Professional Documents
Culture Documents
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in check pronunciation of new Values links
whole class checking and plenary activity words and reinforce with
with supportive questioning drilling where necessary
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented in
this lesson
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
11.1.1 2 11.6.8 b) To practise new vocabulary and expand on the topic by talking
11.1.5 11.2.6 about new academic year resolutions Ask Ss to discuss their
11.3.2 resolutions further with each other in pairs or small groups and
provide feedback. • Give Ss time to read the quotation and discuss in
pairs what they think it means.
ENDING THE • Ask various Ss to tell the class. Suggested Answer Key
LESSON I think this quote means that you never get tired of learning new
things. The human brain is designed to absorb and process new
information and will continue to do so throughout a person’s
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.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final writing techniques
task
challenge
Reflectionmore able learners to structure Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Module 1
LESSON: Module 1 Lesson 5 School:
Present, Past Future Tenses
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives 11.6.8 - use a wide variety of future forms, including future perfect forms on a wide
that this lesson is range of general and curricular topics
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
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
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
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Previous learning Types of buildings
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Revision of tenses Past and Present Simple, Present and Past Perfect,
LESSON Present and Past Continuous, Future Tenses
PRESENTATION SB Ex. 1 p. 12 a) To revise / practise tenses
AND PRACTICE • Ask Ss to read the text and choose the correct tenses. • Check Ss’
answers.
Answer Key
11.6.8 1 moved 2 feel 3 I’ve always been 4 was 5 was walking 6 had never
11.6.9 thought 7 I’ve seldom thought 8 will have been living 9 I’m going
to do 10 will have helped 11 will still
b) To practise the use of tenses
• Give Ss time to identify the tenses in bold and explain their uses.
11.6.8 Refer Ss to the Grammar Reference section for more information.
11.6.9 • Check Ss’ answers. Write them on the board.
• Revise the tenses and their uses if necessary.
Answer Key
1 moved – past simple – an action that happened at a definite time in
the past.
2 feel – present simple – stative verb.
3 have always been – present perfect – an action 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’.
b) To practise determiners
11.6.2 • Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 A lot of 2 Both 3 the other one 4 a few 5 another 6 these
Module 1
LESSON: Module 1 Lesson 8 School:
Transitive/Intransitive verbs
Date: Teacher’ s name:
CLASS: 11 Number present: absent:
Learning objectives 11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
that this lesson is wide range of general and curricular topics
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
11.2.5 - 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
11.2.7 - 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
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
in groups
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
11.5.1 - plan, write, edit and proofread work at text level independently 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
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
11.1.4 - evaluate and respond constructively to feedback from others
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
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Most learners will be able to:
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information of the text;
Assessment Learners have used vocabulary, read effectively and worked in pair researching online,
criteria prepared their own reports about stadiums.
ICT skills Using videos& pictures, working with URLs
Previous learning Dealing with culture shock
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Ex. 5 p. 15 a) To present transitive and intransitive verbs
LESSON • Write the sentence Please make some tea on the board and ask Ss to
11.6.5 identify the verb. Explain that the verb make is transitive and that its
object is some tea. Without an object, the verb make doesn’t make
sense. • 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.
Answer Key
Transitive verbs (need an object): understand, find, scheduling, made,
know, have
Intransitive verbs (don’t need an object): read,arrived, apologised,
started, closed, studying,working, faded
Module 1
LESSON: Module 1 Lesson 9 School:
Formal/Informal emails
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives 11.3.4 - evaluate and comment on the views of others in a growing variety of talk
that this lesson is contexts on a wide range of general and curricular topics, including some unfamiliar
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
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and 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
11.5.7 - use independently appropriate layout at text level on a wide range of 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 gist and
identify all specific information
ICT skills Using videos& pictures, working with URLs
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Previous learning Transitive/Intransitive verbs
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE SB Ex. 1 p. 16 To analyse a rubric
LESSON • Ask Ss to read the rubric and look at the underlined words and then
read the student exchange programme advert. • Give Ss time to
answer the questions. Remind Ss to use the key words to help them. •
Check Ss’ answers.
Answer Key
1 The target reader is the organiser of the student exchange
programme. 2 I should include a formal greeting and the reason for
writing. 3 I will include two body paragraphs: one paragraph with
relevant 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.
PRESENTATION Ex. 2 p. 16 To present characteristics of formal and informal
AND PRACTICE writing • Explain the task and give Ss time to complete it in pairs. •
11.3.4 11.5.4 Check Ss’ answers.
Answer Key
1I2F3I4F5I6I7F
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
monitor learner question writing in groups monitor learner questions for Values links
and highlight for less able learners where accuracy and encourage them
they should self-correct errors to self-correct
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Module 1
LESSON: Module 1 Lesson 10 School:
Writing an email
Date: Teacher’s name:
CLASS: Number present: absent:
Learning 11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
objectives(s) that variety of written genres on general and curricular topics
this lesson is 11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively
contributing to in groups
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
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.1.4 - evaluate and respond constructively to feedback from others
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.5.3 - write with grammatical accuracy on a wide range of 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
11.6.2 - 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
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a
wide range of general and curricular topics
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
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
Previous learning Formal/Informal emails
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
ICT skills Using videos& pictures, working with URLs
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Ex. 5 p. 17 To match the beginnings and ending of
LESSON formal/informal emails
11.5.4 • Explain the task and give Ss time to complete it. • Check Ss’
answers.
Answer Key
1 C – formal 2 B – informal 3 A – formal
PRESENTATION Ex. 6 p. 17 To analyse a rubric; to prepare to write an email
AND PRACTICE • Ask Ss to work in pairs, read the rubric and underline the key
1 6 11.2.1 11.2.2 words. • Elicit the key words and then give Ss time to answer the
11.5.1 questions. • Check Ss’ answers.
Answer Key
You have seen this advertisement for a part-time job. The Weekly
Gazette We are looking for young enthusiastic people (18-22 years
old) to work as part-time writers for our Young 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
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Module 2
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
11.5.6
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
monitor learner question writing in groups monitor learner questions for Values links
and highlight for less able learners where accuracy and encourage them
they should self-correct errors to self-correct
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Module 2
Culture Spot
1 To listen and read for gist
11.1.8 11.1.9 • Read the question aloud and elicit from Ss what they know (if
anything) about the national animal and the national bird of the
USA. • Play the recording. Ss listen and read to answer the question. •
Check Ss’ answers.
Answer Key
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.
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
BEGINNING THE Revision the Module 2
LESSON
ENDING THE
LESSON
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
11.4.3 11.4.5 11.2.1 Ex. 3 p. 36 To listen and read for specific information
11.2.6 • Explain the task and ask Ss to read the sentences from Ex. 2b
again. • Play the recording. Ss listen and read the article before
answering the questions. • Check Ss’ answers around the class.
Answer Key
According to the article, sentences 1,3 and 5 are true.
11.1.1 11.1.7 11.3.2 Speaking To consolidate information from the text through
11.3.3 11.3.4 11.3.5 discussion
• Explain the task and give Ss time to discuss the advice in pairs. •
Monitor the activity around the class and then ask some pairs to
explain to the class which pieces of advice they consider the most
important and why.
Suggested Answer Key
A: I think the advice about dressing smartly is the most important
part of the preparation stage.
B: I agree. The clothes you wear can have a big impact on another
person’s impression of you,and first impressions are especially
important in an interview context.What about during the interview?
A: Personally, I believe the advice about body language and posture
is very important. If you slouch or fidget, it doesn’t look very
professional.
B: You’re right, it’s very important to look confident. And what
about after the interview?
A: I feel that thanking the interviewer is really important. It shows
that you are courteous and makes a good last impression before you
leave.
B: Yes, I definitely agree that being polite is essential to success.
11.1.2 11.1.4 11.1.6 Writing To consolidate the main ideas from the text by writing
11.5.1 11.5.2 11.5.6 a summary
11.5.7 11.6.4 11.6.14 • Explain the task and give Ss enough time to write a summary. •
Check Ss’ answers. • Allow Ss time to evaluate each other’s
summaries and give feedback.
ENDING THE • Alternatively, assign the task as HW and check Ss’ answers in the
LESSON next lesson.
Suggested Answer Key
Regardless of how many people you know who can successfully
breeze through interviews, for most people they are extremely
stressful. Fortunately, there are some things that we can do to make
them easier.To prepare,read about the job position and the
company, dress smartly and practise answering potential
questions.You don’t want to be late or too early, so try to arrive
around 5 minutes before the interview starts. During the interview,
make sure your body language projects confidence and control.
Once the interview is over, ask for some feedback so you know what
you could have done better. Finally, always remember to thank the
interviewer for their time before you leave as it is polite and leaves
a good impression.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final writing techniques
task
challenge
Reflectionmore able learners to structure Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
provide support for less able learners in monitor learner language for Values links
recounting task in the form of a plot line accuracy in opinion feedback
template task and ask other learners to
peer correct errors
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Module 3
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Module 3
Module 3
Module 3
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in productive monitor learners’ Values links
tasks by preparing prompt or sentence pronunciation of new words
starter cards and ask learners to mark word
stress
challenge more able learners to link themes in this folktale to themes in others they know
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Previous
learning
Plan
Planned timings Planned activities (replace the notes below with your planned Aspect
activities) Resources
What’s in this module?
Beginning the Read the title of the module “Timekeeping devices” and
Lesson ask Ss to suggest what they think it means.
Go through the objectives list and stimulate a discussion
to prompt Ss’ interest in the module to introduce the P 49 SB
topic
Main Activities
1 a) Aim To introduce new vocabulary Ex 1, p.49 SB
* Direct Ss’ attention to the texts and the words in the list and
give Ss time to read the texts and complete the gaps with the
appropriate word,
* Check Ss’ answers around the class and explain/ elicit the
meaning of any unknown words.
Answer Key 1 ancient 2 vertical 3 track 4 flow 5 seconds
6 precise 7 mechanics 8 predetermined 9 principles
10 structures
b) Aim To match pictures to texts
* Explain the task and give Ss enough time to match the pictures
to the texts.
* Check Ss’ answers around the class.
Answer Key 1C 2A 3D 4B 5E
* Play the video for Ss and elicit their comments at the end.
Ex 2, p.49 SB
2 Aim To personalise a topic and expand on the topic
* Ask Ss to discuss in pairs which of the timekeeping devices
they find most interesting. Remind SS to justify their answers.
Monitor the activity around the class
Ask various Ss to tell the class
Ex 3, p.49 SB
3 Aim To expand on the topic; to conduct further research; to
develop presentation skills
* Explain the task and give Ss time to use the Internet (if
available) to find more about other types of timekeeping devices
* Ask Ss to give a presentation to the class about one
timekeeping device.
* Alternatively, assign the task as HW and ask Ss to give their
presentations next lesson.
p. 49 SB
Words of wisdom
Give Ss time to read the quotation and discuss, in pairs,
what they think it means.
Monitor activity around the class offering help if
necessary.
Ask various Ss to tell the class.
Suggested Answer Key I think this quotation means that every
experience is worth something, even if it doesn't seem so at the
time. For instance, if a person makes a mistake, it's not a waste
of time as long as they learn from it and don't do the same thing
again. In fact, making mistakes actually saves time in the long
run, as next time they will know what to do, or at least what not
to do.
Ending the lesson • Reflection: a minute paper (IW)
Additional information
Reflection (self-assessment)
Reflection
Summary evaluation
Module 4
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
challenge more able learners necessary
to come up with a strategy for
effectively recording different assessment criteria:
types of vocabulary presented
in this lesson Pupils can present the information
about Oscar Wilde according to the
read text
Reflection
Summary evaluation
Module 4
Short-term plan School
Module 4 Lesson 3: Timekeeping Devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Units of Time p.52-53
Learning 11.6.13 - use a variety of adjectives complemented by that, infinitive and wh- clauses
objectives 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
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
11.1.3 - respect differing points of view
11.1.9 - use
imagination to express thoughts, ideas, experiences and feelings
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
Lesson All learners will be able to
objectives use some language from the module to express views and pose some relevant
activity accurately
Ex 4, p.52 SB
4 Aim To present and practise topic-related vocabulary
* Explain the task and give Ss enough time to complete the
sentences. Direct Ss’ attention to the table for reference.
Explain/elicit the meaning of any unknown words.
* Check Ss’ answers around the class.
Answer key 1 century 2 decade 3 fortnight 4 leap year
Ex 5, p. 52
5 Aim To present and practise vocabulary related to timekeeping SB
devices
* Explain the task and give Ss enough time to label the pictures.
Explain/elicit the meaning of any unknown words.
* Check Ss’ answers around the class.
Answer Key 1 digital clock 2 analogue clock 3 pendulum
4 minute hand 5 chronometer 6calendlar
Ex 6, p. 52
6 Aim To present and practise topic-related vocabulary SB
* Explain the task and give Ss enough time to complete the
sentences.
* Ask Ss to check their answers by looking up the words in the
dictionaries.
Answer key: 1 bicentennial 2 annual 3 Biennial 4 momentary
5 decennial
Ex 7, p 53 SB
7 Aim To present and practise topic-related vocabulary
* Explain the task, refer Ss to the Word List and give them time
to underline the correct items.
* Check Ss’ answers around the class.
Answer Key 1 era 2 aeons 3 season 4 age 5 period Ex 8, p. 53
SB
8 Aim To present and practise topic-related vocabulary
* Explain the task and give Ss enough time to complete the gaps.
* Check Ss’ answers,
Answer Key 1 standard 2 sunrise 3 daylight 4 solar
5 timekeeping
Ex 9, p. 53
9 Aim To present and practise collocations related to time SB
* Explain the task and give Ss enough time to complete the gaps.
* Check Ss’ answers.
Answer Key 1 waste 2 spend 3 pass 4 lose
Ex 10, p 53
10 a) Aim To present and practise idioms related to time SB
* Explain the task and give Ss en complete the gaps with the
correct idioms.
* Check Ss’ answers.
Answer Key 1 call it a day 2 eleventh hour 3matter of time 4
better late than never 5 time flies 6in good time
Ex 12, p.53
12 Aim To practise using prepositions SB
*Explain the task and give Ss enough time to fill in the correct
prepositions. Remind Ss that they can check their answers in
Appendix Il.
* Check Ss’ answers.
Answer Key 1 for 2 in 3 on 4 at
Ending the lesson Ss assess make up their own sentences using new vocabulary.
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
Pupils can assess each group
challenge more able learners presentation using causes of
to come up with a strategy for
purpose
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 4
Learning 11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of
objectives perfect continuous 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
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
Most learners will be able to
identify most specific information and some key ideas from the text and use a range
of target vocabulary to recount some main points from the story
Some learners will be able to
identify all specific information and most key ideas in texts and use a range of
target language to express views and comment on views of others with little
support
Assessment Pupils can practice the Passive Voice, personal/impersonal constructions, key word
criteria transformation
Previous Vocabulary
learning
Plan
Planned timings Planned activities (replace the notes below with your planned Aspect
activities) Resources
1 Aim To present and practise the passive form
Beginning the * Explain the task and give Ss enough time to read the Ex 1, p.54 SB
Lesson text and identify the passive forms in bold. Refer Ss to
the Grammar Reference section for more information.
* Once Ss have identified all of the passive forms, ask
them to work in pairs to identify the tense of each and to
explain how they're formed.
* Monitor activity around the class and provide help if
necessary.
* Check Ss' answers.
Answer Key
are based - present simple passive
were being used — past continuous passive
had been fascinated — past perfect passive
is regulated - present simple passive
is fitted — present simple passive
is collected — present simple passive
is dropped — present simple passive
to be pulled - passive infinitive
is being filled - present continuous passive
must be — passive modal
was installed — past simple passive
have been admired - present perfect passive
will be enjoyed — future simple passive
have been designed - present perfect passive
We form the passive with the verb to be in the
appropriate tense and the past participle of the main verb.
Main Activities 2 Aim To practise the passive form Ex 2. P 54 SB
* Explain the task and give Ss enough time to fill in the correct
passive forms of the verbs,
* Check Ss' answers.
* Ask Ss to read the completed again, paying attention to which
sentence have an agent and which don't.
* Elicit from Ss when the agent can be omitted.
Answer Key
1 was broken into (no agent)
2 was constructed (agent: by Saudi and international companies)
3 were recovered (no agent)
4 are displayed (no agent)
5 was designed (agent: John L. Franklin)
Suggested Answer Key
We can omit the agent when the agent is unimportant, obvious
or unknown. For example, we don't know who broke into the
National Watch and Clock Museum.
5 Aim To practise using the passive form with verbs which take
two objects Ex 5, p.55 SB
* Write on the board: Ulan gave Guinara some books. The verb
gave has two objects: Gulnara and books. This means that we
can turn this sentence into the passive form in two different
ways. Gulnara was given some books by Ulan. Some books
were given to Guinara by Ulan.
* Remind Ss that verbs that take two objects are: bring, tell,
send, show, teach, promise, buy, throw, write, award, hand, sell,
owe, allow, feed, pass, post, read, take, offer, give, pay and lend.
*Allow Ss time to rewrite the sentences in the passive voice. *
Check Ss’ answers,
Answer Key
1... was awarded to him for his competition entry. .
…was awarded a prize for his competition entry.
2... has been offered by the museum to the university.
... has been offered the collection of ancient clepsydrae by the
museum.
3... will be given to them by the Society of Watch and Clock
Makers for the grandfather clock.
... will be given £500 by the Society of Watch and Clock Makers
for the grandfather clock.
4... was granted to Serik by the college. .
…was granted a scholarship to study watchmaking in
Switzerland by the college.
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
challenge more able learners necessary
to come up with a strategy for
effectively recording different assessment criteria:
types of vocabulary presented
in this lesson Pupils can make Vein’s diagram to
compare types of fiction in
creativity of Oscar Wilde and Jules
Verne
Reflection
Summary evaluation
Module 4
Short-term plan School
Module 4 Lesson 5: Timekeeping Devices
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: PowerPoint Presentation
p.56
Learning 11.1.1 - use speaking and listening skills to solve problems creatively and
objectives cooperatively in groups
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.4 - evaluate and respond constructively to feedback from others
11.4.5 - deduce meaning from context 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
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
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
11.1.7 - develop and sustain a consistent argument when speaking or writing
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
11.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects, including some unfamiliar topics
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
Lesson All learners will be able to
objectives use some language from the module to express views and pose some relevant
activity accurately
Most learners will be able to
use a range of language from the module to express views and pose a range of
relevant activity accurately
Some learners will be able to
use a wide range of language from the module to express views and pose a range of
relevant activity accurately
Assessment Pupils can evaluate PPT slides based on info from the text, practice and use cleft
criteria sentences/impersonal constructions, how to ask for opinions, express uncertainty,
express opinions and agree/disagree, act out a dialogue, research and write a set of
rules for preparing a successful PPT presentation
Previous Clauses of Purpose
learning
Plan
Planned timings Planned activities (replace the notes below with your planned Aspect
activities) Resources
1 a) Aim To introduce the topic Ex 1, p.56 SB
Beginning the * Explain the task and ask the Ss to tick the characteristics that
Lesson they find important and compare their answers with a partner,
* Ask various Ss to tell the class.
Suggested Answer Key
A:I think it's important to use visuals sparingly because if you
use too many, they might distract from what you're saying.
B: That's a good point. I think it's important to keep things
simple, otherwise your audience might become confused.
A: I agree. I didn't tick ‘use a range of fonts and colours for
variety’ as I think it’s best to stick to black and white on most
occasions.
B: Yes, it looks more professional.
b) To listen and read for specific information
* Explain the task and play the recording.
* Ss listen and read the article to see if their answers to Ex. 1a
were correct.
* Check Ss’ answers around the class.
Ex 3, p. 56
3 Aim To evaluate PPT slides SB
*Explain the task and give Ss enough time to evaluate PPT slides
in pairs.
*Monitor activity around the class, offering help if necessary.
* Ask Ss to tell the class.
Ending the lesson Ss assess each group presentation.
Additional information
Reflection
Summary evaluation
Module 4
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can present the moral of a story
challenge more able learners in a poster
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 4
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
SS can write a summary of the
challenge more able learners story in 60-80 words
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 4
Main Activities 5 Aim To expand prompts into complete sentences and to write Ex 5, p. 59
appropriate topic sentences SB
* Explain the task and give Ss time to complete it.
* Check Ss’ answers,
Suggested Answer Key
A *In the Internet era, the world is getting smaller and we should
be adapting our idea of time to fit this.
* Time zones are confusing and some countries don't follow
geographical rules.
B *It wouldn't necessarily make doing business more efficient as
people would still have to figure out what time of the day it was
in other countries.
* It would take a lot of time for people to adjust to new time.
Topic sentence A; There are a number of arguments in favour of
abolishing time zones. Topic sentence B: However, there are a
number of disadvantages to abolishing time zones that we need
to take into consideration.
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can read the summary and
challenge more able learners complete the gaps with the correct
to come up with a strategy for
preposition or particle
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 4
Play the video for Ss and elicit their comments at the end.
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can summarize a story and
challenge more able learners practise error correction
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 4
Previous CLIL
learning
Plan
Planned timings Planned activities (replace the notes below with your planned Aspect
activities) Resources
To introduce the topic of the lesson
Beginning the Setting objectives by the students and comparison with the
Lesson lesson objectives
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 4
Learning 11.4.1 - understand complex and abstract main points in extended texts on a wide
objectives range of familiar and unfamiliar general and curricular topics
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
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some 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
11.2.3 - 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
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
11.1.5 - use feedback to set personal learning objectives
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of
general and curricular 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
11.5.1 - 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
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular 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
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 5
4 Words of wisdom
*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
This quote makes a very important point about our choices in
our working lives and how they can affect our overall happiness.
It reminds us that picking a job that we enjoy will give us so
much satisfaction that work won't ever become a chore. In fact, if
we spend our lives doing the things that we love, then we won't
feel like we are working at all. It also acts as a warning to not
make a bad choice that you might regret later.
Ending the lesson • Reflection: a minute paper (IW)
Additional information
Reflection (self-assessment)
Reflection
Summary evaluation
Module 5
Main Activities 2 Aim To read for specific information (multiple matching) Ex 2, p.64 SB
* Ask Ss to read the questions and underline the key words and
then read the texts quickly and underline the parts that seem to
match the key words.
* Give Ss time to go through each question and choose which
text it best matches.
* Check Ss’ answers. Ss should justify their answers using
information from the texts.
Suggested Answer Key
1 B (... he sought investment from his family and friends ...)
2 B (... he has since started another car hire company ...)
3 A (... But! just shrug my shoulders ...)
4 C (... he set up numerous start-up comp:
5 A (... looking at the competition will cloud your vision and
mess you up ...)
6 C (... Akhmetov’s ultimate goal is to have a supermarket in
Kazakhstan that doesn’t sell any imported products...)
7 A (... Jamal was given an MBE by the Queen...)
8 C (... He believes thet, as an aspiring entrepreneur, he is very
fortunate to be from Kazakhstan...)
Ex 4, p.65 SB
3 Aim To consolidate new vocabulary through antonyms; to
explain the words in bold
* Explain the task and give Ss time to complete it.
* Check Ss’ answers.
Answer Key
Text A: refined # raw, open-minded # narrow-minded
Text B: order # chaos, loss # profit
Text C: conventional # innovative, inferior # superior
Speaking P 65 SB
Aim To personalise and expand on the topic
*Explain the task and give Ss time to discuss in pairs which
person from the text impressed them most and why.
* Monitor activity around the class.
*Ask various Ss to tell the class.
Suggested Answer Key
A: Maulen Akhmetov impressed me the most. He’s so young and
he’s already set up numerous start-up businesses that are
focused on helping people and the environment. Who did you
find the most impressive?
B: I like Jamal Edwards because he does what he wants and
doesn't care what other people think. I think confidence is a
great quality to have as an entrepreneur. Also, I believe it’s
really important that he's following his own dream rather than
focusing on the competition.
Ending the lesson • Fill in the table what SS have learned at the lesson
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
challenge more able learners necessary
to come up with a strategy for
effectively recording different assessment criteria:
types of vocabulary presented
in this lesson Pupils can present the information
about Oscar Wilde according to the
read text
Reflection
Summary evaluation
Module 5
Learning 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
objectives which is spelt accurately
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
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.3.5 - - interact with peers to make hypotheses and evaluate alternative proposals on
a range of familiar and some unfamiliar 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
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
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
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives
and verbs on a wide range of general and curricular topics
Lesson All learners will be able to
objectives use some language from the module to express views and pose some relevant
activity accurately
Ex 3, p. 66
3 Aim To practise prepositions
SB
* Explain the task and give Ss time to fill in the gaps with the
correct item.
* Check Ss' answers.
Answer Key 1 together 2 off 3 down 4 from 5 up
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
Pupils can assess each group
challenge more able learners presentation using causes of
to come up with a strategy for
purpose
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 5
*Play the video for Ss and elicit their comments at the end.
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
challenge more able learners necessary
to come up with a strategy for
effectively recording different assessment criteria:
types of vocabulary presented
in this lesson Pupils can make Vein’s diagram to
compare types of fiction in
creativity of Oscar Wilde and Jules
Verne
Reflection
Summary evaluation
Module 5
b) To practise intensifiers
*Explain the task and give Ss time to choose the correct word.
Remind Ss to give reasons for their answers.
* Check Ss’ answers.
Answer Key
1 very (greatly goes with verbs and participles).
2 particularly (means the same as very).
3 really (very does not go with strong adjectives).
4 completely (very does not go with strong adjectives)
5 bitterly (collocation)
6 extremely (utterly goes with strong adjectives)
7 absolute (absolute with nouns while really does not)
8 greatly (greatly goes with verbs while extremely goes with
adjectives)
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
Pupils can assess each group
challenge more able learners presentation using clauses of
to come up with a strategy for
concession
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 5
Learning 11.1.1 - use speaking and listening skills to solve problems creatively and
objectives cooperatively in groups
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
11.4.8 - select and evaluate paper and digital reference resources to check meaning
and extend understanding
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
11.3.3 - 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
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar general and curricular topics
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
Ex 4, p.70 SB
4 Aim To expand on the topic through discussion
* Explain the task and give Ss time to discuss, in pairs, how
these technological developments are pushing boundaries.
* Monitor the activity around the class.
* Ask various Ss to tell the class.
Suggested Answer Key:
A: I think the developments in the texts are pushing boundaries
in amazing ways. Motion sensor technology is giving us freedom
and new choices how we interact with computers.
B: Definitely. Also, smart bandages are taking treatments in
medicine to incredible new levels while smart homes offer total
comfort and predict our needs.
A: Last but not least, nanotechnology is sending science in
fascinating new directions.
Ex 5, p. 70
5 Aim ICT To expand on the topic and develop research skills SB
* Explain the task and give Ss time to use the Internet (if
available) to find information about technological developments
in education.
* Ask Ss to take notes and give a presentation to the class about
what they found out.
* Alternatively, assign the task as HW and ask Ss to give their
presentations in the next lesson.
Ending the lesson Group work: Presentations
Additional information
Reflection
Summary evaluation
Module 5
Learning 11.1.1 - use speaking and listening skills to solve problems creatively and
objectives cooperatively in groups
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
11.1.6 - organize and present information clearly to others
11.1.4 - evaluate and respond constructively to feedback from others
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of general and curricular 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
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
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses
on a wide range of general and curricular topics
11.6.14 - 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
11.3.4 - 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
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar 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
11.3.3 - explain and justify own and others’ point of view on a range of general and
curricular topics, including some unfamiliar topics
11.2.2 - 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
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
11.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
Most learners will be able to
identify most specific information and some key ideas from the text and use a range
of target vocabulary to recount some main points from the story
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
SS can write a summary of the
challenge more able learners story in 60-80 words
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 5
Learning 11.5.6 - write coherently at text level using a variety of connectors on a wide range of
objectives familiar 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
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
Additional information
Differentiation Assessment Cross-curricular links
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can read the summary and
challenge more able learners complete the gaps with the correct
to come up with a strategy for
preposition or particle
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 5
Learning 11.5.1 - plan, write, edit and proofread work at text level independently on a wide
objectives range of general and curricular topics
11.5.3 - write with grammatical accuracy 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
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
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
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.5.8 - communicate and respond to news and feelings in correspondence through a
variety of functions on a wide range of general and curricular topics
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can summarize a story and
challenge more able learners practise error correction
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 5
Main Activities 1 Aim To introduce the topic; to listen and read for gist Ex 1, p. 74
* Read the rubric aloud, ask Ss to look at the title and the SB
subheadings and elicit guesses from Ss about what they think the
text might be about.
* Give Ss time to listen and read the text to find the answer to the
question,
* Check Ss' answers around the class.
Suggested Answer Key
I think the text is about ways of standing out from the crowd
when applying for jobs, Job seekers can stand out from the
crowd when job hunting by grabbing the employer's attention,
proving themselves, being marketing savvy and having a good
attitude.
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 5
Previous CLIL
learning
Plan
Planned timings Planned activities (replace the notes below with your planned Aspect
activities) Resources
1 Aim To listen and read for specific information Ex 1, p. 74
Beginning the * Read out the rubric and elicit from Ss what they know, if SB
Lesson anything, about Tim Berners-Lee and how he's related to the
World Wide Web.
*Play the recording. Ss listen and read to answer the question.
*Check Ss’ answers.
* Play the video for Ss and elicit their comments at the end.
Main Activities 2 Aim To personalise and expand on the topic; to write a short Ex 2, p. 74
text SB
* Read the rubric and ask Ss to collect information and write a
short text about an important person in their country related to
technology.
*Check Ss’ answers,
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 5
Learning 11.4.2 - understand specific information and detail in extended texts on a wide range
objectives of familiar and unfamiliar general and curricular topics
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
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of familiar and some unfamiliar 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
11.2.2 - 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
11.2.5 - 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
11.5.1 - plan, write, edit and proofread work at text level independently 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
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
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
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
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly
Most learners will be able to
use a range of new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly
Some learners will be able to
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Assessment Ss can read for specific information, revise situational language, listen for specific
criteria information, practice vocabulary and grammar structures from the module, write a
letter to the Director of Studies.
Previous Culture spot, Summative Assessment for the Unit
learning
Plan
Planned timings Planned activities (replace the notes below with your planned Aspect
activities) Resources
To introduce the topic of the lesson
Beginning the Setting objectives by the students and comparison with the
Lesson lesson objectives
Main Activities 1 Aim To read for specific information (multiple choice) Ex 1, p. 75
* Ask Ss to read questions 1-5 and the possible answers. SB
* Then give Ss time to read the text and choose the correct
answers,
* Check Ss’ answers. Ask Ss to justify their answers.
Answer Key
1 A (“One woman who knows this better than most is famed
animal psychologist, Dr Irene Pepperberg.’)
2 D (“Pepperberg happened to see a documentary about animal
intelligence:’)
3 B (“Pepperberg |...) purchased a one-year-old African Grey
parrot with the idea of studying him.)
4 C (‘Alex didn't just imitate human speech as pet parrots often
do. He comprehended what he said.)
5 C (“Pepperberg believed [...) giving birds unrelated rewards
(e.g. a food treat) when they learnt to do something correctly
simply caused confusion.")
* Play the video for Ss and elicit their comments at the end.
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 6
Learning 11.2.1 - understand the main points in unsupported extended talk on a wide range of
objectives 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
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
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
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
Lesson All learners will be able to
objectives identify some specific information and key ideas in texts and use some target
language to express views and comment on some views of others with support
Words of wisdom
* Direct Ss’ attention to the quotation and ask Ss to discuss what
it means with and give their opinion on it,
* Ask various Ss to tell the class.
Suggested Answer Key
In this quote, Einstein is saying that we have caused the world to
be as it is because y we think, and by this I think he means our
values, desires and goals. So, if we want to change the world, we
have to change these things about ourselves, which would
certainly not be easy. I suppose an example of this would be the
fact that almost everyone would prefer clean air and water and
would agree that we should eliminate pollution, yet people also
want new clothes and gadgets and all sorts of things that create
this pollution. I think the point of the quote is that we might need
to examine our personal choices more closely; we should
educate ourselves so that we are fully aware of consequences of
the choices that we make, and then take responsibility for them.
Additional information
Reflection (self-assessment)
Reflection
Summary evaluation
Module 6
Ex 5, p. 79
5 Aim To understand expressions in context . SB
* Explain the task to read the text again and fill in the missing
words.
* Check Ss’ answers ani it the meaning of the expressions,
* Give Ss time to write sentences using each phrase and then ask
various Ss to read their sentences to the class,
Answer Key
1 Come and go = fo appear and then disappear again
2 Take the world by storm = become popular or successful very
quickly
3 The real beauty of something = the most appealing or useful
feature of something
4 Open new doors = to create new opportunities
Ex 6, P 79 SB
6 Aim To answer comprehension questions on a text
* Ss listen and read and then write answers to the questions in
their own words. Remind Ss not to copy information directly
from the text.
* Check Ss’ answers.
Suggested AnswerKey
1 Gamification is fective because it provides an incentive for
doing certain tasks by offering rewards for performing them. 2 It
encourages people to study, helps reduce speeding, promotes
recycling and encourages people to exercise regularly.
3 athe author refers to gamification as a social tool because it
can be used to change people's social behaviour and help them
to improve themselves.
4 The author's overall attitude towards gamification is positive
and enthusiastic.
Speaking P, 79 SB
Aim To expand on the topic and develop research skills
* Explain the task and give Ss time do some research and discuss
with a partner.
* Monitor the activity, then ask various Ss to tell the class how
they would gamify their classroom.
Suggested Answer Key
A: Using gamification as an addition to conventional learning
would work really well. Students would be more motivated to
listen in class if they knew they had a gamified quiz or test at the
end of each lesson.
B: That's true. I also think gamification could be an effective way
of mapping out a whole course so that students can see their own
progression as they complete modules and progress checks. etc.
Ending the lesson • Fill in the table what SS have learned at the lesson
Additional information
Reflection
Summary evaluation
Module 6
Ending the lesson Ss assess make up their own sentences using new vocabulary.
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
challenge more able learners Pupils can assess each group
to come up with a strategy for presentation using causes of
effectively recording different
purpose
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 6
Learning 11.6.15 - use a growing variety of more complex conjunctions to express condition
objectives concession. and contrast on a wide range of 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
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
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
Most learners will be able to
identify most specific information and some key ideas from the text and use a range
of target vocabulary to recount some main points from the story
Some learners will be able to
identify all specific information and most key ideas in texts and use a range of
target language to express views and comment on views of others with little
support
Assessment Pupils can practice and use conditionals, wishes/preferences
criteria
Previous Vocabulary
learning
Plan
Planned timings Planned activities (replace the notes below with your planned Aspect
activities) Resources
1 Aim To present conditionals
Beginning the * Explain to Ss that we use conditional tenses to talk about things Ex 1, p.82 SB
Lesson that might happen, might have happened, and that we wish
would happen. Conditional sentences usually include the word if.
Write on the board: Type 0, Type 1, Type 2, Type 3, mixed
conditional, and elicit examples of each and how you form them
(e.g. Type 0 = if/when + present simple - present simple, If you
heat water it boils; Type 1 = if + any present form — future
simple OR imperative OR can/must/may + bare infinitive, If you
want to come to the concert, I will book a ticket for you; Type 2
= if + past simple/past continuous > would/could/might/should +
present bare infinitive, If we were walking to school, we would
leave earlier in the morning; Type 3 = if + past perfect/past
perfect continuous = would/could/might/should + perfect bare
infinitive, If I hadn't lost my mobile phone, I could have called
you; mixed conditional = any combination of types, If he had
bought the car, we could drive there). *Write on the board: If he
had bought the car, we could drive there and Had he bought the
car, we could drive there. Explain that if there is should, were or
had in the if-clause, the subject and auxiliary verb can be
inverted and if can be omitted. Refer Ss to the Grammar
Reference section for more information.
Answer Key
1 spreads (Type 0 - a general truth)
2 take (Type 0 - a general truth)
3 could/might even end up (Type 1 – probable situation in the
future)
4 were not/weren't (type 2 — unreal situation, contrary to facts
in the present)
5 will probably find (mixed – Type 2/Type 1)
6 had I told (Type 3 - unreal situation, contrary to the facts in the
past)
Question 5 is a mixed conditional.
Question 6 is an inverted conditional.
* Play the video for Ss and elicit their comments at the end.
Main Activities 2 a) Aim To practise conditionals Ex 2, p.82 SB
* Explain the task and give Ss time to complete it.
* Check Ss’answers.
Answer Key
1 a 2b 3 a
b) Aim To practise inversion in if-clauses
* Explain the task and give Ss time to complete it. Refer Ss to
the Grammar Reference section for more information.
* Check Ss’ answers.
Answer Key
1 Were I you, I wouldn't get a tablet with facial recognition
software.
2 Should you go to the electronics fair, could you get me a
programme about the exhibits?
3 Had buildings in the neighborhood stayed the same, the local
community wouldn't have lost so much of its character. 4 Were
I more outgoing, I’d work overseas for a multinational company.
5 Should I see Dilnaz, shall I tell her to call you?
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning check pronunciation of new words
and reinforce with drilling where
challenge more able learners necessary
to come up with a strategy for
effectively recording different assessment criteria:
types of vocabulary presented
in this lesson Pupils can make Vein’s diagram to
compare types of fiction in
creativity of Oscar Wilde and Jules
Verne
Reflection
Summary evaluation
Module 6
Short-term plan School
Module 6 Lesson 5: “Social Change and
Further Study”
Date: Teacher name:
Grade: 11 Number present: absent:
Theme of the lesson: Analysing Academic
Language p.83
Learning 11.6.15 - use a growing variety of more complex conjunctions to express condition
objectives concession. and contrast on a wide range of 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
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
Lesson All learners will be able to
objectives use some language from the module to express views and pose some relevant
activity accurately
Most learners will be able to
use a range of language from the module to express views and pose a range of
relevant activity accurately
Some learners will be able to
use a wide range of language from the module to express views and pose a range of
relevant activity accurately
Assessment Pupils can practice and use appropriately Wishes/Preference, learn/revise and
criteria practice the unreal past
Previous Use of English
learning
Plan
Planned timings Planned activities (replace the notes below with your planned Aspect
activities) Resources
4 a) Aim To present other phrases with hypothetical meaning * Ex 4, p.83 SB
Beginning the Draw Ss' attention to the highlighted phrase in the text in Ex. 1.
Lesson Read out the rubric and ask Ss what it has replaced. Elicit any
other phrases Ss know that can be used in this way and write
them on the board. Ask Ss to check in the Grammar Reference
section.
* Elicit any other phrases that Ss have found in the Grammar
Reference section and write them on the board (e.g. so long as,
even if, only if, given that, assuming that, suppose that, when,
since, even though, in case, but for, etc).
Answer Key The highlighted phrase has replaced the word if.
Main Activities b) Aim To join sentences using other phrases with hypothetical Ex 2, p.56 SB
meaning
* Explain the task and give Ss time to complete it.
* Check Ss’ answers around the class.
Answer Key
1 People can adapt to change on condition that they remain
flexible and open minded.
2 You've settled into your new position very well given that
you've faced lots of problems.
3 But for receiving a scholarship, I wouldn't have studied
computer science.
4 Suppose (that) contactless debit cards become the norm, would
cash stop being produced?
Ex 5, p. 83
5 a) Aim To present wishes/preference
SB
* Read out the sentence taken from the text in the rubric. Elicit
from Ss what the word wasn’t expresses.
* Ask Ss to work in pairs and think of their constructions with
wish.
*Monitor the activity. Elicit answers from Ss around the class
and write them on the board.
Answer key:
The word wasn’t expresses the wish that smth was not the case
(but in reality it is). Other constructions with wish:
*I wish/if only + past simple/past continuous = we would like sth
to be different about a present situation
* I wish/if only + could + bare infinitive = to express regret in
the present about a lack of ability
* I wish/if only + past perfect = to express regret, about sth
which happened/didn't happen in the past
*I wish/if only + subject + would + bare infinitive = to express
a polite imperative OR a desire for a situation or behaviour to
change
*I wish + to-infinitive = formal expression to express what smb
wants
b) Aim To practise wishes
*Explain the task and give Ss time to write sentences.
*Check Ss’ answers.
Answer Key
1 I wish (that) I had told my friend about the documentary on
robotics yesterday.
2 I wish I could design websites using HTML.
3 I wish I had done well at IT at school so I could study
computing at college.
4 I wish my MP3 player had more battery life and didn't keep
dying after a few hours . /I wish my MP3 player wouldn't keep
dying after a few hours.
c) Aim To consolidate grammar forms through personalisation
* Read out the rubric.
* Elicit answers from Ss around the class.
6 Aim To present and practise expressing preference
Ex 6, p.83 SB
*Draw Ss’ attention to the underlined phrase in the text and elicit
what it expresses. Ask Ss to think of another example of a word
or phrase that can be used to express preference. *Check Ss’
answers and refer them to the Grammar reference section for
more information, Then give Ss time to complete the task. Check
Ss’ answers.
Answer Key
The words had better express strong/urgent advice in the
present. Other ways of expressing preference: would rather,
would sooner, would prefer, would just as soon, etc.
1 cycling 2 recharge 3to live 4 didn’t upgrate
Ex 7, p. 83
7 Aim To present and practise the unreal past SB
* Write on the board: It would be easier to set up your modem if
you read the instructions first. If only I could afford the latest
smartphone! and If only my phone hadn't been stolen, I wouldn't
have lost all my phone numbers. Imagine you had bought that
laptop, What would you have used it for? Ask Ss when each of
the sentences are taking place (i.e. the first two are in the present
and the second two are in the past) and what tenses the verbs are
(the first two are past simple and the second two are past
perfect). Explain to Ss that we can use the past simple to talk
about imaginary/unreal/impossible things in the present and we
can use the past perfect to talk about
imaginary/unreal/impossible things in the past. Refer Ss to the
Grammar Reference section for more information,
* Explain the task and give Ss time to complete it.
* Check Ss’ answers.
Answer Key
1 intervened — present
2 had taken - past
3 were - present
4 lost – present
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [world literature]
checking and group activity
with supportive questioning assessment criteria:
Pupils can assess each group
challenge more able learners presentation using clauses of
to come up with a strategy for
concession
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 6
Additional information
Reflection
Summary evaluation
Module 6
Additional information
Reflection
Summary evaluation
Module 6
Learning 11.5.6 - write coherently at text level using a variety of connectors on a wide range of
objectives familiar 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
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics
Lesson All learners will be able to
objectives identify some specific information and key ideas from the text and use some target
vocabulary to recount some main points from the story
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can read the summary and
challenge more able learners complete the gaps with the correct
to come up with a strategy for
preposition or particle
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 6
Learning 11.5.6 - write coherently at text level using a variety of connectors on a wide range of
objectives familiar 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
11.3.6 - navigate talk and modify language through paraphrase and correction in talk
on a wide range of familiar and some unfamiliar general and curricular topics
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
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
11.5.1 - plan, write, edit and proofread work at text level independently 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
11.5.3 - write with grammatical accuracy on a wide range of general and curricular
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
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
11.5.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can summarize a story and
challenge more able learners practise error correction
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 6
Previous Writing
learning
Plan
Planned timings Planned activities (replace the notes below with your planned Aspect
activities) Resources
1 Aim To introduce the topic; to listen and read for specific Ex 1, p.88 SB
Beginning the information
Lesson * Ask Ss to read the title and the first paragraph of the text.
* Elicit from Ss around the class some ways that successful
entrepreneurs have achieved success.
* Play the recording. Ss listen and read to find out.
* Check Ss' answers around the class.
Suggested Answer Key
I think successful entrepreneurs have achieved success by
learning from others, trying to be unique, being passionate and
not being afraid to make mistakes.
Main Activities 2 Aim To read for specific information Ex 2, p. 88
* Give Ss time to read the article again and decide which of the SB
statements are true. Remind Ss’ to justify their answers. Check
their’ answers.
Answer Key
1 T (“read as much as you can about successful businesses and
entrepreneurs.”)
2 T (“Find people with the skills and attitudes that support the
culture of your company ... Work with professionals who share
your passion")
3 F (“Delegate tasks and allow your employees the space and
autonomy to work ...")
4 F (“Small successes and steady progress will eventually lead to
big results.”)
5 F (“don't be afraid of change ... you must be able to continually
adapt”)
* Refer Ss to the Check these words box and ask Ss to find them
in the text and guess their meanings from the context.
* Give Ss time to check the meanings of the in a dictionary or the
Word List.
Suggested Answer Key
solo (adj): alone; unaccompanied
over-saturated (adj): full of people, products or ideas
niche (n): a specific part of a market
burn out (phr): to become exhausted because of too much work
delegate (v): to assign jobs, duties and responsibilities tom other
people
complacent (adj): feeling satisfied and like you do not need to
make any effort
go with the flow (phr): to be relaxed and accept things as they
are
calculated risk (n): a chance taken after carefully considering
all possible outcomes
* Play the video for Ss and elicit their comments at the end.
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 6
Previous CLIL
learning
Plan
Planned timings Planned activities (replace the notes below with your planned Aspect
activities) Resources
1 Aim To introduce the topic Ex 1, p. 88
Beginning the * Read the rubric aloud and elicit answers from Ssaround the SB (Culture
Lesson class. Spot)
* Play the recording. Ss listen and read to find out.
* Check Ss' answers around the class.
Suggested Answer Key
GiveMe Tap is a non-profit scheme that encourages people to
drink tap water instead of buying plastic bottles.
*Play the video for Ss and elicit their comments at the end,.
Main Activities 2 Aim ICT To personalise the topic; to develop research skills Ex 2, p. 88
* Explain the task and give Ss time to collect information online SB (Culture
and write a paragraph about a company in their country that aims Spot)
to make the world a better place.
* Check Ss’ answers.
* Alternatively, assign the task as HW and check Ss’ answers in
the next lesson.
Suggested Answer Key
Eco Poof is a Kazakh start-up company that makes ottomans
from recycled materials, such as plastic bottles and cardboard.
Timur Korobeinikov, the head of the company, says that one of
Eco Poof's main aims is to change society's attitude towards
rubbish in Kazakhstan. They are trying to achieve this by
combining recycling with the creation of useful items.
Ending the lesson
Additional information
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 6
Learning 11.4.2 - understand specific information and detail in extended texts on a wide range
objectives of familiar and unfamiliar general and curricular topics
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
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar
and unfamiliar general and curricular topics
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
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a
range of familiar and some unfamiliar general and curricular topics
11.2.7 - 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
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
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
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide
variety of written genres on general and curricular topics
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
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of 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
Lesson All learners will be able to
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly
prompt less able learners to Through questioning, observation cross curricular links:
engage in whole class and praising words languages [Kazakh
checking and group activity literature]
with supportive questioning assessment criteria:
Ss can personalise the topic
challenge more able learners
to come up with a strategy for
effectively recording different
types of vocabulary presented
in this lesson
Reflection
Summary evaluation
Module 7
Plan
2. To introduce the topic ;to read for gist Ex. 1, p.91 Ex. 1 Answer
Key
Read the different genres aloud
1 E. 2 B. 3 F. 4
and elicit from Ss what kind of
fiction they think each one C.
represents ( e.g. What kind of 5 А. 6 D.
Middle of the lesson characters would you expect to fantasy: an
find in a fantasy novel ? What imaginative
kind of plot do adventure novels kind of fiction
usually follow ? ) . that involves
supernatural
Explain the meaning of any
events or
unknown genres or ask Ss to look characters
them up in their dictionaries . horror: a kind
of fiction that
Give Ss time to read the extracts
and match them to the genres might involve
violence and is
Ask Ss to justify and compare intended to
their answers in groups . frighten
Check Ss' answers around the readers
class . drama: a
Ex. 2, p. 91 serious kind of
3. To expand on the topic Ask Ss to work fiction that
in groups to match the extracts with focuses
the books. heavily on
Remind Ss to justify their answers. character
Ask Ss to use the Internet to check development
their own answers. and often
Ask Ss if they have read or heard involves a
of any of the books and elicit conflict or
discussion around the class. contrast of
some kind
romance: a
kind of fiction
in which the
characters fall
in love or have
a romantic
relationship
science
fiction: an
imaginative
kind of fiction
that often
involves
scientific and
futuristic
themes
adventure: a
kind of fiction
that typically
involves a lot
of action,
exploration
and travel
Ex 2 Answer
Key
1 D. 2 C. 3 B. 4
E. 5 A. 6 F.
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monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
Reflection Answer the most relevant questions from the box on the left
about your lesson.
Were the lesson objectives/learning
objectives realistic?
Plan
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Reflection Answer the most relevant questions from the box on the left
about your lesson.
Were the lesson objectives/learning
objectives realistic?
Plan
Answer Key
motionless (adj):
not moving; still
tangible (adj): real;
able to be touched
or understood in a
definite way
elemental (adj):
basic; primitive
divest (v): to strip;
to take away
superfluous (adj):
more than is
necessary; excessive
axiomatic (adj):
self-evident; not
requiring proof
truism (n): an
obvious truth
ferment (n): any of
a group of living
organisms, like
yeast or mould, that
causes fermentation
(a chemical change
such as when yeast
converts sugar into
alcohol). go begging
(phr): to be
available for use
because of being
unwanted or in
excess
Ending the lesson Give Ss time to check the meanings of the Home-task:
words in a dictionary or the Word List. WB&GB
Page 41 ex.5-6
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more support? How do you plan to planning to check learners’ Health and safety check
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monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Reflection Answer the most relevant questions from the box on the left
about your lesson.
Were the lesson objectives/learning
objectives realistic?
Plan
Planned timings Planned activities Resources Teacher
Notes
Beginning the lesson 1. To fill in the graphic organiser Ex. 6, p. Answe Key
based (e 9 on the extracts 94 a)
Explain the task and give Characters column :
Ss time to read the extract Van Wayden (narrator)
again and fill in the graphic Wolf Larsen
organiser.
Main Event(s)
Check Ss' answers around column: The
the class. characters discuss the
Middle of the lesson value of life.
Conflict column: Van
Wayden believes that
life is sacred while
Wolf Larsen believes
that life is cheap.
Ex. 9, p. 95
b)
Suggested Answer
Key
1. I associate power,
danger,
unpredictability and
mystery with the word
'sea! As for the word
'wolf, I'd associate it
with the wild, hunting,
fierceness and
survival. 2. I think the
name 'sea wolf
accurately describes
Wolf Larsen's
character because he
can be fierce like the
wolf and brutal like the
sea. He's also
independent and
Ex. 10, p. courageous, quite
95 unpredictable,
mysterious and deeply
intelligent. 3. I think
Jack London decided
8. To listen and read for specific
information; to analyse the to name the book The
characters of a novel Sea Wolf because the
most interesting and
Explain the task and give
Ss time to read the important character in
extract in Ex. 3 again. the book is Wolf
Larsen. The nickname
Play the recording. Ss
listen and make notes. 'The Sea Wolf' carries
a lot more associations
Ask Ss to use words from than Larsen's real
the phrase bank to fill in
the diagram and check name and reveals a lot
their answers. about the kind of man
Ex. 11, p. he is. 4. If I could
95 choose a different title
for the book it would
be The Nature of Man
9. To discuss the opinion of the because I think this is
writer; to explain the words the book's central
in bold
theme. Throughout the
Explain the task and give novel, London urges
Ss time to read the essay the reader to question
and discuss the opinion of
the writer in groups. whether man is
fundamentally a
Ask Ss to explain the primitive being no
words in bold. Check Ss' different from an
answers.
animal.
Answer Key
Van Weyden: thinks
that people have
immortal souls;
gradually becomes
stronger cares for
others; treats others
well main character
Larsen: violent;
informally schooled;
dedicated to pleasure
Ex. 12, p. and surviva;l believes
95 that human lives are
unimportant; an
individualist; hurts and
kills people for no
reason; never grows or
10. To write a character analysis changes; cares for no
essay one
Both: intellectual
Explain the task and
give Ss time to write their
essays. Refer Ss to Ex. 11 Suggested Answer
as a model. Key
A: While the writer
admits that Wolf
Larsen is a strong
character, he believes
that Humphrey Van
Weyden is the story's
true protagonist.
B: Yes, I think the
writer feels this way
because Larsen doesn't
change his philosophy
on life over the course
of the story.
C: That's true. Such a
cynical character could
never be the hero of
the story. But he's still
very important because
of the effect he has on
Van Weyden. A
protagonist is the
leading character or
hero of a literary work.
An antagonist is a
character who is
opposed to or struggles
against the hero or
protagonist in a literary
work.
Suggested Answer
Key
The narrator of Jack
London's The Sea
Wolf is Humphrey
Van Weyden, a
gentleman and a
writer. Some critics
have argued that
although Van Weyden
narrates the story, the
protagonist is actually
Wolf Larsen.
Personally, I believe
that the novel's true
protagonist is Van
Weyden because he is
the one who undergoes
a transformation etc.
Ending the lesson Check Ss' answers. Home-task:
Alternatively, assign the task Revise the material
as HW and check Ss answers
in the next lesson. of Units 5, 6, 7
&GB
Page 41 ex.7-8
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monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Reflection Answer the most relevant questions from the box on the left
about your lesson.
Were the lesson objectives/learning
objectives realistic?
Plan
Additional information
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 7
Plan
Suggested
Answer Key
A: I found the
film to be very
different to the
book. For one
thing, the
structure of the
plot has been
drastically
changed. B:
That's true, but
in general I
think that's the
case for most
adaptations.
Ex.16 p.96 Films are much
shorter than
books, so a
certain amount
of the original
plot is always
cut or altered.
C: The thing
that surprised
5. To write a film review me the most
was the actor
Explain the task and give Ss they chose to
time to watch the film and
write their film reviews play Wolf
(individually or in groups). Larsen. In the
book he's a tall
Invite several students to read
their reviews to the class. Scandinavian
with brute
strength,
whereas in the
film he is
played by a
relatively short
man. He's not
at all how I
imagined him
to be. etc.
Suggested
Answer Key :
The Sea Wolf
an adventure
film released
by Warner
Brother's in
1941, is an
adaptation of
Jack London's
novel of the
same name that
was published
in 1904. The
film was
written by
Robert Rossen
and directed by
Michael Curtiz.
There have
been many film
adaptations of
this novel over
the years, but
in my opinion,
this is by far
the most
impressive.
While the film
bears little
resemblance to
the book on
which it is
based, it is an
excellent
production in
its own right
etc.
Ending the lesson Check Ss’ answers around the class. Do corrections
Students give their own examples.
Additional information
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more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Reflection Answer the most relevant
Were the lesson objectives/learning questions from the box on the
objectives realistic? left about your lesson.
Did I stick to timings?
What changes did I make from my plan
and why?
Module 8
Previous learning
Plan
Suggested
Answer Key
A: In my
opinion, all
of the
activities in
the list are a
form of self-
expression
B: I agree.
Ex.4 p.97 After all,
everyone’s
different and
we all find
different
ways of
6. To expand on the topic through discussion expressing
ourselves. A:
• Read the rubric aloud and discuss as a
Exactly.
class.
Some people
• Elicit discussion from Ss using the prompts are more
(e.g. How does self-expression help us to visual and
achieve balance in our lives? Why can
like painting
various forms of self-expression allow people
to reflect their individuality? How does self- or
expression help to make us more self-aware? photography
, while
etc.) others prefer
physical
Optional extension: Ask Ss how they express
themselves and say what they enjoy about it.
things such
as dancing or
Play the video for Ss and elicit their playing
comments at the end sports. B:
That’s
true.There
are so many
different
ways to be
creative.Pers
onally,I love
cooking and
writing
stories. A: I
love cooking
too. I also
write a blog
and I enjoy
knitting.
Suggested
Answer Key
A: I think
self-
expression
helps us to
achieve
balance in
our lives
because it
helps us to
relax in our
free time.
People often
lead stressful
lives and
doing
something
creative is a
form of
release. B:
Also, it
allows
people to
express
themselves
freely
through
various
mediums
which reflect
their own
individual
styles.
Everyone
expresses
themselves
differently.
C: I think
self-
expression
makes us
more self-
aware
because
being
creative
involves
looking
inside
yourself and
considering
how you feel
about things.
It also makes
us realise
that our own
perspective
is just one of
many etc
Ending the lesson Give Ss time to read the quotation and Home-task:
discuss in pairs what they think it means. SB Page 97
Ask various Ss to tell the class. Prepare a
presentation about
Self- Expression
Additional information
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monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Reflection Answer the most relevant questions from the box on the left
about your lesson.
Were the lesson objectives/learning
objectives realistic?
Plan
Answer Key
1 F (‘because
of the lasting
power of her
unique and
enigmatic
smile.’)
2 DS (no
mention of
specific
scientific
disciplines, so
we don’t know
how many are
involved) 3 DS
(no mention of
when exactly
blind babies
start smiling) 4
T (‘fear or
readiness to
attack ... a sign
of
nonaggression
’)
5 F (The polite
Ex.5 a) p.99 ‘social smile’
5. To consolidate new vocabulary
through synonymous words […] is not as
• Explain the task and give Ss time to sincere as the
find the synonyms in the text. smile that also
• Elicit answers from various Ss engages the
around the class. muscles
around the
eye area.”)
6 C (“the
Duchenne
smile [is]
named after
Ex.5 b) p.99 the scientist
6. To explain the meaning of phrases/ who first
idioms from the text
recognised the
• Ss work in pairs to check their difference”)
dictionaries and explain the 7 C (“It
underlined phrases. increases the
• Ask various Ss to give their answers
level of
to the class.
dopamine”)
8 A (“Darwin
[…] suggested
[…] is
pleasureinduci
ng in and of
itself.”)
9 displays;
therapeutic
10
mischievous;
sincere
• Refer Ss to the Check these words
box and ask Ss to find them in the text
Answer Key
and guess their meanings from the
context. impact:
• Give Ss time to check the meanings influence
of the words in a dictionary or the unique = one-
Word List. of-a-kind
evolution =
development
Primates =
apes distinct =
different
sincerity =
genuineness
regardless =
irrespective
essential =
vital
Suggested
Answer Key
Something
that lifts our
spirits makes
us feel happier
or better than
we did before.
In and of itself
means alone,
without
anything else
being
required. Grin
and bear it
means to put
up with
something you
don’t
like,rather
than complain
about it
Suggested
Answer Key
Play the video for Ss and elicit their
enigmatic
comments at the end.
(adj):
mysterious
Ex.6 a) p.99
7. To consolidate what has been mischievous
learned • Explain the task and read smirk (phr): a
out the three questions little smile
• Elicit answers from various Ss that suggests a
around the class.
person has
done
something
playful or
naughty
beaming grin
(phr): a broad
happy smile
womb (n): the
organ of a
female’s body
where a baby
grows until it
is born reflex
(n): a natural
response to a
physical effect
non-
aggression (n):
non forceful or
hostile
behaviour
engage (v): to
use (a muscle
to do sth)
therapeutic
(adj): healing;
curative
Ex.6 b) p.99 dopamine (n):
8. To expand on the topic; to develop a body
research skills chemical that
• Ask Ss to use the Internet to collect creates a
more information to answer their
sense of
questions about smiling.
• Give Ss time to research the topic pleasure
and write about it and then ask endorphin (n):
various Ss to tell the class what they a body
have learnt. chemical that
• Alternatively, assign the task as HW relieves pain
and ask Ss to tell the class in the next
mere (adj):
lesson.
only, simply
pleasure-
inducing (adj):
that brings a
feeling of
enjoyment
transformative
(adj): bringing
about changes
for the better
infectious
(adj):
spreading
quickly
Suggested
Answer Key
Before I read
the article, I
had heard that
there were
two different
Listening & kinds of
Speaking p.99 smiles. I knew
9. To listen and read for specific
information; to discuss information the ones that
from a text involved the
• Play the recording of the text once. eye muscles
• Give Ss time to discuss the topic in were more
pairs.
sincere, but I
• Ask various Ss to tell their ideas to
the class. didn’t know it
was called a
Duchenne
smile. I also
knew that
smiling when
you don’t feel
happy can
actually make
you feel
happier.
Something
new that I
learned from
the text is that
babies smile
as a reflex
before they
10. To write a summary of the text are born. I also
• Explain the task and give Ss time to didn’t know
write a summary. that smiles
• Ask various Ss to read their originated in
paragraph to the rest of the class. primates. I
• Alternatively, you can assign the task
would like to
as H/W.
know more
about how
many muscles
a smile can
use.
Suggested
Answer Key
In my
research I
found out that
a smile can
use from 3 to
53 different
facial muscles!
I also found
out that
women tend
to smile more
than men.A
scientific study
observed
almost 2000
people
between the
ages of 16 and
82 as they
watched video
advertisement
s.The viewers’
facial
expressions
were recorded
and then
analysed.The
women smiled
26% of the
time while the
men smiled
19.7% of the
time. While
it’s not certain
why women
smile more
than men,
some
scientists have
suggested that
it’s because
women are
able to
empathise
with other
people’s
emotions
better,
Suggested
Answer Key
A: The text
discusses
some very
interesting
points about
smiling. For
me, the most
beneficial
thing about
smiling is the
therapeutic
effects that it
has on the
body. B: I
totally agree! I
knew it felt
good but I
never realised
that it lowers
blood pressure
and increases
the level of
dopamine.The
se are all very
helpful, but I
think that the
biggest benefit
is actually how
smiling can
help others
feel
Suggested
Answer Key
Everyone
would agree
with the idea
that smiling
captures our
imaginations.
But why do we
smile? The
author of the
text explained
that we smile
when we feel
happiness or
want to
interact
socially.The
act of smiling
goes far back
into our
evolutionary
history.Althou
gh it’s a simple
action, smiling
can actually be
quite
complicated
because there
are two
different kinds
of smiles with
very different
meanings. One
kind is polite
and the other,
which involves
the muscles
around the
eyes, is more
sincere and
shows
emotional
well-being.
Even so, either
kind of smile is
good for our
health.This
amazing
expression can
even make us,
and the other
people around
us, feel
happier.
Finally, the
author
encouraged us
to try smiling
the next time
we feel bad. It
just might help
us feel better.
Ending the lesson Check Ss’ answers around the class. Home-task:
Students give their own examples. WB&&GB
Pages 42-43
ex.1-6
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monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8
Plan
Suggested
Answer Key
Story: odd
one out =
charismatic
(charismatic
would better
describe a
performance)
plot: odd one
out = high-
tech (high-
tech would
better
describe
special
effects)
performance:
odd one out =
unexpected
(unexpected
would better
describe an
ending)
special
effects: odd
one out =
complex
(complex
would better
describe a
plot with
many twists
and turns)
ending: odd
one out =
absorbing
(absorbing
would better
describe a
story, the plot
or a
performance;
Ex.5 b) p.100 sth that would
6. To practise adjectives related to the topic hold the
• Give Ss time to choose the correct word. viewer’s
• Check Ss’ answers. attention, not
the ending
which is a
single event)
Ex.7 a) p.101 Positive:
7. To introduce vocabulary related to thrilling,
literature • Explain the task and give Ss time
charismatic,
to complete it.
• Check Ss’ answers around the class. gripping,
Explain/ Elicit the meanings of any unknown intriguing,
Words high-tech,
compelling,
captivating,
spectacular,
Ex.7 b) p.101 dramatic,
8. To personalise the topic breathtaking,
• Explain the task and give Ss a few minutes
absorbing,
to prepare their answers.
• Ask various Ss to tell the class. unexpected
(in some
situations),
complex (in
some
situations)
Negative:
overrated,
dull,
confusing,
unconvincing,
uninspiring,
forced,
predictable,
unexpected
(in some
situations),
complex (in
some
situations)
Answer Key
Ex.9 a) p.101 1 gripping
9. To present and practise phrasal
verbs related to the topic 2 intriguing
• Explain the task and give Ss time to 3 captivating
complete it. 4 breathtaking
• Ask Ss to check their answers in 5 predictable
Appendix I.
Ex.10 a) p.101 Answer Key
10. To practise prepositions 1 illustrated,
• Explain the task and give Ss time edited 2
to fill in the correct prepositions. depict,
• Ask Ss to check their answers in account
Appendix I
Ex.11 a) p.101 3 storytelling,
publication
11. To practise word formation 4 bestselling,
• Explain the task and give Ss time to copies
read the text and fill in the gaps with
the correct form of the words in
brackets.
Suggested
Answer Key
My latest
book is called
Lost and
Found. It is
about three
best friends
who take a
year out after
graduating
from
university in
order to travel
around
Europe.The
main
characters are
called
Tolkyn,Zhenis
and Aidar.
They have
been friends
since they
were children.
Before their
trip, none of
them had
experienced
much outside
of their small
town etc.
Answer Key
1 in 2 with 3
into
4 with
Answer Key
1 by 2 with 3
by
4 for 5 into
Answer Key
1 solution
2 originated
3 beginners
4 ambitious
5
contributions
6
performances
7 musicals
Ending the lesson Check Ss’ answers around the class. Home-task:
Students give their own examples. W&GB
Page 44 ex.1-
5
(at
Teacher’s
discretion)
Additional information
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challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8
Plan
Answer Key
1. Diversity are a street
dancing group who
made it big after
winning a TV talent
competition. OR
Diversity, who are a
street dancing group,
made it big after
winning a TV talent
competition. OR
Diversity, who made it
big after winning a TV
5. To practise clauses Ex.4 a) talent competition, are
• Explain to Ss that there are p.102 a street dancing group.
different kinds of clauses that etc.
express a number of different things 2. Every year, my
(i.e. time, purpose, concession,
friends and I go to
reason, place), and each type of
clause is introduced by a set of Glastonbury Festival,
words and phrases. Refer Ss to the which is one of the
Grammar Reference and elicit from
Ss what words can be used to most famous music
introduce each type of clause. Write festivals in the world.
them on the board. (i.e. time = 3. They usually visit
after, no sooner, before, when,
Edinburgh in August,
etc.) • Explain the task and give Ss
time to match the sentences to the when the Edinburgh
types of clauses. Festival is on. 4. Last
• Check Ss’ answers. year, I met Kairat
Nurtas, who I have
6. To identify different types of always admired.
clauses • Draw Ss’ attention to the
text in Ex. 1. Give them time to read Ex.4 b)
it again, find the clauses and decide p.102
what they are referring to.
• Check Ss’ answers.
Answer Key
A1
E2
G3
C4
7. To practise forming sentences using D5
different types of clauses F6
Ex.5 p.103
• Explain the task and refer Ss to H7
the Grammar Reference section for B8
more information.
• Give Ss time to write sentences
using the words in the brackets.
• Check Ss’ answers.
Answer Key
since first opening on
Broadway = time
clause, referring to the
period of time that the
musical has been a
success for a
wonderful evening =
clause of
purpose,referring to
the purpose of seeing
the musical
Answer Key
1 Whatever young
actors try, they find it
difficult to get a role in
Hollywood. No matter
what young actors try,
they find it difficult to
get a role in
Hollywood. Hard as
young actors try, they
find it difficult to get a
role in Hollywood.
2 Although his band is
talented and
successful, he isn't
happy. Though his
band is talented and
successful, he isn't
happy. Despite his
band being talented
and successful, he isn't
happy. OR Despite the
fact that his band is
talented and
successful, he isn't
happy.
3 The reason why they
called off the concert
was that it was raining.
8. To practise participle clauses OR The rain was the
• Explain to Ss that participle reason why they called
clauses are a way to give off the concert. They
information in a more economical Ex.6 a) called off the concert
way, and they can be used to p.103 due to the rain.
replace adverbial clauses (i.e. Because of the fact
relative clauses, time clauses,
that it was raining,
clauses of concession, clauses of
reason, etc) when the subjects of they called off the
both clauses in the sentence are the concert./ They called
same. Write on the board: While I off the concert
was waiting for the performance to because of the fact
start, I read the programme. = that it was raining.
Waiting for the performance to 4 The famous dancer is
start, I read the programme.
sick today and as a
• Then write on the board: Waiting
for the performance to start, the result, the show has
lights went out. Elicit from Ss why been cancelled. The
this is incorrect (i.e. This implies that famous dancer is sick
the lights were waiting for the today. As a result, the
performance to start.) show has been
• Direct Ss’ attention to the
cancelled. The famous
underlined sentences in the text in
Ex.1. dancer is sick today;
• Refer Ss to the Grammar consequently, the
Reference for more information and show has been
give them time to answer the cancelled. The famous
questions. dancer is sick today;
• Check Ss’ answers. therefore, the show
has been cancelled.
9. To practise forming sentences with 5 I booked us tickets in
participle clauses advance so as not to
• Explain to Ss that present miss out on the best
participles are used when the action Ex.6 b) seats. I booked us
of the participle happens at the tickets in advance to
p.103
same time as that of the main verb, avoid missing out on
and that past participles are used
the best seats. I
instead when the clause has a
passive meaning. Point out that booked us tickets in
perfect participles are used when advance for fear of
the action of the participle happens missing out on the best
before that of the main verb, and seats.
can be used in active and passive
clauses. Answer Key
• Refer Ss to the Grammar
1 Dressed in elaborate
Reference for more information,
and give them time to rephrase the costumes, the actors
sentences. dazzle the audience.
2 Studios, hoping to
cash in on films, often
transfer them to the
stage.
Answer Key
1 Having been
awarded a prize for his
book, the author sold
more copies.
2 Opening the
envelope,I found two
concert tickets.
3 Having heard that
her favourite band was
in town, Guyla booked
tickets for the show.
4 Seen on TV, the
singer looks much
taller than he does in
person. OR When seen
on TV, the singer looks
much taller than he
does in person.
Ending the lesson Check Ss’ answers around the class. W&GB
Students give their own examples. Page 45 ex.1-3
(at Teacher’s discretion)
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challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
Plan
Answer Key
3. To practise key word Ex.9 p.103 1 having seen the poster for
transformations
2 was such a fantastic film that
• Explain the task and give Ss
time to complete it. Remind 3 so as not to miss
Ss to use the correct number 4 despite the fact that he /
of words and not to change despite having
the word in bold.
• Check Ss’ answers.
Ending the lesson Check Ss’ answers around the Home-task: Page 45 ex.4-7
class. (at Teacher’s discretion))
Plan
4. To consolidate vocabulary
through synonyms Ex. 3 p.104 Answer Key
• Explain the task and give Ss Para 1: verbalising =
time to complete it.
putting into words;
• Check Ss’ answers.
understand =
comprehend
Para 2: channel = outlet;
satisfying = pleasing
Para 3: continually =
constantly; profitable =
moneymaking
Ending the lesson Check Ss’ answers around the class. Home-task:
Students give their own examples. W&GB
Page 46 ex.1
(at Teacher’s discretion)
Additional information
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more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8
Plan
Additional information
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8
Plan
Additional information
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8
Plan
Additional information
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8 Lesson 10 School:
After the Impressionists
Plan
Additional information
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more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Plan
3. Summative Assessment
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 8
Plan
Ending the lesson Check Ss’ answers around the class. Do corrections
Students give their own examples.
Additional information
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9
Previous learning
Plan
Ex. 2 p.111
2. To expand on the topic Read
the rubric aloud and elicit
answers from Ss around the
Middle of the lesson class
• Play the video for Ss and
elicit their comments at the Suggested Answer Key
end. A The kimono reflects
Japan’s tradition because it
symbolises humility and
politeness which are two
integral parts of Japanese
culture.
B The nón lá reflects
Vietnam’s tradition because
it has been part of the
Vietnamese culture for
3,000 years.
C The kilt reflects
Scotland’s tradition
because it has been worn
since the 16th century and
each tartan represents a
Ex. 3 p.111 clan.
3. To expand on the topic; to D The sari reflects Indian
develop research skills
tradition because it is
• Explain the task and give
Ss time work in pairs and passed down through the
research online or in other generations.
sources to collect E The borik reflects the
information and write a short traditionally nomadic
paragraph. lifestyle of the Kazakh
• Check Ss’ answers. people.
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9
Plan
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9
Plan
3. To practise prepositions
• Explain the task and give Ss Ex.3 p.114
time to fill the gaps with the Answer Key
appropriate preposition. 1 through 2 into 3 from 4 of
• Check Ss’ answers. 5 in
Answer Key
1 Off 2 to 3 in 4 out of 5 for
Answer Key
1 dressy 2 wearable 3
reversible
4 Seamless 5 unfashionable
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more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9
Plan
2. To present adverbs
Ex.2 p.116 Answer Key
• Give Ss time to go through the
text in Ex. 1 again and identify two Adverbs of: – frequency:
adverbs from each category in the always, sometimes –
text. sequence: firstly,
• Check Ss’ answers. secondly – time: early,
• Elicit from Ss how we form beforehand – manner:
adverbs and where we place them smoothly, thoroughly
in a sentence. Refer Ss to the
(also: inevitably, perfectly,
Grammar Reference section for
more information. certainly, unexpectedly) –
degree: hardly, strongly
Most adverbs are formed
by adding -ly to the end of
a word (quick – quickly)
Adjectives ending in -le
drop the -e and take -y
(reliable – reliably)
Adjectives ending in a
consonant + -y drop the -y
and take -ily. (sleepy –
sleepily) Adjectives ending
in -l take -ly. Adjectives
ending in -ic usually take -
ally (tragic – tragically)
Adjectives ending in -ly
form their adverbs with a
phrase in a …
way/manner/fashion (in a
lively way) Some
adjectives do not change
at all but have the same
form as adverbs (big,
clear, cold, daily, dead,
late, hard,weekly,wide,
3. To present adverbs that have etc)
different forms with different Ex.3 a)
meanings Write on the board:
p.116 Adverbs can be placed at
hard/hardly and elicit/explain the
the beginning, in the
difference in meaning (e.g. hard
(adj) = difficult, hard (adv) = with middle,or at the end of a
much effort or force, hardly (adv) sentence,depending on
= scarcely). Elicit from Ss any other the context and the type
similar words they know and write of adverb. E.g. ‘always’ is
them and their meanings on the an adverb of frequency
board (e.g. direct/directly,
and takes the middle
full/fully, late/lately, near/nearly,
short/shortly etc). Refer Ss to the position (after the verb
Grammar Reference section for ‘be’), while ‘firstly’ and
more information. ‘secondly’ are adverbs
used as linkers that are
4. To practise adverbs that have placed at the beginning of
different forms with different Ex.3 b)
a sentence
meanings p.116
• Explain the task and give Ss time
to complete it.
• Check Ss’ answers.
6. To present comparisons
• Write on the board: Ex.5 Answer Key
comparative, superlative and elicit p.117 1 Sadly, the two designers
from Ss the rules about how they hardly ever talk to each
are formed (e.g. -(e)r, -(e)st, more,
other. 2 The fashion
most). Elicit from Ss any other
ways of making comparisons that model walked gracefully
they recall (e.g. as + adj/adv + as, along the catwalk. 3
almost as + adj/adv + as, not quite Recently, lotus fibres have
as + adj + as, less + adj + than, by become increasingly
far + the + superlative etc). Write popular. / Lotus fibres
examples on the board. Refer Ss have recently become
to the Grammar Reference section
increasingly popular. /
(pp. GR14-GR15) for more
information. Lotus fibres have become
• Draw Ss’ attention back to the increasingly popular
text in Ex. 1 and give them time to recently. 4 Last month,
find and underline the they changed the
comparisons. production line entirely./
• Check Ss’ answers. They changed the
production line entirely
last month. 5 Yesterday,
7. To practise comparisons the young designer briefly
Ex.6
• Explain the task and give Ss time mentioned his difficulty
p.117
to complete it. coming up with new
• Check Ss’ answers. designs.
Answer Key
1 What made him
successful was a
combination of talent and
hard work. 2 All my
mother wants to wear is
French designers. 3 It is
said that Christian Dior's
legacy still influences the
fashion industry. 4 It was
Thomas Burberry who
invented a trench coat for
military officials in WWI.
Middle of the
lesson
Ending the lesson Check Ss’ answers around the Home-task: W&GB
class. Page 51 ex.1-6
(at Teacher’s discretion
Additional information
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more support? How do you plan to planning to check learners’ links
challenge the more able learners? learning? Health and safety
check
monitor less able learners in group work use concept checking questions to cross-curricular
and give further modelling and drilling check learner understanding of links: languages
support why passive is used [contrasts with L1]
Plan
Middle of the lesson 2. To read for specific Ex.2 p.118 Answer Key
information (multiple choice) 1 C (whole text) 2 B
• Ask Ss to read through (…have seen
questions 1-3 and the possible increasing consumer
answers A-C.
demand with each
• Give Ss time to read the text passing year… the
carefully and answer the
questions. industry has gone
from strength to
• Check Ss’ answers. Ss should strength) 3 A (…is
justify their answers.
putting the country at
• Refer Ss to the Check these risk of losing its
words box and ask Ss to find
them in the text and guess their cultural identity.As of
meanings from the context. yet, it’s hard to tell if
that argument holds
• Give Ss time to check the
meanings of the words in a any weight.)
dictionary or the Word List.
• Play the video for Ss and
elicit their comments at the Suggested Answer
end. Key undergo (v): to
experience sth that
involves change
prosperity (n): wealth
and success booming
(adj): becoming
successful turn heads
(phr): to attract
attention landlocked
(adj): without a port;
surrounded by other
countries renowned
(adj): well-known
motif (n): a design
niche (n): a specific
area of the market
misgiving (n): a
feeling of doubt
implication (n):
effect, conclusion or
consequence
newfound (adj):
3. To practise vocabulary from Ex.3 p.118 recently discovered
the text infatuation (n): an all-
• Explain the task and give Ss absorbing passion or
time to match the words to love obsession (n): an
make phrases.
extreme fascination
• Check Ss answers around the with sth that
class, then ask Ss to use the overtakes all of your
phrases to make their own
sentences. thoughts and feelings
fashionista (n): a
• Check Ss’ answers.
fashionable person
Answer Key
1c2e3f4a5b6d
Suggested Answer
Key Kazakh fashion
blends cultural
influences from
around the world.
Kazakhstan’s
booming economy
has brought prosperity
to the country.
Kazakh designers
have found a market
niche with their
innovative styles. It
used to be difficult to
import raw materials
to Kazakhstan
because the country
doesn’t have a port.
Kazakh fashion
combines
contemporary trends
with national motifs.
People in Kazakhstan
love to wear designer
labels
Ending the lesson Check Ss’ answers around Home-task:
the class. W&GB
Page 52 ex.1
(at Teacher’s discretion)
Students give their own
examples using the
correct forms of the
verbs.
Additional information
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9
Plan
Answer Key
1C2A3B
Ex.6b) p.119
Additional information
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more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9 Lesson 7 School:
Reports
Plan
Additional information
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more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9
Plan
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9
Plan
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9
Plan
Ending the lesson Check Ss’ answers around the class. Home-task:
Students give their own examples. Revise the material of
Units 8-9
Additional information
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more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9
Plan
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
monitor less able learners in group work use concept checking Values links
cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts
support understanding of why passive with L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]
Module 9
Plan
Answer Key
3. To revise everyday English Ex.3 p.124
1 What seems to be the
expressions
• Explain the task and give problem? 2 Please accept my
Ss time to complete it. apologies. 3 To make amends,
• Check Ss’ answers I'd like to offer a considerable
discount
4. To revise vocabulary from Ex.4 p.124
the module
Answer Key
• Explain the task and give
Ss time to complete it. 1 hem 2 cotton 3 Mass 4
• Check Ss’ answers. assortment 5 prototype 6
custom-fitted
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
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challenge the more able learners? learning? ICT links
Values links
monitor less able learners in group work use concept checking cross-curricular links:
and give further modelling and drilling questions to check learner languages [contrasts with
support understanding of why passive L1]
is used
challenge more able learners to give assess pronunciation in oral
multiple [and/or] answers in practice and checking stages of the
exercises lesson [particularly weak
form ‘was’]