Grammar Schools eT Tee Jenny Dooley - Bob Obee aads Express PublishingPublished by Express Publishing Liberty House, Greenham Business Park, Newbury, Borkshire RG19 6HW, United Kingdom Tel: (0044) 1635 817 363, Fax: (0044) 1635 017 463, ‘email: inquiries@expresspublishing.co.uk wownexpresspublishing.co.uk Exclusive Distributors LP "EDU stream’ 104 Bogenbai batyr, 050002 Almaty, Kazakhstan Tek: +7(727)293 85 89 ~ +7(7271283 9420 Nobile: +7701 720 5916 © Jenny Dosley - Bob Obee, 2018 Design and llustration © Express Pubkshine, 2018, Colourilustrations: Angela, Andrew Simons © Express Publishing, 2018 Music Arrangements by Exoress studio © Express Publiching, 2018 First published 2018, Printed in Kezakhstan Al ight reserved. No part ofthis publication may be reproduced, stored in 2 retrieval system, or transmitted in any form, oF by any means, electronic, Photocopying, oF otherwise, without the prior written permission ofthe publishes ‘This book is not meant to be changed in any way. ISBN 978-1-4715-7391-0 Acknowledgements Authors’ Acknowledgements We would like to thank all the staff at Express Publishing who have contributed their skills to producing this ‘book. Thanks for their support and patience are due in particular to: Megan Laviton (Editor in Chief): Viki Davies, ‘Mary Swan and Sean Todd (senior editors); Michael Sadler and Steve Miller (editorial assistants); Richard White (Genior production controll); the Express design team; Express studio (recording producers); and Kevin Haris, Kimberly Baker, Steven Gibbs and Christine Little. We would alto like to thank thote institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the book. We thank EDU Stream for photos of people and translations Photograph Acknowledgements ‘Module 1: 127-Hour © Frank Trapper on p. 5; Module 4: Progress Check 4: Thor © sipa/www.imi.gr on p. 60; ‘Module 6: Avatar © Everett/www.imlgr on p. 75; Reading 6a: Daniele Guido © sipa/Hand-mal Art www.im.gr (on pp. 76-77; Progress Check 6: Cancun Underwater sculpture museum © Jason deCarres Taylor. All rights reserved, DACS 2010 on p. 88; Module 9: Progress Check 9: Monkey Festival © sipa/www.imi.gr on p. 121 Every effort has been made to trace all the copyright holders. f any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.Asoect for Kazakhstan Grammar Schools GRADE 10 Jenny Dooley - Bob Obee oS Express PublishingModule 1 ‘= suvival Legend or Truth ‘s weather (pp. 5-16) * feelings + plvasal verbs: giveput inghed adjectives, Progress Check 1 (pp. 17-18) ‘Module 2 Controversial issues (pp. 19-30) + the environment = immigration ‘ intorrationalerganisations forming adjectives from nouns oF verbs| Progress Check 2 (pp. 31-32) | plvasal verbs: turn ‘Module 3 the future Virtual Reality (pp. 33-44) |» transport * foodsdrinks * housing * plvasal verbs: get ‘forming adjectives from + idioms (books & reading) * space & space exploration = thesolar system + phrasal verb: 0 ‘+ Forming nouns from verbs Progress Check 3 (pp. 45-46) ‘Module 4 (Out of This World (pp. 47-58) Progress Check (pp. 53-60) ‘Module 5 Stress & Fear (pp. 61-72) 7 fear and phobas + idioms (F209 = feelings ‘ forming negative adectves ogress Cheek Sipp. 7874)” |5 pivas verbs tows ‘Module 6 = the arts Imagination & Creetivity arte Reafts (pp. 75-86) 1 TV shows, tocks, fms ‘theatre & performances * professions elated to the arts ‘= compound nouns phrasal verbs: ook ‘Module 7 * types of fiction books Reading for Pleasure (pp. 89-94) | figurative language ‘character analysis ‘ elements of ition Progress Check 6 (pp. 87-88) ‘Module 8 ~ people around the world Different Ways of Living * stages of life (pp. 95-106) physical crates + families plvasalverks: break Progress Check 8 (pp. 107-108) oe ‘Module 9 [Amazing Places Independent | hoidey actirtes, situations & Project) accomadation (pp. 109-120) ‘= getting around Gy lite ~ county life * pivasa verbs: check Progress Check 9(pp. 121-122) |* Verbs from nouns & Grammar Reference (pp. GR1-GR21) Word Ust (pp. WLI-WLZ8) How to use a ditionary/thesourus (p. O71) * past tenses * present perfect senplefcortinuous past modals of deduction dverbs ‘conjunctions fexclamations infintive/sng forms | + comparison of adjectives ‘concitionals future teniae future continuous! future perfect, + time causes future simple passive passive voice (present ‘Senplepast single) Teported speech Gatermenisevestions! commands/erbs/modhls) quantifers passive vore Feflexve/emphatic Pronouns relate causes determiners pronouns ‘quantifiers * questions © conjunctions > wishes pre-determiners determines/quantiers (evision) ‘elatve causes + clauses of purpose & recut + subjectiobject questions Pronunciation (p. PRI) ‘American English-British English Guide (p. AE-BEG1) Irregular Verbs (p.1V1) * The Wildest Orecm (multiple ‘choke; answer questions) ‘ome is where te yur is Ainissing sentences) * Gateway t America (WF statements; snsiver ‘uestions) ‘Women inthe Workplace Aimissing sentences) +A TetalReaiy Eepeience (UF statements; multiple ‘croke; answer questions) + The Hobbit (multiple choice; ‘VHS statererts) * Fouston, we've had a ‘problem! (mtiple choice) + Biming for the Stars (onewer questions) + Arachnophotia answer ‘uestions; matcning headings to paragraphs) + Teen Problems (miutiple croke) © Hand-imal Ar (rising sentences, answer ‘auestions) + The Learning Curve Blog: ‘Mule inteligences Theory {missing sentences) * Daniel Defoe biography (ask & answer questions) + Robson Crusoe summary (ansiver questions) + excerpt frem Robinson Crusoe (TF statements) * The Hadza: te lst of the first (multiple choice; answer ‘questions) + Lessis More (answer uestions * Simply Untoreetoble (mutipee matching + Into the Future multiple choice)f ‘an interview (mutiple choice) + pronunciation: : ‘exclamation: = monslogues (multiple |= smatchirg) 6 * pronunciation: homophones . =a dialogue (WF . statements) : = an interview a (multple chore) Je = monalogues (multiple |= ‘matchirg) a # an interview (HF Statements = monologues (multiple [= matchiro) a © adiaogue(multiole |e choice) : * pronunciation: fu, ov *Tectures(complee 2 |e Venn diagram, ‘complete 2 table) *adiaogue (multiple [= ‘matchirg) 2 sanineniew 7 |e statements) ‘acting aut an interview ‘adiary entry about an narrating an experience expedition piesentaga farous person 1 2Poste aout «famouspeson + martide escibing on experence Tater about the immigration eserbing an interrational process fowganisation + asummary reacting to news/exoressing + an opinion essay surpiseldsbelef ‘esciing dally Ife nthe future Predictions about the future iesentniga future country + abookreview agrering/dsagresing/making Suggestors rarrating an event * abiograply describing an experience * af review reporting space facts prezentng a biography ‘presentation about arachnids [+ @diaryenity abouta ay expressing concernshowing fecperionce sympathygiving advice & + anemal of advice responding presenting an inteniew > Gentonces about ar artists work presentng an arist * atext abouta TV snow descrbing a muscanvactor * Sentences about a {ving opinionslagreeing/ mmuscian/ector dsacreeing ‘+ amndmap about jobs + martide ‘eapressing preference > a.graphic organser & summary ‘ofan atice * agraphicorganser & summary + abook review ‘escibing people + an arte describing an describing wishes experience expressing an argumeny + aperagraph about pros ane expressing disagreement (debate) | cons + an opinion essay = a dialogue (aking |» presentnga holday destnaiion |» aparagraph about tourist pote) + comparing tourist attractons attractions saninteniow (Ve [+ acting cuta dialogue + 2 for and-against essay statements) * descibing friends * presenting a future city Audioscrips (pp. A1-A9) Workbook Audioscripts (pp. WA1-WAé) Evaluations (pp. ET-E19) Grammar Bank Key (Pp. GBK1-GEK7) Workbook Key (pp. WK1-WK12) Appendix Key (p. AKT) © CLL (Lterature} The Seo Violh * Culture Spot Robinson Crusoe LIL PSHE) Bung Culture Spot Empowerng the Homeless = Clik storys The Chenaina Face of Transportation ‘*Culture Spot: The Tube * Lit Seience) The Phases ofthe Moon + Culture Spot Stonehenge & the Summer Solstice > CLIL (SHE): Dealing with Anxiety * Culture Spot: Keep 0 Sti Upper Lip! + CULAR Deegn) Sculpture © Culture Spot: The fate Modem > CU Citizenship): Globatsaton * Culture Spot. British Ethnicty > Cut Geography) Daremoor a Granite Landscape * Culture Spot: LandonIntroduction to the Teacher ‘Aspect for Kazakhstan is a modular secondary-level course {or leamers studying Britsh English at Grammar Schools at Low Mid B2 CEFR level. It alows a flexbilty of approach ‘which makes it suitable for casses of all kings, including large or mixed abilty classes. The course consists of nine modules. A typical module ‘consists o! tive unts plus Curricular & Culture sesticn and Progress Check. The corresponding module in the Workbook provides the option of additionel practice COURSE COMPONENTS: ‘Student's Book The Student's Book is the main component of the course. Each module is based on a single theme and the topics ‘covered are of general interest. All modules fllow the same base stucture (see Elomerts of the Coursetock) Workbook & Grammar Book The Workbook is in full colour and contains modules ‘corresponding to those in the Studert's Book containing practice on all four language skils. It also contains @ Grammar Bank with theory and exercises. it can be used jether in class or for homework upon completion of the relevant module in the Students Book, ‘Teacher's Book and Tests CD-ROM The Teache’s Book cortains Teacher's Notes which provide step-by-step lesson plans and suggestions about how to present the meterial. This book aso includes @ ‘complete Key to the exercises in the Student's Book & Workbookand the audioscrots ofthe listening material. The ‘Tests, ene per module, are available for teachers fo use as formal reans of checking their 8s’ progress. There is also a full key t the Tests, listening tasks & audloscripis as well ft an Evaluation section, Class Audio CDs ‘Tho Clase Audio CDs contain all tho recorded material wich accompanies the course, This includes the dialogues and tex inthe Listening and Reading sections, 68 well as ‘model dialogues, PronunciatcrVintonation section and the ‘materia for al listening tasks, we The IWB contans all the material in the Student's Book Teachers Book and Audo CDs and aims to taciliate lessons in the classroom. Italso contains presentation ofall the Use of Englsh structures in the Student's Bock as well as video extracts for Ss to further practse their English and expand their knowledge. ieBook ‘The ieBook contains all the material in the Student's Book andi the 8s’ interactive study partnor. Digi material The Workbook & Grammar Book is accompanied by & ‘roes-platform digital application. DVD Video Pal ‘The DVD Video Pal contains videos tightly related to the ‘matarial in the Student's Book DVD Activity Book & Key ‘The DVD Activly Book contains the exercises that ‘accompany the videos in the DVD Video Pal, The Key Coniains the answors tothe oxorcicos. Elemente of the Coursebook Each module begins with a modular page thet containe: a brie! overview cf what will be covered in the module, pictures ‘and words/phrases related to the theme of the module, and ‘exeicises o practise the vocabulary presented. Each module contains the following sections: Vocabulary Pictures are employed to introduce Ss to the vocabulary of ‘each module. Vocabulay is practised through varous types. of exercises. A paricular feature ofthe book is the teaching of collections, which helps Ss remember vocabulary items a6 parts of cat expressions. (Sve Student's Book Module 1, Unit 1b, Ex.7)) Grammar + The grammar items of each module ave presented by ‘means of clear and concise theory boxes. + Grammar exercises and activities reinforce Ss’ Understanding of thes» tems. There is also a Geammar Reference section at the back of the ‘Student's Book that ofers more cetals. Listening tasks and Speaking practice * Sscan develop ther listening skills through a variety of tasks, These tasks employ the vocatulary and grammar practised in each module, in this way reinforcing Understanding othe language tauahe in the module. * Controlled speaking activities have been caretuly designed to allow Ss guided practice before leading them to freer speaking activities. Pronunciation/Intonation Pronunciation activiioe hholp Se rocognico counds and reproduce thom correct. Intenction actviios hholp Se improve their irtonation patterns. Study Skills Brief tips, explanations and reminders at various poin's throughout each module help $s develop strategies which improve hotstis leaming skils and enable $s to become ‘autonomous learners ofthe Engish language. Reading texts ‘These texts practise spectic reading skils such as skimming, scanning, intensive reading for specific ‘purposes, understanding text structure and 80 on. The texis 2re usualy expioitad in our stages: * awerm-up activity to intrigue students; + top-down activities (scanning and reading for gist):+ bottom up actvitos (reading for detailed understanding) + o1al reproduction (Ss outine the main psints of the text writing “The witing sociions have been caretuly designedto ensure that $s systematically dvelop their wating skis. * A model text Is presonied and thcroughly analysed, and guided practice of the language to be used provided + The final task is based on the model text and folows the detailed plan provded + Al wring activties are based cn realists ypes and styles of wring such as letters, emais, descriptions, postcards and reviews, Curricular & Culture Spot sections Each module contains a Curricular and a Cuture Spot section '+ Each Curricular section enables Ss to lin tho themes: of the module to @ scheol subject, thus helping them ‘contextualse the language they have learn! by relating 10 their own persenal framo of reference. Lively and creative tasks stimuate Ss and alow them to consolidate the language they have leat throughout the module. * In each Culture Spot, Ss are provided with cultural Information and read about aspecis of Englst- speaking counties that are thematicaly linked to the module. Ss are given the chance to process the information they have learned and compare it to the culture of ther own country, Progress Check This section appears atthe end of each unt and reinforces Se’ understanding of the topic, vocabulary and structures freseried in the module. A making scheme allows $s to ‘evaluaie their cwn progress and identify their strengths and ‘weaknesses. Competences sections help Ss evaluate their performance and development of language stills Grammar Reference section ‘This section cffors ful explanations and review of tho ‘gammar structures presented throughout the beok. It can bbe used koth in clase and at home to reinforce the grammar boing taught ‘American English - British English Guide An American English ~British English Guide outlines and highlights aiferences between the two main international varieties of Engish, ltreguiar Verbs ‘This provides students with a quick reference list for vero forms they might be unsure of a times. Word List ‘A complete Word List contains the new vocabulary ‘resented in ezch unit isted alphabetcally, wih a phonetic transcription of each word, SUGGESTED TEACHING TECHNIQUES ‘A. Presenting new vocabulary Much of the new vocabulary in the course is presented through pictures or explanations. $s are asked te match the pictures to listed words/phrases. (See Studen’s Book, Module 1, Unt 1b, Ex. 4) Further techniques that you may use to introduce new vocabulary inctude: * Miming. Mime the word you want to introduce. For instance, to present the verb sing, pretend you are singing and ask Ss to guess the meaning of the word ‘+ Synonyms, opposites, paraphrasing ad giving definitions. Examples: = procent the word strong ty giving a eynenym: “powertu; = present the word strong by giving ite oppose: ‘weak’ = present the word weekend ty paraphrasing it: "Saturday and Sunday’; = present the word famous by giving its definition: “very wel-known (person or thing)” ‘+ Example. Examples plece vocabulary into context and ‘consequently rake understanding easter. For instance, introduce the worcs ety and town by refering to a cty ‘anda town in the Ss" county: Rome is a city, but Parma is atown.” + Use of Lt. In a monolingual class, you may explain vocabulary in the Ss’ native language. This methed though, shouldbe employed in moder ‘+ Use of Dictionary. In a mutiingual class, Ss may cceasionally ralerto a bilingual dtonary. The choice of technique depends on the type of word or expression. For example, you may find t easir to describe an action verb through miming than through a synonym or definition. Note: Check these words sections can ba treated as fellows: Go through the lst of words before $s read the text and present the new words by giving examples, ‘synonyms/opposits or miming their meaning ‘Atemaively, go through the list of words after Ss have read the text and ask Ss to explain the words using the Context they appear in, Ss can give examples, mimeldraw the meaning, or ook uo the meaning in ther dtionavies. B Choral and individual repetition Repetition will ensure that Ss are thoroughly famitar withthe sound and renunciation of the lexical tems and structures being tauch! and confident in their abity to reproduce them, Always ask $s to repeat chorally before you ask them to repeat indiridualy. Repeatng chorally will hep Ss teel conticent enough to then pertorm the ask cn ther own. © Listening and Reading You may ask Ss to read andlisten fora variety of purposes: ‘+ Listening and reading for gist. Ask Ss to read orlielon to get the git of the dialogue or text being deat. with. (See Student's Book, Module 1, Unit 14, Ex. 1b, Tol Ss thatin order to complete this task successfully, they do not need to understand every single detail in the text) + Listening and reading for detail. Ask Ss to read oF listen tor specific information. (See Student's Book, ‘Module 1, Unt 14, EX. 3. Ss will have to read oF listen to the text for a second time in order to do the task They are looking for specific detals inthe text and not for general information) D Speaking * Speaking activites can be coniroled. allawing for ‘uided practice. (See Student's Book, Medule 1. Unt 1d, Ex. 8 whore Ss usa the same strictures and vocabulary to describe a famous Kazakh hero.) ‘Ss.are then led t free speaking acts, (See Student's Book, Module 1, Unt 14, Ex. 10 whoro Ss are imited to roeoarch ard prosont anothor famous Kazakh horo,) E Writing {Al iting tasks in the course have been carefully designed toclosely guide Ss to produce a successful piece of writng, + Always read the model text provided and deel with the tasks that follow in detail $s will then have acqured the necessary language to deal witn the tinal writing task, (See Student's Book, Module 1, Unit T@,) ‘+ Make sure that Ss understand thet they are writng for ‘purpose. Go through the wring task 1 detail so that Ss are fully aware of why they are writing and who they are writing to. (See Sudan's Book, Module 1, Unit te, Ex. 1. Se ate asked to wie an artcle.) + Make sure $s folow the detailed plan they are Provided with, (See Studert's Book, Module 1, Unit 1d, Ex 10.) + It would be woll-advised to actualy complete the task ‘orally in class belore assigning it 2¢ writen homework ‘Se will then feel more confident wth producing « complete piece of writing on their own, F Projecte + When dealing with project work, itis necessary to prepare $s well in class before they atternpt the wring task at home. G Assigning homework When assigning wrting tasks, prepare Ss as well as Possible in advance. This will help them avoid errors and get maximum benefit from the task Commenly assigned tasks include: Vocabulary - Ss merorise the meaning of words and Phrases or use the new words n sentences oftheir own; Reading Aloud ~ Assisted by the $'s CDs, Ss practise at home in preparation for reading aloud in clas Project — Alter they have been prepared in class, Ss ‘complete the wing task: and Writing After thorough preparation in class, Ss re asked to produce a compete piace ot writing H. Correcting students’ work {All learners make errors ~ itis par of he leaning process. The ‘way you deal with errors depends on what the Ss are doing * Oral accuracy work: Correct Ss on the spot, either by providing tne correct answer and allowing them to repeat, or by indicating the. error but allowing $s to correc it. Aternatvely, indicate the errer and ask other $s to provide the answer. * Oral fluency work: Alow 8s to finish the task without interrupting, but make a note of the errors made and cored them afterwards. + Written work: Do not over-correet; focus on errors that are directly relovant to the point of the exorcise, When giving foodback, you may write tho most commen errors en the board and gpt the lees to attempt to corte! ther, Remember that rewarding work and praising Ss is of great importance, Pest good writen work on a display board in Your classroom of school, or give “reward” stickers. Praise fort es well as success. 1 Class organisation + Open pairs ‘The class focuses ther attention on two Ss deing the sot task togothor. Uso thie tochrique when you went your Se to ofer an example of how a teckis done. (See Module 1, Unit 1a, Speaking task of the Student's Book.) + Closed pairs Pais of Ss work togetver on a task or activity while you move arcund offering assistance and suggestions. Explain the task clearly before beghning closed pairwork. (See Module 2, Unt 20, Ex. 70! the Stucert’s Book.) + Stages of pairwork = PutSsin pairs. — Expiain the task and set time it. = Rehearse the taskin open pars. — Inciosed pairs, get $s to do the task. = Go around the class and help Ss. = Open pairs report back io the class. + Group work Geoups of three or more Ss work togather on a task or activity, Class projects or role play are most easily done in groupe. Again, give Sea eolid understanding of tho task in advance, J_ Using Lt in class Use L1 in moderation and only when necessary. ABBREVIATIONS ‘Abbreviations used in the Student's Book and Teachers: T Teacher Pip). Page(s) Sis) Student(s) e.g. For example HW. Homework le Thatis Li Studerts' native etc Etcetera language st Someoody ExGs). Exercise(s) sth SomethingLegend or Truth Module _| Pe 5 Lesson Objectives: To read for cohesion end coherence {gop i), to talk about survival steries, to get an overiew of the module Vocabulary: Survival (bit her am of lart to su, attacked and kiled, survived, got lost, took hm to hospi, rock fl, cut his arm of eae Tce 7] Leeson Objectives: To liston and road for epocitic Information (multiple choice, comprehension questions), to Sw, to write adiary entry /erbs (spet, surround, conquer, fal) Phresal verb (Get out), Nouns (mountaineer, camp, mountain range, go, feet, clue, expedtion, suri, equipment, fog booty Adjectives (wid, numb, thick, vita, frozen); Phrase (mate ey Lesson Objectives: To learn topic-elated vocabulary, to learn prerostions of movement, to learn collocations with ‘make enddo, to learn words often cenfused, to learn phrasal verbs with GIVE, to practise word formation (-ingl-ed adjectives), to learn propoctional phrasoe, to talla story Vocabulary: Exrome woather (blizzard, drought, thunderstorm, heatwave, dust storm, tornado, hurricane, food); Weather verbs (overlowed, rained, fel, blew, reached, lt, traveled, formed); Feelings (lucky, releved, ‘awful, contused, lonely, afraid, furious, ashamed, tired, woried, bored, scared) ere 10-11 Lesson Objectives: To learn or revise the past simple, the past continuous, the past perfect and the past perfect Continuous, 'o compare the past simole and the present perfect. to compare the presen! parfact and the present Perfect continucus, to learn and practise modal deductions inthe past Lesson Objectives: To read for cohesion and coherence (missing santences), to learn phrasal verbs wth PUT, to predict the content of a listening, to listen for spectio injormation (mutiple choice), to practise intonation in fexclamations, 10 research, take notes and give a presentation about a famous Kazakh hero, to create a poster based on a research and presentation exercise Vocabulary: Vetbs (sigh, screech); Nouns (nomad, steppe, beetle, grasshopper, dragon, peta, wartor, role, bravery, pealician, hero, vitoy, peacemaker, battles); Adjective (epacious) Cou) Car Lesson Objectives: To analyse 2 rubric, to analyse a model, to practise using descriptive language, 10 Isten for Ideas, o write an artice GURRESIere tik Lesson Objectives: To lisien and read for spectic iniormation (T/F statements). to create a new ending for a Story, to listen and read for specific information (comprehension questions), to research, make notes and ‘givo a procentation on a famoue charactor in Kazakh Tteratura Vocabulary: Verbs (sink, lower, yawn, row): Phresal verb (fede away); Nouns (deck trapdoor, supplies, oilskins); Adjective (cruel); Phrases (bury my head in my hands, ‘canned goods, heart beating, le (lat) eke Lesson Objectives: To read for specific information (mutiple choice), to lisien for specific information (UF statements), to practise vocabulary and grammar trom the module, to wite an aricle 17-18Controversial Issues Te oO Lesson Objectives: To idenily sociaVenvironmertal problems, to reed for cohesion and coherence (gap fi), to match problems to desciiptons (multiple maiching), to get ‘an overview cf the mode Vocabulary: Social problems (poverty, romelessness, unemployment); Environmental problems (endangered species, landtils full of rubbish, polluon); Nouns (packaging, volunteers, household waste, accommodation) ERs 20-21 Lesson Objectives: To predict the contnt ofa text, toread {or specs information (TF statements, comprehension ‘quosions), t2 describe an imaginary. experience, to rosesrch. and write about the immigration process. in Kazakstan Vocebulary: Vero (exchange); Nouns (gateway, mmigrarts, ancestor, passengers, per, newcomers, dsatilty, proo, process, family reunion, nickname), Adjectives (through, ‘medical, legal, obvious, required); Adverb (permanently) FEED EEE} Lesson Objectives: To leam topic-related vocabulary, to tak about the environment, to listen for spectc information (mutiple matching), to practise prepositional phrases, to practise forming adecives from nouns or verbs. to precise phrasal verbs with TURN Vocabulary: The envronment (ozone layer, global warming, fossil fuole, thick emeg, oil epi, groonhouco _g2e0e, conservation projects); Verbs (provert, cava, raico, reduce, ban, fine, invest); Immigration (documents, papers, exchange rate, price, iy conte, tourist attractions, local government programmes, language ‘courses, business ‘oans); International organisations (Wwe, Save tne Chiloren, Oxfam, the World Heath Organisation, United Natons) Peed BEd Lesson Objectives: To loam or revise and practise (to) infintivel-ing forms, to learn or revise and practise comparison of adjectives, to learn or revise and practise ccandtionaltypes 0, 1,2 and3 aS Ey Lesson Objectives: To read for cohesion and coterence (mssng sentences), to practise prepastions, to predict the content of a listening, to listen for meaning (mutipie matching), to practse exchanges breaking news, expressing supiseldsbele, to dentiy homophones, 10 take notes and summarise atext Vocabulary: Verbs (depend, intend, consider, vote): Nouns (workolace, helpmate, duty, labour unicn, strikes, fights, progress, developments, tresdom, workforce, mayors): Adverb(signticanty): Phrases (gander equality, lorg hours, raitoral role, estions of power, ow wages, eam rights) gy Lesson Objectives: To analyse a rvorc, to analyse a ‘mode, to practise using Inkng words/phrases, to practise ‘expressing opinion, to maich and link viewpoints and supporting sentences, to write an opinion essay CR Ey GUSTER 30 Lesson Objectives: To road for spectc information (completo sertences),to act outa dialogue giving advice about an imaginary etuaton, te research, make notes ard precont a chaty organisation in Kazaktetan Vossbulary: Voie (intervene, detuce, aggravate); Nouns (bystander, epproech, strategy); Adecives. (rejected, isolated, proactive, reactive); Prase (emotional wel-being) Gores 31-32 Lesson Objectives: To read for specific information (muttple choize, comprehension questions), to practise everyday Engish in exchanges, to practise vecabulary and ‘grammar from the module, to listen for specific information (mattole matching), to write an opinion essayVirtual Reality Pe EA Lesson Objectives: To learn predictions (gap fil), 10 talk about predictions, to get an overview of the module Vocabulary: Predctions (30-printed meals, meal in pill, drones, electric cars, solar-powered houses, cuter space, learn online, virual realty devices) EP FE Lesson Objectives: To read for gst, to read for specific information (comprehension questions, T/F statements, rmultple choice), to discuss the impact o vidual realty, to ‘ead fer cohesion and coherence (gap fil) to descrbe an imaginary experionce, to wite predictions Vocabulary: Vorbe (rocreato, oxporionco); Nouns (brain ‘eurgory, peacart, nobleman, claceroom, —loceone, participation, students, subjects, textbooks, trips); Adjectives (endless, affordable, digital, educational, interactive); Phiase (leap forward) 3b Vocabulary EGE Lesson Objectives: To learn tcpicrelatad vocabulary, to talk about transport, to learn words often confused, to Practise phrasal vetbs with GET, 10 practise forring adjectives from nouns, to practise prepostional phrases Vocabulary: Transport (bike, motorbike, scooter, bus, coach, car, taxi, lorry. plane, ship, fery, train tram, tre, handlebars, brakes, mast, miror, wheel, windscresn, ‘nose, boot, bonnet, bell, aoral, window, headlights, oxhaust pipe, eaddl, iconce plate, wing, cockpit, cabin, harbour, deck, pedal, platiorm, carriage, engino, steering wheo!, rear ight, rails, dashboerd, anchor); FoodDrinks (ollow a diet, ful meal, sweet, biter, sally, creamy, spicy, ‘sour, junk food); Housing (balcony, shave, fai, spacious, ‘ent, noisy, heating, shower) Eater ES Lesson Objectives: To learn or revise and practise future ‘tensas, to compare future continuous and future parfact, to learn o: revise and practise time clauses, to lear or revise and practise future simple passive Lesson Objectives: To read for specifi: information (mutiple choce, T/F/DS statements), to practise forming ‘compound nouns, to present and practise idioms related to ‘books and reading, to practise passive voie, to predict he Ccontent of a Istening, to listen for spectic information (TF statements), to learn and practise languege for agreeing! isagresing/making sugpestions, to act out a dialogue based cn a modal Vocabulary: Verbs (decline, trick). Phrasal verb (claim back); Nouns (prequel, hobbit, apnea): Adjective (ftional): ‘Adverbs (rluctanty, ell); Phrase (embark en) ECR) xe Lesson Objectives: To analyse 2 rubric, to analyse a ‘model, fo practise using language relatedto book reviews, topractse recommending, to plan a review, to write abook review CUL3 (History) & Culture Spot 44. Lesson Objectives: To read for specific information (complete sentences), to research, make notes and give a presentation about the history of space travel, to listen and road for epoeitc injormation, to recearch, make notes and ‘compare meane of transport Vocabulary: Verb (consiruct); Nouns (log, breakthrcugh): Adjective (domesticated); Phrase (he Industrial Revolution) eres EE Lesson Objectives: To read for spectc information (T/F statements, multiple choice), to practise everyday English ina dialogue, to practise vocabulary and grammar from the module, to listen for specific information (T/F siatements), to write a book ra virar Out of This World Te 47 Lesson Objectives: To leam space vocabulary (gap fl), to research an amazing fact about space, to get an ‘oveniew ofthe modula Vocabulary: Space (awvart planet, Moon, aimesphere, light-years, waves, orbit) Ean a CED Leeson Objectives: To liston and read for gist, to road for ‘spectic information (mutiplo choice), to ask and anewor ‘questions about the content ofa teat, to narrate an event, to describe an imaginary experience Vocabulary: Vers (lash, reenter, schedule, explode, depend, conserve, build, reduce, consider); Phrasal vets (carry out, deal wit); Nouns creM, explosion, plo, survival, landing, itof, bang, wal, oxygen tank, meteor, command ‘module, lunar mocule, Meboat, adapter, carbon dioxide, catastrophe, obstacle); Adjectives (doomed, leaking, ‘enclosed, superstitious); Phases (manned mission, no time to lose, cope with, splash down, go down in history, in charge of) Prep (despite) REET 50-51 Leceon Objectives: To loam topic-rolated vocabulay, to tak about space exploration, to listen for spoctio. information (gop fil), to research ard present a planet, to practise phrasal verbs with GO, to practse prepositional phrases, to practise forming nouns from verbs Vocabulary: Space exploration (constellations, colonise, ite fos, rockets, Miky Way, inhabitable, space stations, Uuninhatitable, meteorites, satelites, black hole, comet, gravity, eclipse, galaxy, ful moon); Verts (launch, orbit, blast, re-enter, land, explore, float, rotate); The solar system (rings, spacecrat, solar, gas glans, asteraid) Cerrar Bs} Lesson Objectives: To leain or revise ard practise reported speach, reported statomen's, reported quastions/ commands, reporting verbs, reporting modal verbs, to revise and practise quanitier, to act out exchanges using reported speech 4d_ Skills 54-55 Lesson Objectives: To read for spectic information (comprehension questions), to practise prepositonal phrases from the text, to complete a summary using the (to) infintive/-ing form, to pracise intonation (word siress ‘and week vowels), to predict the content ofa listening, 10 listen for spectic information (multiple choice), to listen and make notes, to research end make notes and wrte a bicorephy Vocabulary: Verb (withdraw) Phrasal ver (blast of) Nouns (cosmodrome, cosmonaut, porthole, settloment) ‘Adjective (man-made); Phrases (physical raining, sign yp forth, st tho last minuto) U Lesson Objectives: To analyse a rubric, to analyse a ‘mode, to practise using language related to tim reviews, 10 practise prepositional phrases, to practise recommending, to plan a review, to wee a fim eview CORT A CLIL 4 (Science) & Culture Spot 58. Lesson Objectives: To road for specific information (complote sentences) to ask and answer questions based fon tho toxt, te rosoaich, make notes and give a presentation about how the Earth orbits the Sun, to Isten and read for specific information, to reeearch, make notes and present information about « solstice colebration in Kazakhstan Vocabulary: Veivs (reflect, revolve, orbit, face); Phrasal vetb (ight upy; Nouns (star, planet, sali, axis, amour, surface, phase, new moon, crescent moon, halt moon, gibbous moon, full moon); Adverts (appreximately); Phrases (ight source, progressive sequence, waxing ‘moon, waning moon) Been 59-60 Lesson Objectives: To read for specific information (tmuttple choice, comprehension questions), to practise Vvorabulary and grammar from the module, to listen for ‘specific nfermation (gap fil) to write a fim reviowStress & Fear Module _| Pe Gl Lesson Objectives: To lear vocabulary related to tears, to match descriptions to pictures, to discuss fears, to get an ‘overview ofthe module Vocabulary: Fears fying, storms, open water, meeting ‘new people, public speaking, heights, crowds/psople, closed spaces, dentist/doctor,animalsibugs, siok, shake, bite, freeze, sweat. hide, panic attacks) Rio a Lesson Objectives: To listen and read for gist ourpeee, matching headings to paragraphs, main idea in each paragraph, to rea fer specifi information (comprehension questions), to research, make notes and ge @ preseniaton, to understand he use ofa text Vocabulary: Verts (scream, suffer from, block, craw, harm, sare, reduce, shake, sweat, scutle; Prasel ver> (tun aay); Nouns (ear, plughole, venom, rainforest, tarantua, pest controler, mosquito, cockroact, fy, moth, treaument); Adjacves (common, eigh-egged, iraional, deepctied, confident); Phases (at al costs, play a part, nutntious treat, exposure therapy) By Try Cr Leeson Objectives: To loam epic related vocabulary, to listen for git (mutiple matching) to telk about feelings, to learn ané practise idioms teleted to feer, to practise Preposttional phrases, to practise forming negative adjectives, to pracise phrasal verbs with KEEP Vocabulary: Fears & phobias (Animals ~ snakes, dogs, ‘spiders, Watural envronment — height, darkness, storms, ‘Situational ~ closed spaces, tunnels, flying, Blood/Ijury ~ germs, blood, needles); Verbs (!ace, beat, shakes, fants, control, froze, dry, avcids); Feelings (anxious, nervous, embarassed, dizzy, scared); Idioms (as white as a sheet, butterties in my stomach, scared sti, jumoed out of his ‘skin, har stand on end) Lesson Objectives: To loam or rovico and practise passive voice, to learn or revice and practice reflexive! emphatic pronouns, to reseerch stress and fea end to ‘discuss the information using the passive EES 68-69 Lesson Objectives: To read for specific information (mutiple choice), to make notes and write a summary of a text, to listo for spectc information (T/F statements), to discuss the conlent oa listening to complete a dialogue, to learn and pracise language for expressing concern! showing sympathy'giving advceresponding to act out a dialogue based on a model, to wrte a dary entry Vocabulary: Verbs (attend, overcome, judge, reassure 8b): Noun (therapist): Adjactve (miserable): Phrases (make excuses, face your fear) ER al Lesson Objectives: To analyse 2 rubric, to analyse a ‘model, io match probiems to advice and make sentences, toppractise error correction, to write an email of advice aE reas 72 Lesson Objectives: To listen and read for gst (match hneacings to paragraps), to discuss the content of a text, to wite an emai of advice based on a tex, to listen and read for spesic infermation, to make noles and present a ccharactr ait ofthe Kazakh peoplo Vocabulary: Verbs (doa! with, cope wih, detract. io, pumping, affect, rolove, fight, heal; Nouns (anxiety, worry, nrvoveneee, unease, tip, puzzle, treublee, mocd, chemical, brain, serotonin, dopamine, caffene, whole grains, vius, wound), Adjectives (ight. brgerastrg, ‘energised, processed); Phrase (oe ts hol) Gees 73-74 Lesson Objectives: To read for specific information (mutiple cheice, comprehension questions), to practise ‘everyday English in exchanges, to practise vocebulary and ‘grammar from the module, to listen for spectc information (TIFIDS statements), to wits an email of advice villenn Imagination & Creativity Te a Lesson Objectives: To leam vocabulayy related to the arts, to match types af art to pictures, 10 discuss favourte ‘books/fims, to gat an overview of the module Vocabulary: The ats (directed, painted, writen, sculpted, designed, oil painting, famous building, science ftion fim, classic novel, sculpture) EW kecnioy aad Lesson Objectives: To road for gist to road for spoctic inlormation (missing eentence), to act out an interview, to research, make noies ard write @ bography, to talk about an atis's work Vocabulary: Verbs (stroke, promote, research, transfer, exhib, bathe; Phrasal ver (cary on) Nours (career, fu, porta, outine, aovertisng agency, creation, adverising campaign, environmental organisation, Hyperreaist ‘movement, masterpiece, canves, design, scales); Adjectve (realistic); Adver (surprising); Phrases (bring to Ife, public awareness, endangered species, stay stl, shower ‘away, handheld gadget, ue-o-e) ERC 78-79 Leeson Objectives: To loarn toplo-rolated vocabulary, to talk about at & crate, to lion fer epecife infermation (mutiple matching, gap fll, t2 prectise prepostional Dhrases, to practise forming compound nouns, to precise phrasal verbs with LOOK, to write a text based on a model text Vocabulary: At & calls (digital photography, potery, painting watercolours, drawing, wood carving, ice ‘sculpting, knitig, jewellery making); TV shows (awards, characters, cast set, hits, season, cits, series, episode, plotlines); Theatre & performances (stage, rehearsals, ‘costumes, interval, act, audience); Professions related to the arts juggter, living statue, trapeze artist, opera singer, ‘mime artist, stard-up comedian, street magician) earn cS 7 Lesson Objectives: To loan or revico ard practise relative cleusee, adverbs and prenouns, to leam or revise ‘and practise determiners, pronouns and quantifiers 6d_ Skills 82-83 Lesson Objectives: To read for specific information (mssng sentences), to ask and answer questions based (on a tex, fo predict the content of alstering, to listen for ‘specific information (multiple choice), to practise pronunciation, to learn the language forgiving an opinion! agreeing/disagresing, to act out a dialogue based on a medel, to research, prepare a mindmep and present information related tothe text Vocabulary: Verbs (erticise, measure); Nouns (inteligence, theory, surgeon, piocass, wisdom): Adjectives. (mutiple, logical-mathematcal spatial, bodly-ineesthec, linguist, “musical, interpersonal, intrapersonal, naturalist, compicatod);, Phrase (according to) CR) EZ 5 Lesson Objectives: To analyse a ruprc, 1o analyse a ‘modal, to decile on an approprate tite, to practise parts of speech, to practise error correction, to plan an article, to wrte an arte, to pracise peer correction ee ed Lesson Objectives: To Isten and road for specie information (completo cortonces),to dieouss the content of A toxt, to research, make notes and present a cculpture, to liston and read for specif information, to research, make notes and present en ert gallery in Kazakhstan Vocabulary: Verbs (depict, resis, convey, pour, cool, hhaiden, gather); Phrasal verbs (chip away, melt down), Nouns (stone, metal, wood, butter, ice, material, quality, hilsiae, carving, casting, meuld, ‘modeling, lay, ‘assembing); Adjectives (long-lasting, temporary, reaistic, abstract) Caio BAD Lesson Objectives: To read for specific information (TIFIDS statements), 0 practise everyday English in ‘exchanges, to practise vocabulary and grammar from the ‘module, to listen for specific information (gap fil), to write anaricleReading for Pleasure Ds 89 Lesson Objectives: To revise types of fiction books, to practise adjectives related to books, to get an overview of the module Vocabulary: Types of fiction books (omance, hortor, ‘adventure, science fiction, mystery, ‘antasy, fascinating, thriling, imaginative, convincing, heart-warming, a waste of time, unrealistc, boringidul, predictable, silly, 100 frightening) Eriintenkertss 90-94 Lesson Objectives: To read and ask and answer questions ebout a biograohy, to read background information about a novel for specific information (comprehension questions), to read an extract for spectic information (T/F statemeris) and tone, to complete a graphic orgeniser and use i to wets @ cummary of an ‘extract, to learn and practise figurative language, to ‘analyse atta, to enalyee characters, t lear about eating ‘and symbole, to learn about elements in fiien, 10 write @ review of a novel, to compare a novel to the fim adaptation, to presert ideas for an adapiation of a classic novel in a modern seting ‘Vocabulary: Verbs (encounter, manage, sue, obser, pursue, conclude); Phrasal verb (lee ino); Nouns (cave, ‘Pint, ground, shore, impression fancy, stump, reflection, inhabitant); Adjectives. (grateil, confused, contived); ‘Adverts (exceedingly, thereabouts); Phrase (a bink of an eye); Idiom (thundlerstruck)xi Different Ways of Living Te 95, Lesson Objectives: To read tor cohesion and conerence (gap fill, © isten and match descriptons to pictures, to describe pictures, to gat an overview of the module Vocabulary: People around the world (dark hair, rosy cheeks, friendly people, heppy to have guests, romadic tribe, colourful clothes, tall, slim, hardworking, polte, pale skin, facial tatoos, brave, courageous, peaceful) Econ) Eu Leeson Objectives: To listen and read for git, to road for ‘pectic informaton (mutiple choice), to tak about a texto researc, take notes end present information about a tribe, townie an aricle describing an imaginary experience Vocabulary: Verbs (wander, hang, hunt, provide, gather, wonder), Phrasal verbs (pick up, set off ve off); Nouns (crops, alder, baboon, bow, homeland, interpreter, riece, hheat, soi, tug, meaning, nature, berry, possession, responsibities, omy, arfval, departure, effect); ‘Adjectives (lean, fit, curly, extreme, poor, generous, easy- going); Phrases filed with, skin bel, native language, short supply, keep track of time, hunter-gatherer, in person, dive in, itee itom beiongings, be better off, ‘attached to, mater of time, be over) CR Ceer Ed Lesson Objectives: To learn tooiovelated vocabulary, talk ‘about stages of fe, to descibe people, to listen for spectic Information (mutiple matching), to practise phrase verbs with BREAK, to pracise foming -ing/-ed participles, to practise prepositional phrases ‘Vocabulary: Stages ot ite (infancy, chitahood, adolescence, adulthood); Physica characteristics: Age (child, young man ‘or woman, middle-aged, old, in hsiher latefearytwertis); ‘Complexion (tanned, derk, pale): Heght (all shot, of average height); Build (skinny, plump, overweight, thin, slim, athletic, well-buil); Face (oval, round, long): Lips (tl, thn); Eves (brown, bia, small, haze); Nose (big, fat, ‘heoked); Har (curly, short, straight, long, wavy, bald, fizzy, far, dark, shoulder-longthy; Special features (wrinkles, treckes, shaved head, beard, moustache); Character (easy-going, arogant, responsible, forget, anncying, ‘mocey, ambtioue, senstve, chy, ‘rutfu, opon-minded, ‘bold, grumpy, sensible, coltconfidert, impatient, generove, secieble, carefree, rude, brave, frank, honest, bossy, vain, stingy, mean, pole, outgoing, helpful, nosey, ansious, naisy, sad); Family relationships (mun, dad, sister, brother, ‘grandma, grandpa, mother-iviaw, latheriniam, aunt, lurcle, daugtter, son, niece, nephew}, Families (nuclear family, extended tamuly, single-parent family) ae oan Lesson Objectives: To learn o: revise and practise wishes, to revise end practise pre-determiners, determiners. and quanttiers CE 5 eee Lesson Objectives: To dascribe pictures, to read for specie nfermation (comprehension questcns), to complete a summary ofa textn the passive (sentence completion), o fosoarch, make notes and presont informaton about donnshiting, to predict the content ofa listening, to listen for specific information (T/F statements), to pracise language for expressing an argument ard expressing disagreement by preparing for and having a class debate, to write a aragaph about advantages and disadvantages Vocabulary: Verbs (que, challenge); Nouns (business dinner, downshiting, pay rise, ranger, charty); Adjectve (high-powered); Phrase (illed with) ES) 104. Lesson Objectives: To analyse a rubric. to analyse a medal, to practise linkng words/phrases, to practise ‘expressing opinion, to match vewpcints to examples! roscone & results, to write an opinion ossay UTC ek Lesson Objectives: To listen and read for cohesion ard conerence (gap fil), to ask and answer questions based on a text, lo research, make notes and wrte a paragraph about globalisation, to discuss the effects of globalisation, to listen and read for specific information, to research, ‘make nctes and present the demographics of Kazakhstan ‘and compare t tothe UK Vocabulary: Veibs (flow, spread, Ink, afect, assemble, consider, connect, realise): Nouns (trade, marketplace, cuture, gadget, czen, member, community, responsibilty, obigation); Adjectives (global, rural, local, national: Phrases (imer-ciy factory, global solution) Gerad DUAL) Lesson Objectives: To read for specific information (muttiple chobe, comprehension questions), to practise Vocabulary and grammar from the module, to listen for speciic information (T/F statements), to write an opinion essayAmazing Places Module _| Pe 109 Lesson Objectives: To read for cohesion and coherence (gap fil), to discuss texts, to write an adver, to get an ‘overview ofthe module Vocabulary: Places (stay, meet, local iresh fru, enoy, ‘shop, explore, sleep, join, experience, sandy beaches, home of, accommodation) Ere Ge EEO Lesson Objectives: To match passages to pictur, to laten and read for spectc information (multple matching), to research and present a holiday destination Kazakhstan, to compare two tourist attractions Vocabulary: Verbs (awaken, beep, navigate, squeeze, line, remind, marvel at, winess); Phrasal verb (carve out of); Nouns (feast, chaos, alley, deser, runs, ste, sial, ‘inhabitant, bustle, maze, pavilors, pond, bridge, siructure), Adjectives (winding, mouthwatering, local, Unique, roticeable, branded, passionate, remarkable); Phrases (at myown pace, off the beaten track) Lesson Objectives: To loarn topic-related vocabulary, to arm vocabulary roltod te holiday active, to lst for pectic infomation (take notes), to tlk about your last holiday, to learn vocabulary related to country lite & city lite, te leam phrasal verbs vith CHECK, te lear to form verbs from adjectives and nouns, to leer prepositional phrases Vocabulary: Holiday activities (lie on the beach, go ‘shopping for souvenirs, wite postcards, take holiday ‘snaps, pracise the language, enjoy the scenery, ty the local f004, go on guided tours, prefer an allinclusive holiday); Types of holidays (sking, crise, sightseeing, safai, beach); Accommocation (self-catering aparment, B&B, hostel, campsite); Transport (trolley, subway, taxi, ferry, plane, moped); Cultural places (art gallery, museum, theatre, anciert site); Eating ou pizzeria, fast fo00 ‘restaurant, steakhouse, fish restaurant); Cty lite/Country lite (close relationship, job opportunities, peaceful walk, streets crowded with people, traffic jam, late hours, heavy traffe, poluted air, unspoilt nature) Eater ee) Lesson Objectives: To revise and practise relaive Clauses, to learn or revise and pracise clauses of purpose andresutt 9d Skills ca Lesson Objectives: To read for specific information (tmutiple choc), o practise prepositions from a text, to make notes and write @ summery of a tet, to lear or revise and practse subjectobject questions, to predict the Ceantent of aIstening, to listen for spectic intormation (TF statements, take notes), o design and presenta future city Vocabulary: Verb (compare): Nouns (overcrowdina, ‘reusing, farmscraper, solar panel, sensor. wind turbine, resident, galor, changing room, vehicle, trate jam): ‘Adjective (available): Phrases (set on a course, short supply); ldomes (on sh's doorstep, frstin ine) EE 118-119 Lesson Objectives: To analyse 2 rubric, to analyse a model, fo practise linkers and conjunctions, to replace topic Sentences, fo match arguments to examples, to wate a for- ‘and-against essay EN en eke Lesson Objectives: To listen and reac for spectic inlormation (sentence completion), to maka notes and summarise a text, to lsten ard road for spectic infomation, te resoarch, ako rotes and prosont touiet atrastene in Asiana, ‘0 compare London fo Astana Vocabulary: Vor (oo!) Noune (grant, sudace, magma, outcrops, steams, sai, mining, quasrying, copper, tn, vein, mine, industry); Phrases (natural beauty, fabtopped ‘mootland, Veshaped river valley, sheep farming, main industies) Gee eure Lesson Objectives: To read for specifi information (mutiple matching), to practise arammar and vocabulary from the mocule, to listen for specie information imuttiple matching), to wrte a for-anc-against essay xiiModule Objectives Read the title of the module, Legend or Tuth, anc ask Ss to suggast what they think the module will be about (the ‘module is about real ite and ftional stories) Go through the cbjectives lst to stimulate Ss'interest in the module 1 GiB) to introduce the tople and new vocabulary + Direct $s’ atenton tothe txts end the words in the stand give Sstime to use the words provided tocomplete the gaps (1-8). + Check $3 answers Answer Key 1 bt 4 suvired 7 fell 2 learnt 5 lost 8 cut 3 atacked 6 took 2 GT AA) To compare survival storie * Elo a variety of answers from $s around the class Suggested Answer Key All the stories are about people surviving ditfcut events. All the people except for Abylay Abimansur were taking part in sportng activites when something happened to them. Tree ofthe stories are about problems caused ty something natu sandstom, @ shark or a fling rock. Abylay Abilmansurs story is ctferent because his life was in danger because of other people. Both Bethany Heamniton and Aron Ralston lost one of ther arms but managed tp sunive. Bethany and Aron also had to hop themselves out of darger tut Mauro Prosperi hat hap trom a family of nomads * Play the video for $s and elct their comments at the end, 3, (TE A) To express an opinion Elicit vaious opinions trom $s around the class. ‘Suggested Answer Key | think tho etory of Bethary Hamiton ic tho most ingpiring becaues we loarn that alter the shark attack ‘she continued to surf and win competitions so she didn't let her accident stop her from Bving 2 ful fe. Direct Ss' attention to the quotation and ask Ss to discuss a emcee aie ie om Regier Ten aa rus Stal te cs Suggested Answer Key A: think this quotation means that we should never be scared to try new things because the experience will ‘enrich our lies. B: Yes, tut | thirk it means more than that 1 think it ‘means we should try dangerous things, to.Mopute Osiectives > Vocabulary surviveléweather feelings phrasal verts: GIVE/PUT ‘word formation: (ing/ ed adjectives) Prepositions Reading an article (multiple choice; answer questions) = amyth (missing sentences) Use of English past tenses, present perfect simple/ continuous past modals of deduction adverbs (order / comparatives - superlatives) conjunctions exclamations Listening ain interview (multiple choice) intonation in exclamations Speaking acting out an interview narrating an experience resenting a famous person ‘Writing a diary entry a poster an article CLL (Literature): The Sea-Wolf Culture: Robinson Crusoe > Progress check “Be brave. Take risks. Nothing can substitute experience.” Discuss oY wie wee e aVas feree V F ores ¥ Paulo Coelho) WP) Complete the toxts Use: took, survived, bit, fel, attacked, lest, cut, learnt. JINR Ur IN = AGAINS THE ODDS During the Years of The Grea! Disaster in Kazakhstan, Abyiay Abilmarsur bacame an ‘orphan when enemies 3) and klled his famiy. He amazingly 4) ‘and grew up tobe a great warrier, well-respected politoien [apd itary commander A SHARK ATTACK eee SURVIVOR In 2003, Bethany Hamilton ‘was surfing in Hawaii when fa sharks 1). ee her arm off. She was just 13, a the time, but since then | =~ she has 2) with one a many surfing titles. Her story inspired the film Soul Suyjer. I~ A LOST IN THE Va ai Do ee Re Ua ua Pe ee cd ES) ron nnn-no fa Re spent nine days in the desert with no food or water before a family of nomads found him BN ncn 127-hoUur ordeal In 2003, fron Ralston was hiking though 2 canyon in Uteh when a huge rock Te on his arm. Mier being trapped for fe days and seven hours, he bravey 8) off his arm with a small en life to survive! Actor James Franco played the ole of Falston in the flm 127 Hours. cd DD PAU compare the stores ofthe people in the texts 3 am Which story do you think is the most inspiring? Why?Prana a Legend or Trut! eS a ‘Who was Sir Edmund Hillary? How is he connected to Mount Evorest? ‘Complete the sentences. Use: solved, returned, fought, discovered, et, filed, spotted, conquer. 1 George Mallory and Androw levine out from their camp on 4th June 1924 to climb to the summit of Mount Everest, 2 Athird climber seco erov them just 240 matres from tha ‘summit of Everest. 3 Both Mallory and Irvine had In World Wer | 4 Malory and Irvine were the first people to Everest 5 Conrad Anker Matory’s frozen body in 2007, 6 Anker... to Everest 2s part of a documentary fim. voto roach of Everest using modern equipment. B Nobody has seesenesneninie the mystery of Mallory and livine yet. ‘The sentences in Ex. 2 are about some people who tried to reach the summit of Mount Everest. Which of these sentences are false? .) Listen to and read the text to find out. any key informati Read the text quickly to get the general idea and the writer's purpose, Read the questions and underline the key words. Read the text carefully and answer the (questions, Note that the first question focuses on the writers purpose and the last on overall meaning. The other questions follow the order of information in the text and one of ‘them focuses on atttuce or opinion. (Video o Read the text again. For each question, choose the best answer (A, B, C or D). 11 What is the purpose of the text? A to review a documentary film B to describe the mystery surrounding an event © to encourage people to climb Mount Everest D to prove that Mallory didn't reach the summit of Everest 2 What dogs the writer say about Mallory and Irvine? A They did not work well as @ team. B Irvine did not get on with members of the expedition. © Mallory could have done the climb alone. D. Thoy had difforont lovele of experionco. 3. What is Anker’ attitude towards Mallory and Irvine's climb? A He doubis that they reached the summit B He believes that Mallory wasn't a skilful climber, © He's certain tat Mallory lett a photo on the summit. D He thinks that Mallory died after reaching the summit, 4 Which could be another suitable title for the text? A Howr to Climb a Mountain B The First Conquerors of Mount Everest © An Unsolved Mystery on Mount Everest D The Discovery that Solved a 75-yearold Mystery1 QB) Tointroduce the topic of atext Read cut the questions and efcit Ss’ guesses in answerto them ‘Suggested Answer Key Sir Eamund Hilary was @ mountaineer trom New Zealand. In 1958, Hilary was the fst man to reech the sum of Mount Everest, with Tenzin Norgay. 2 GBB totnveduce te wesley tom atext SF ene ae eer ee oe ee ee eae dissaspeahaete ae ars eae Answor Koy 1 sot 4 conquer 7 felled 2 sported 5 discovered 8 solved 3 foughe 6 returned ‘+ Reler Ss to the Check these words bot and ‘exphinfolcit the moaninge of the words er ask Se 'to Uso thoir dictionaris and leok them up. Suggested Answer Key ‘mountaineer (n): Pp 10 Why dio they row back to shore? The waves were too strong. What happened white Aider was shouting for help? White Aidar was shouting for help, Uian noticed a lighthouse nearby. 1: What did the lighthouse keeper do when he saw them? B: He threw down a rope as they came near. A: Have they ever gone fishing again? B: No, they haven't gone fishing ever since. GBb oem neacciaeicis nacre Tr esa aca sh ey Sosa war ea cecrie naa eee ee a Okamesith meaner feats See oan nes uncenainty ~ maylmight have (Aisa) To practise modals of deduction in the past + Brolin thotask and thon give Ste te cemploto it + Check &3 answers around the cass Suggested Answer Key Sezim and his friends couldn't have got stuck in a blizzard because the weather was sunny. They could have woken up early because ite stil very ‘unny when thoy tock the photograph. They might have carried tents with them because they seem to have sleeping bags. They might have walked far because they are high upin the mourtains.fect continuous Present perfect (have/has + past participle) ‘+ for actions that started in the past end continue up to the| present or have recently happened. Aizian has left home. ‘+ for personal experiences. | ave been to Burabay Loke twice. ‘for past actions which have 2 visible result in the present. He has lost alot of weight recently Note: Kanat has gone to the market (He's still there) Kanat has been to the market. (He has come back) Present perfect continuous (haverhs been + -ing form): ‘+ to put emphasis on the duration of an action which started in the past and continues up to the present. They have been trekking for six hours. ‘for actions that have just/recently finished and their results are visible in the present. He's tied because he hes been travelling alot ately [Ssee0. one ead the theory. in the story of the Black ind examples of the these tenses 1 Where have you been all day? | have been looking/have looked for you everywhare. 2. She's tired bacause sho has been hikingihas hiked ll morning. 3 We have travelledmave been travelling 10 le-Alatau National Park twice. We really love it) ‘Someone has lit/has been lighting a fire in the forest They have been waiti \ghhave waited lor two hours ‘ead the story and put the verbs in brackets into the correct tense. Ulan 4) (work) very long hours lately and he 2 (not/see) his friend Aidar for weeks. So one alternoon, he 3) (suggest) they go fishing together ofthe coast. As the boat left the harbour, the sun 4) (shine) end a warm breeze 5) (blow), Aer they 6) (ish) fora few hous, though, dark clouds 7) {eppear) above them. Then suddenly, lightning 8) (light) up the sky. That morning, Uian 9) (forge) to check the forecast, and nowthey were caught in a thunderstorm! They 10) (try to row back tothe shor, but the waves were too strong, Ten, while Aidar 11) (chout) for heb, Uizn 12) (notice) a lighthouse nearty. Luckiy, the lighthouse keeper 13) (s0e) them and he 14) (throw) down arope as they came near. Relieved, the men 18). (climb) te safety. They 18) {netlgo) fishing over since! In pairs, ask and answor questions based on the text in Ex. 7. A; Who did Ulan go fishing with? 8: He went fishing with his trend, Alar. Modals - deductions in the past + She must have gone for @ walkin the forest. * Nurybek isn't nere yet. He mayrmight hhave forgotten about his sking lesson today. + You could have had on accident. Be careful next time! ‘+ Aktota can‘t/couldn't have gone hiking on that mountain, She's scored of heights. G25) Resa the examples. Which modal verb do we use to express: a positive deduction? @ negative deduction? uncertainty? [OER] Sezim and his friends went to the mountains last Sunday. Look at the picture and make sentences using the phrases below and medals of deduction in the past. + get stuck ina blizzard ‘+ wake up/early * carytents “walk farReading y) & whatdo you know about yurts? Tell the dl: b) ([022)Read the title and the first paragraph. ‘What do you think the text will be about? Home is where the yurt is ... ‘Many years aga, nomads did not have 2 place to call ‘home. But according to legend, this changed when one ‘man, with the help of a group of clever insects, decided to build yur. One day, a man was walking on the steppe when he suddenly flt a gus of wind. He locked up to the sky: it was covered with grey rain clouds. [11] Luckily, he spotted a tree with leafy branches. He hurried over to it just before it started to pour down with rin. He watched aslightning lit up te sky, followed ky a clap of thunder. [Ashe was siting there, an ant witha high-pitched voice ‘said, "You should be at home!” The man answered, “I'm a traveller. | have no home.” The insect was surprised by his answer. Interested by the conversation, a beetle, a ‘rasshopper and a dragonfly joinee in. [21] The man howevez sighed and sag, “like to have a home, but | ent know howto build one.” The beetle spoke, “I can help you build home. It needs tobe song and specious, round and warm.*[3[_] And easy {0 Cary, 100", screeched the grasshopper. The man shoot hs head; he didnt think sucha home existe [At that moment, the ran stopped and the sun came out A beautiful rainbow appeared in the sky. The man said, “Look at all the beauty around us” But no one answered The man was sad. But then, unexpectady, the insecs came back bringing things the man could use to build his home, The ant brought dried twigs, the beatle ‘ave him wool, the greshopper offered flexible plant stems and the dragonfly gave him peta So, the man began to bulld his home, i used the ied {wigs to make a ound frame, the flexible plant stems to keep the frame together, the woo! as walls, and the petals for carpet. [51] Now he had 2 house he could easily take apart and put up again wherever he wanted. He called bis home a yurt. Since then, the yurt has been an important port of Kezakh life Skills Check the meaning of these words in your digital dictionary. ‘nomad + steppe * spacious » beetle ‘+ grasshopper » dragonfly * sigh * screech + petal ing sentences Read the text to get to know what its about. Read the missing sentences and identify the main point in each, Read the text agzin and pay attention ta the wards before and after each gap. Loot for clues (@.9. he, it, tc) oF linking words. Check that your choice fits grammatically, Read the whole text to check it makes sense, Read the text and fill in the gaps (1-5) with a correct sentence (A-F). One sentence is extra. iy Listen and check. A ‘Ano beaut the dragon B Ho lata hole atthe too for light © Thoy each talked about how great thaichomes D_ The insects were gone E Ho knew a huge storm was approaching and he noaded to find shaker immediately F Pating up the yurt was relly dificult for the man ith light, day and night” added Bo Fillin: clap, dried, find, flexible, gust, high pitched, leafy, pour. Use the phrases to make sentences based on the text. 1 ofwind | § voice 2 down with | 6 shelter rein 7 ‘wigs 3 branches | ¢ plant 4 otthunder | stems Phrasal verbs Phrasal verbs. To learn phrasal verbs, try to make sentences using them. Alternatively, draw pictures of them. This helps you remember them.1+. 2) AIR) To introduce the topic of atoxt Fad cutthe question and lt Ss' answers. ‘Suggested Answer Key ‘Yurts ook ike big, citcuar tents. They are traditional ‘homes in Kazakstan. b) AL) To predict the content ofa text; reading for ist + El Ge ideas abou thet. he Ss me to veadthe tect and find out ‘Suggested Answer Key think the tox will be about yurte and the legorde behind their history and origins. AiR) To consolidate new vocabulary through finding definitions inthe dictionary ‘+ ead the word inthe list and give $s time to lok them up. + Elctanswors from varicus Ss around the class ‘Suggested Answer Key ‘nomad (n): 2 person who motes from plece to place with no permanent home steppe (n|: a large area of grassland spaciows (adj): having lots of space boot (n): a mall ingoct with wings ‘grasehopper (n): an inevct which males ‘a high-pitched roieo Ghee Se cfc analy hotene 2 feta lenay ey th pte acl ti ciate an snocurage St bcos tertFill in the correct particle to form the appropriate phrasal verb. Check in Appendix | e vp ith Po their yurt your coat; its cold 1 It took them hours to put 2 Daniya, could you ploaso put outside! 3. Nurzhan put was sick, 4 How do you put [Fy AAR inet wou staying na yur bo ke? Discuss with your partner. his camping trip because his brother with this weather? its freezing! Listening Predicting content ead through the questions and underline the key words. They contain information about the situation and what to listen for, Remember that you will hear the answersin the seme order the questions ae in. 7p ‘You will hear part of an interview with historian Dr. Akbota Akhmetov who has written a new book. Before you listen, check these words/phrases in the Word List. What do you think the book is about? warrior * ola + bravery * politician * hero * victory peacemaker *baitles ') 0zi)[10z7} 025] (,) Listen to the interview. For questions 1-5, choose the correct answer A, B or C. 1 Dr. Akimetov wrote about Abylay Khan’s ‘A early adulthood, —-B later years, © childhood. 2 Why did Dr. Axhmetov write about Abylay Khan? A 0 share his amazing story B towrite a back about someone famous, © 0 learn more about him 3. Abylay Khan was most popular for A his peacekeeping skils. B his skills as a politician, © being a warrior. 4. Dr. Akhmetov thinks the mest interesting thing about Abyley Khan ie that A he had many kids. B he had a lot of courage. © he enjoyed Kazakh folklore 5 Dr. Akhmetov recommends the book for those who want A ‘0 read about historical tacts, B ‘0 laarn about Abylay Khan's whole lite © 10 know about who Abylay Khan was as a person. (Listen again and make notes. Tell the class three things you leamt about Abylay Khan. Exclamations )3 50 + adjectiveladverb it was so difficult! They ran 30 quickly! such aan + (adjective) + countable nounsuch + adjective + uncountable Inoun ic was such a difficult rescue! It was such bad news! (What + adjective + uncountable IRoun/noun in the plural What avful weather! What fierce warriors? ‘What wan + adjective + countable noun in the singular What an amazing story! What o day! How + adjective/adverb How [courageous we were! How bravely he fought! Dead the theory Fill in: how. 0, such (ofan), what (afar). 1 He was creat fichter! 2. Atylay curvived many battles, lucky he was! 3) His fables were 0... great! 4 amazing book! Speaking research online or in your encydopaedia and collect information about another famous Kazakh hero. Find information about: name - year of birth/death what he/she wes famous for. Present the information you have collected to the class. Writing Use the information you have collected about a famous Kazakh hero. Create a poster to present him/her to class. Indude pictures of the person and display your poster to the dass. 13