population of
bees has been declining over the past 10 years.
Beekeepers have called this issue “Colony Collapse
Disorder”. Some possible reasons for this decline
are habitat loss,pesticides and disease.We should all
try to help bees by planting seeds in our gardens and
creating bee-friendly environments
Culture Spot 2 To personalise and expand on the topic Ss evaluate each other and Whiteboard
1 To listen and read for gist • Explain the task and give Ss time to use the Internet encourage classmate with Pupils Book
• Read the question aloud and elicit from Ss what they or other sources to collect more information about phrases like: Poster.
know (if anything) about the national animal and the the national animal/bird of their country. • Ask Ss to Well done! Brilliant! Good
national bird of the USA. • Play the recording. Ss listen write a short paragraph about the national job! I like it!
and read to answer the question. • Check Ss’ answers. animal/bird of their country. 1.13 • Check Ss’
Answer Key answers and ask various Ss to tell the class.
The national animal of the USA is the bison. The national
bird of the USA is the bald eagle.
• Play the video for Ss and elicit their comments at the
end.
Efficiency:
remember.
finish the lesson.
Module 2

Progress Check
Date: Teacher name:
Learning objectives(s) that this 11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics
lesson is contributing to 11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics
11.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar
topics 11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range
of unfamiliar topics
topics 11.6.10 - use a wide variety of reported statement, command and question forms on a wide range of general and curricular topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics
Team work T give them different shapes and ask them to The aim: To develop Ss speaking skills and create praise» method is used to
10 min. divide into 3groups. friendly atmosphere evaluate Ss with phrases like:
III–triangle
method was used to give students a choice in
order to make them interested in learning process.
25 min SB Ex. 1 p. 33 To read for specific Answer Key Ss evaluate each other and Whiteboard
information 1 B para A: …many people still believe they only exist encourage classmate with Pupils Book
• Ask Ss to read the questions 1-5 and the possible in children’s stories) phrases like: Poster.
answers and give them time to read the text and 2 A (para B: …they have survived from ancient times Well done! Brilliant! Good job!
choose the correct answers. • Check Ss’ answers with only very small changes in their body structure I like it!
around the class and ask Ss to justify their answers and function)
with examples from the text. 3 C (para C: …which helps them to avoid being swept
away by strong currents.)
4 B (para D: …are the only creatures in the animal
kingdom where the male, not the female, becomes
pregnant and gives birth to babies!)
5 D (para E: …the most endangered seahorse in the
world is the Knysna seahorse…)
• Play the video for Ss and elicit their comments at the
end.
Ex. 2 p. 33 To revise everyday English Ex. 3 p. 34 To listen for specific information Ss evaluate each other and Whiteboard
expressions • Explain the task and ask Ss to read the statements 1- encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. 5. • Play the recording. Ss listen and mark the phrases like: Poster.
• Check Ss answers. statements accordingly. • Check Ss’ answers. Well done! Brilliant! Good job!
Answer Key Answer Key I like it!
1a2b3a 1F2F3T4T5F
Ex. 4 p. 34 To revise using reported speech Ex. 5 p. 34 To revise cleft sentences Ss evaluate each other and Whiteboard
• Explain the task and give Ss time to complete it. • Explain the task and give Ss time to complete it. • encourage classmate with Pupils Book
• Check Ss’ answers. Check Ss’ answers. phrases like: Poster.
Answer Key Answer Key Well done! Brilliant! Good job!
1 Ruslan said that Gulya had seen a bear in the 1 What 2 who 3 me 4 it I like it!
wild. 2 Nurasyl asked me if I knew anything about
bees. 3 She explained that she was watching a
documentary at 9pm the night before/the previous
night.
4 The ranger wondered where the eagle’s nest
was. 5 He promised (me) he would call me the
next/following day.
Ex. 6 p. 34 To consolidate vocabulary from Ex. 7 p. 34 To write an opinion essay Ss evaluate each other and Whiteboard
the module • Explain the task and give Ss time to complete it. • encourage classmate with Pupils Book
• Explain the task and give Ss time to complete it. Check Ss’ answers. phrases like: Poster.
• Check Ss’ answers. Suggested Answer Key Well done! Brilliant! Good job!
Answer Key Some people think that it is beneficial for every person I like it!
1 mate 2 hatched 3 detect 4 carnivores 5 breed 6 to have a pet. In my opinion, everyone should have a
spot 7 hooked 8 full-grown 9 dived 10 soar pet as long as they are able to look after it properly.
To start with, studies suggest that having a pet can
reduce stress and loneliness.For example, for people
who live alone – especially older people who spend a
lot of time at home – having a dog or cat can provide
some much-needed company. Furthermore, there are
many animals that desperately need a home.There is a
great number of abandoned animals, such as cats and
dogs that live on the streets or in animal shelters. On
the other hand,having a pet is a big responsibility and
I am not sure it is right for everyone.For instance, if a
person lives in a small flat and they are at work all
day,it is not fair to have a dog that will be stuck inside
all day.Animals need free space to run and play. All in
all, I believe that having a pet is usually a very
positive experience for both the animal and its owner.
However, some people are not well suited to having a
pet because of lifestyle factors such as working hours
and living conditions. Competences Ask Ss to assess
their own performance in the module by using ticks
according to how competent they feel for each of the
listed activities. Ss can use this feedback to set
personal learning objectives.
Ending the lesson Traffic light method is used to find out was the Ss use their stickers to show their knowledge according Ss evaluate each other and Whiteboard
lesson clear or not. Use the stickers. to the lesson encourage classmate with Pupils Book

Efficiency:
remember.
finish the lesson.

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Module 1

LESSON: Module 1 Lesson 1 School:

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Lesson objectives All learners will be able to:

ICT skills Using videos& pictures, working with URLs

Previous learning Previous year

Planned timings Teacher’s activities Pupil’s activities Marks Resources

SB Ex. 3 p. 5 To revise/practise Answer Key Ss evaluate each other and Whiteboard

SB Ex. 4 p. 5 To revise/practise Answer Key Ss evaluate each other and Whiteboard

SB Ex. 5 p. 6 To revise/practise Answer Key Ss evaluate each other and Whiteboard

SB Ex. 6 p. 6 To revise/practise Answer Key Ss evaluate each other and Whiteboard

Aim: To know how many Ss got the theme.

LESSON: Module 1 Lesson 2 School:

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Lesson objectives All learners will be able to:

Value links Protect nature

Cross - curricular links Geography

ICT skills Using videos& pictures, working with URLs

Previous learning types of extreme weather conditions

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Aim: To know how many Ss got the theme.

LESSON: Module 1 Lesson 3 School:

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Lesson objectives All learners will be able to:

ICT skills Using videos& pictures, working with URLs

Previous learning Making contact

Planned timings Teacher’s activities Pupil’s activities Marks Resources

LESSON: Module 1 Lesson 4 School:

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Lesson objectives All learners will be able to:

ICT skills Using videos& pictures, working with URLs

Previous learning Countries & Cities (architecture)

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Aim: To know how many Ss got the theme.

LESSON: Module 1 Lesson 5 School:

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Lesson objectives All learners will be able to:

ICT skills Using videos& pictures, working with URLs

Previous learning Types of buildings

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Aim: To know how many Ss got the theme.

LESSON: Module 1 Lesson 6 School:

Date: Teacher’s name:

CLASS: 11 Number present: absent:

Lesson objectives All learners will be able to:

ICT skills Using videos& pictures, working with URLs

Previous learning Present, Past Future Tenses

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Aim: To know how many Ss got the theme.

LESSON: Module 1 Lesson 7 School:

Date: Teacher’s name:

CLASS: Number present: absent:

Lesson objectives All learners will be able to:

ICT skills Using videos& pictures, working with URLs

Previous learning Adjectives

Planned timings Teacher’s activities Pupil’s activities Marks Resources

Aim: To know how many Ss got the theme.