IV Term Sol 11grade

LESSON 79 School:
Unit 8: Recent advances in technology
Date: Teacher name:
Grade: 11
Number present: Number absent:
Theme of the lesson: A variety of technological, mobile and application tools for personal, educational and
professional use
Learning objectives 11.C.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world;
11.L.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.S.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. R.2 - understand specific information and detail in extended texts on a wide range of familiar
and unfamiliar general and curricular topics.
Lesson objectives All learners will be able to:
 Increase awareness of their attitude toward technology and discuss the importance of it.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic;
 Consider how technology has both improved our lives and created new threats to
environmental and human health.
Previous lesson Unit revision
Plan
Planned Planned activities Learners’ activities Evaluation Resources

timings
Begining GREETINGS Greeting Verbal Slide (useful

5 min The teacher sets the lesson objectives, letting evaluation phrases)
students know what to anticipate from the lesson.
Lead-in.
Focus attention on the photos: What gadgets are
popular in Kazakhstan? What gadget do you Students need to
prefer and why? respond with how
The teacher will have already created a Padlet many minutes a day
that has the following sections: Cell Phone, they think are taken Pictures PPT
Television, Internet, Computer Software, Devices up with each.
and Video Games.
Middle The students do this task in pairs. Students look at Mutual

35 min Ex.2 p.74.. The play “Guess a word” the words and not avaluation Whiteboard
1. A portable battery-powered device for saying them, one
by one give a Writing
charging the battery of a mobile phone or other
definition to a Worksheet
electronic device.
2. An unmanned aircraft that can fly word
autonomously—that is, without a human in
control.
3. A digital camera designed for recording
action while being immersed in it.
What is the difference between action camera Students complete
and normal camera? the phrases in
Exercises 4 - 5 p. 74. (Audio 3.08) their own words.
Tell students they will hear 4 people talking Play the recording Individual
about gadgets. Do these exercises in groups of 4. again for them to avaluation
Give your opinion of each device. Play the check.
recording for students to answer the questions.
Check answers as a class.
Exercise 6 p.74
Focus attention on the example and invite In pairs, students
students to introduce the gadget with a different practice the key
key phrase, phrases and
e.g. I thought perhaps we could talk about the discuss the
action camera. problems.
Monitor and help where necessary.
Discussion of the article” Transforming the
world”. Ex.8 p.75
Complete the article with the verbs: capture, Students discuss
connect, explore, identify, immerse, inspect,
locate, stream.
End REFLECTION Self-assessment
5 min At the end of the lesson, learners reflect on their
learning:
- What has been learned
- What remained unclear
- What is necessary to work on
Home task: WB p.74.
Saying goodbye
LESSON 80 School:
Date: Teacher name:
Grade: 11
professional use
Learning objectives 11.S.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.R.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. UE.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.
 Increase awareness of their attitude toward living technology.
 Recognize and use vocabulary connected with technology.
 Provide a point of view in conversations and discussions; speak about
technological progress.
 Practice expressing personal attitudes toward the topic using active vocabulary;
 Respond to and discuss the reading passage using interpretive, evaluative and creative
thinking skills.
Previous lesson A variety of technological, mobile and application tools for personal, educational and professional
use
Plan

timings
Begining GREETINGS Greeting Slide (useful

5 min The teacher sets the lesson objectives, letting phrases)
Lead-in.
Focus attention on the word “technology”. Begin Pictures PPT
by asking students what they think technology is. Students answer the
questions
Middle After discussing the meaning of technology, Students consider Mutual Presentation
35 min present and discuss the following definitions. differences in avaluation
The American Heritage Dictionary actually has societies and
three separate meanings for the word: compare both the
A. The application of science, especially to technological
industrial or commercial objectives; the scientific advancements Verbal
method and material used to achieve a evaluation
commercial or industrial objective.
B. Electronic or digital products and systems
considered as a group (ex. a store specializing in
office technology.)
C. (Anthropology) The body of knowledge Video and
available to a society that is of use in fashioning images
implements, practicing manual arts and skills,
and extracting or collecting materials.
Practical tasks can be taken from Workbook
p.74. Ex 2 – 5. Students think of
Give students time to think of two or three two or three
advantages and Individual
advantages and disadvantages of having a avaluation
gadget. With a weaker class, do this together disadvantages of
and write ideas on the board. Encourage students having a gadget
to check their work when they have finished.
Discussion Work.
Strange Products
Not every student will find technology
interesting. For some, the idea of spending an Students about
hour talking about product design, coding or whether they like
gadgets puts them to sleep. To make it them, how useful
they are Mutual
interesting, you can add an element of humor by avaluation
talking about some of the weird and wonderful
products people buy.
Predicting the Future
This activity will not only teach technology-
related vocabulary, but also enable students to
use it to make complex predictions about how it
will change in the future. Students discuss

5 min Ask students: What have you learned today? What
can you do now? And elicit answers: I can discuss
both sides of a topic.
Home task: SB. Ex.12 p.75 w.
Saying goodbye
LESSON 81 School:
Date: Teacher name:
Grade: 11
professional use
Learning objectives 11.C.8 - develop intercultural awareness through reading and discussion;
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on
the world;
11.S.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order
 Discuss topic questions in simple phrases and sentences.
 Apply comprehension strategies to the text about a stunt double.
 Identify and use Past Perfect Simple and Past Perfect Continuous with support.
 Discuss topic questions in expanded sentences.
 Identify and use Past Perfect Simple and Past Perfect Continuous with minimal
support
 Discuss topic questions in complex sentences.
 Identify and use Past Perfect Simple and Past Perfect Continuous without support.
use
Plan
Planned Planned activities Learners’ Evaluation Resources

timings activities

Lead-in.
If your students travelled overseas to study Pictures PPT
English, their lives at home were probably quite Students discuss
different from their new lives here. Ask your
students to share some things they had been doing
in their home counties before they came to your
school for their English studies. For example, ‘I
had been studying at the university’.
Exercise 1 page 76.
Focus attention on the picture. Check the meaning
of the words. Check the answer as a class. Then
ask students to discuss the question. Students match the
sentences with past Verbal
tenses. evaluation
Middle Write down the names of 2 grammar tenses: Each person takes A table
35 min Past perfect and Past perfect Continuous. a turn drawing a Individual Presentation
Learn This Box! card and then avaluation
Had + V3 shares what they
Had + been + Ving had been doing
The past perfect progressive often stresses the for that length of
length of time a person had been doing a certain time before any
activity. Write several lengths of time on small other event.
slips of paper (one year, two weeks, six month, ten
minutes, etc.). For example, a student who draws
two years might say, ‘I had been studying English
for two years before coming to this school.’
Ask one person to come to the front of the class
and act out a daily activity (you can assign one or
have the student choose his own) while the rest of
the class keeps their eyes closed. On your signal,
the actor freezes in his charade and the rest of the
class opens their eyes. The students then guess
what the actor had been doing when they opened
their eyes. All questions should be in the past
perfect progressive.
Ex.1 p.76 Find the sentences in a past tense and

explain the rule.
Students find the Video and
sentences in a images
past tense and
explain the rule
Mutual
avaluation
End Ask students: What have you learned today? What Self-assessment
5 min can you do now? And elicit answers: I can discuss…
using past tenses.
Home task: WB p.75.
Saying goodbye
LESSON 82 School:
Date: Teacher name:
Grade: 11
professional use
Learning objectives 11.L.2 - understand specific information in unsupported extended talk on a wide range of general
11. R.2 - understand specific information and detail in extended texts on a wide range of familiar
and unfamiliar general and curricular topics.
 Increase awareness of their attitude toward press intrusion and how it is done.
 Use skills such as brainstorming, discussion to gather information and use active
vocabulary.
 Practice expressing personal attitudes toward the topic.
use
Plan

timings activities
Begining GREETINGS Slide (useful

Lead-in.
Ask students to give associations with a word”
Intrusion”. Students give
incursion, encroachment, entry, penetration associations with
a word”
Intrusion”.
Middle Media intrusion theory holds that the advent of

35 min electronic media, especially television, has Presentation
accelerated or even precipitated party decline.
Ex.1 p.77, Ex.2.
Speak about the function of a drone.
How is drone connected with press intrusion? In pairs, students Mutual
Monitor and check their vocabulary, ask and answer avaluation
pronunciation and grammar. the questions.
Exercises 4 – 5 p. 77 (Audio 3.10)
Go through the questions together and they play
the recording for students to underline the correct Students
words to complete the sentences. Choose the right underline the
adjective describing 5 speakers. Check answers as correct words to Verbal
a class. complete the evaluation Video and
sentences images
Ex.7 p.77. Make conclusion about celebrities/
paparazzi/ drone/ press regulations. Students make
Discuss these quotes with your classmates. conclusion
• You can’t believe anything you read in the about
newspapers. celebrities/
• The media has no respect for the lives of normal paparazzi/ Mutual
people. drone/ press avaluation
regulations.
• All the news you hear is bad news.
• Famous people earn a lot of money from being
in the news. They shouldn’t complain when they
have reporters following them. Handouts with
Imagine you are a journalist and you have been task
asked to interview someone. Decide who it is and Students as a Individual
write questions to ask them. journalist avaluation
1. interview
2. someone.
3.
5 min can you do now? And elicit answers: I can talk
about press intrusion.
Home task: WB p.76.
Saying goodbye
LESSON 83 School:
Date: Teacher name:
Grade: 11
professional use
Learning objectives 11.S.2 - explain and justify own and others’ point of view on a range of general and curricular
topics, including some unfamiliar topics;
11.R.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of
more complex and abstract general and curricular topics;
11. UE.5 - use a range of transitive and intransitive verb complementation patterns on a wide
range of general and curricular topics.
 Recognize and use the structures Used to and would with support.
 Increase awareness of their attitude toward progress and explorations.
 Identify and use the structures Used to and would with minimal support.
 Demonstrate correct use of the taught structures without support.
use
Plan

timings

Lead-in.
Stick some photos on the wall around the Pictures PPT
classroom of children doing children-like things Students follow the
(or play short video clips if you have them). Have instructions Whiteboard
students in pairs look at the photos and discuss
whether or not they did these things in the past and Writing
whether or not they do them now. Feedback on this Worksheet
from a few students. Next, ask the students to write
down 3 things that they themselves did in the past
but don’t do now. Give them a couple of minutes
to think about it and write.
Middle Listen to the conversation and fill in the table. Students listen to Individual
35 min Who prefers/ used to prefer what? the conversation avaluation
and fill in the
Ex.1 p.78 What is unusual about the main table
character. He didn’t use to……
He used to……
Unusual facts:
What was unusual about you? Discuss it
in pairs. Ex. 2 – 3 p.78. Read Learn This
and do the tasks.
Practice. Grammar Box
Used to + verb expresses that an activity was a
past habit that occurred at an earlier stage of life.
Also, it can be used to describe past states.
Would + verb shows a frequently repeated
activity, or typical behaviour. Would + verb
cannot be used to talk about past states.
E.g. I would go to the beach, and pretend I knew
how to swim.
1. Underline the correct word/ phrase.
2. Make negative sentences from the examples
below.
3. Would” cannot be used in a negative
sentence without altering its meaning and
while you can say “I used to dance.” you
cannot say “I would dance.” and mean the
same thing either. Students complete
Practice ‘Used To’ & ‘Would’ Ex. 3 – 5 p.78 a fill in the blank Verbal
exercise evaluation
5 min can you do now? And elicit answers: I can use: used
to / would to speak about the past activity or hobby
that were in the past but not now.
Home task: WB p.77
Saying goodbye
LESSON 84 School:
Date: Teacher name:
Grade: 11
professional use
11.S.3 - explain and justify own and others’ point of view on a range of general and curricular
11.W.3 - write with grammatical accuracy on a wide range of general and curricular topics;
11.UE.3 - use a variety of adjectives complemented by that, infinitive and why- clauses on
a wide range of general and curricular topics.
 Discuss topic questions in simple phrases and sentences.
 Apply comprehension strategies to the text about the attitude to celebrities.
 Identify and use verb patterns with support.
 Discuss topic questions in expanded sentences.
 Identify and use verb patterns with minimal support.
 Identify and use verb patterns without support.
use
Plan

timings activities
Begining GREETINGS Greeting

5 min The teacher sets the lesson objectives, letting
Lead-in.
What are the people doing? (introducing / greeting
each other) What’s the difference between the Students discuss
gestures? (A: they are formal; B: they are
informal). Then ask: How do people greet each
other for the first time in your country? What
about people who are friends?
Middle Exercise 1 page 79. Students discuss Mutual Presentation
35 min Go through the questions together and ask students them with a avaluation
to discuss them with a partner. Ask a few students partner.
for their answers. Do you agree with the opinions?
Marco – Patti – JJ –
My opinion about celebrities and their contribution
is……
Exercises 2, 3 page 79.
Explain the task and do exercises connected with
the position of adjectives. Name the categories of Students follow the
adjectives and give the examples: instructions Individual
The order of adjectives is the sequence used when avaluation
there is more than one adjective to describe a
noun. This order helps the sentence makes sense
when you read it. The correct order is: number,
opinion, size, shape, condition, age, color, Video and
pattern, origin, materials, and purpose. images
The mnemonic OSASCOMP* can be used to help
remember the order in which adjectives should
appear: Opinion, Size, Age, Shape, Color, Origin,
Material and Purpose.
Students do the
Ex.5 – 6 p.79 task
Work with synonyms: afraid – frightened…. Verbal
Explain the usage of adjectives. evaluation
Handouts with
task
5 min can you do now? And elicit answers: I can use the
adjectives in a correct order.
Home task: WB p.78
Saying goodbye
LESSON 85 School:
Date: Teacher name:
Grade: 11
Theme of the lesson: Options for future careers
Producing information leaflets
11. UE.13 - use a variety of dependent prepositions with less common nouns, adjectives and
verbs on a wide range of general and curricular topics.
 Increase awareness of their attitude toward Vloggers.
 Use topic-specific vocabulary.
 Use a good range of topic-specific vocabulary.
 Use a wide range of topic-specific vocabulary.
use
Plan

timings activities

Lead-in.
Tell students to give a definition to a word
“vlogger”. Do they appear in the media? Which Students answer
type of media do you prefer? the questions
Middle Exercise 1 page 80.

35 min Focus attention on the photo and elicit ideas about
where it is.
A person who regularly posts short videos to a
vlog. A vlog is designed to share experiences,
thoughts, and ideas with an audience. It is a form
of communication which is used to engage an
audience in a personal fashion.
What mass media do teens prefer?
Make a graph and comment on it.
Students make a Mutual

graph and avaluation
comment on it.
Students discuss Verbal
evaluation
Discussion of the text “Stars of the

vlogosphere”.
Read the text and do ex. 2 – 5 p.80.
Write down the new words and their definitions.
Ex.6
Give headlines to each of the part.
A – Waiting for a vlogger.
What can vloggers do? And what makes them so
attractive?
Give a common characteristic of a vlogger.
A vlogger:
What is the relationship between a vlogger and
fans? How much money do the vloggers earn?
Would you like to be a vlogger? Or maybe you
have had this experience?
Some students are doing Ex.4. The score is 5.
The teacher checks individual tasks and gives a
commentary with a class.
Ex.7 – 8 p.81 are done in pairs.
Check answers as a class.
learning:
Home task: WB p.79
Saying goodbye
LESSON 86 School:
Date: Teacher name:
Grade: 11
11. R.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics.
 Increase awareness of their attitude toward options for future careers.
 Relate personal interests and attributes to education and career planning
 To understand the importance of career and education planning by knowing about
employment rates in employment sectors and still being able to relate it to personal
attributes and interests.
Previous lesson Options for future careers. Producing information leaflets
Plan

timings activities

Lead-in.
Introduce Youth Employment UK to students
Youth Employment UK provides free Students discuss
membership called Young Professional to all 14-
24 year olds in the UK. This membership is
accessed online and helps young people to build
up skills for life and work.
Pictures PPT
Middle Set the task: Students answer Mutual Presentation
35 min You know there are highly-paid and low-paid, the questions avaluation
challenging and boring jobs. Now I’d like you to
discuss the following questions:
• What kind of job would you like to have?
(easy, difficult, prestigious, non- prestigious, low-
paid, high-paid)
• What your family and friends think about
your choice? (agree, disagree, approve, advice
something, support)
• What kind of job would you least like to
have? (low-paid, difficult and complex, stressful,
boring, dangerous, extremely irritating, tiresome)
• What jobs, if any, do you think should only Video and
be done by men/ women? images
• What's more important for you – earning
money or having a job you enjoy?
Group work – discussing problem questions.
You know on the way to your future career you’ll
come across difficulties. Let’s discuss.
• 1 group: What do you consider a good job for
you? Why?
• 2 group: What do you expect from your future
job? Students discuss
Verbal
• 3 group: evaluation
Decide which qualities are important for a
successful career: are they more professional or
personal? Explain your opinion. Make a list of 8-
10 qualities
• 4 group:
Male and female professions. Make a list of Students make a
such professions. list of 8-10
qualities Individual
avaluation
Students make a
list of such
professions.
5 min can you do now? And elicit answers: I can speak
about options for future careers.
Saying goodbye
LESSON 87 School:
Date: Teacher name:
Grade: 11
the world;
11. W.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.
 Students will be able to compare and contrast photos at a discourse level using sentence
frames and partner support.
 Develop listening skills through understanding information in the context of the photo
comparison.
 Apply topic related vocabulary with support.
 Discuss topic questions in simple sentences.
 Apply topic related vocabulary with no support.
Plan

timings activities
Begining GREETINGS Mutual Presentation

5 min The teacher sets the lesson objectives, letting Greeting avaluation
Lead in. Comment on:
“A picture is worth a thousand words”.
In part two of the Cambridge English: Advanced
Speaking test, you are given a piece of paper with
3 photos on. The photos are almost always about
people.
You have to talk about 2 of the pictures, on your
own, for a minute. Then the examiner will ask
the other candidate a question about your Students answer
pictures. the questions
Middle Ex.1 p.82 Describe photos A or B. Students describe Verbal Presentation

35 min When the examiner gives you the instructions for photos evaluation Video and
the task, he or she will always start, 'I'd like you to images
compare two of the pictures and say...' Comparing Handouts with
is the heart of the task. task
The Three Magic Words Both ...
Whereas ... While ...
Ex. 2 – 3 p.82. Vocabulary exercises. Try to use a

range of adjectives. Students use a
Compare two photos: range of Individual
adjectives avaluation
Students answer
the questions and Mutual
choose the avaluation
Listening Activity. Ex.4 – 5 p.82. Answer the phrases in the text
questions and choose the phrases in the text.
In groups describe 2 photos from Ex.6 – 7 p.82
using key phrases. Make a self – evaluation. Begin Students compare
with: In both photos, you can see…… and contrast the
photograph
Study the two photographs. In 1.5 minutes be Individual
ready to compare and contrast the photographs: They speak for avaluation
· give a brief description (action, location) not more than 2
minutes.
· say what the pictures have in common
· say in what way the pictures are different
· say which of the ways of spending free time
presented in the pictures you’d prefer
· explain why
5 min can you do now? And elicit answers: I have learned
how to make a photo comparison.
Home task: WB p.80.
Saying goodbye
LESSON 88 School:
Date: Teacher name:
Grade: 11
11.R.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.R.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of
11. W.3 - write with grammatical accuracy on a wide range of general and curricular topics.
 Write a formal letter on the given topic using appropriate style and plan of a given genre
with support.
with some support.
with no support.
 Identify situations that require formal business letter writing.
Plan

timings activities
Begining GREETINGS Greeting Verbal Slide (useful

5 min The teacher sets the lesson objectives, letting evaluation phrases)
Lead-in.
Discuss with your students the importance of
proper, clear communication to a business, and Students discuss Pictures PPT
how important it is to follow the formal business
letter format. In order to get students thinking
about business letters, ask how many reasons they
can think of for writing this type of letter. Give a Whiteboard
couple of examples, and then get students to
brainstorm in pairs, before feeding back to the
class.
Middle Ex.1 p.83 What is a role model? Which national Students make a Individual Presentation
35 min celebrity would you like to invite to give a speech poster of tips of avaluation Video and
to school leavers? writing that letter. images
In groups, think about the structure of a formal
letter.
Formal Letter Format
A formal letter has a format which needs to be
followed. A typical formal letter format is:
Sender’s address
Date
Name / Designation of
Addressee Address of the
Addressee Salutation
Subject
Body – Introduction, Content, Conclusion
Complimentary Close
Signature / Name of the
Sender Designation of the
Sender Students follow the
Discuss the features of formal and informal instructions Handouts with
language of the letter with students and then Mutual task
write them on the board. Students read a avaluation
Ex.2 p.83 Read a letter and define three parts: letter and define
A. a description three parts
B. a proposal
Students find
C. some suggestions formal expressions
Ex.3 p.83 Find formal expressions.
Rewrite informal sentences into formal style. Ex.4 ST.B. p.83
She has decided to accept the job.
formal Students write
She’s decided to accept the job. informal: She’s = introduction or the
contraction last part.
Ex.5 p.83 Write only introduction or the last part. It
depends what part of a formal letter you have
chosen. Read your part aloud to the class. Individual
avaluation
5 min can you do now? And elicit answers: I have
learned how to write a formal letter.
Home task: WB p.81 or a formal letter.
Saying goodbye
LESSON 89 School:
Date: Teacher name:
Grade: 11
SA
thinking questions on a range of general and curricular topics, including some unfamiliar
topics;
11.S.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 objectives Identify the position of speakers in an extended talk with some support
Express thoughts about the given topic in the conversations Apply topic related vocabulary
in speech appropriately arranging words and phrases into well-formed sentences
Plan

timings activities
Begining GREETINGS
Lead-in.
Middle Listening Students choose Mutual
15 min Task 1. You will listen to the text “A business the correct avaluation
interview” and choose the correct answer. answer
Anna …
The app …
Many parents …
The app …
On the app, tutors who live in remote areas …
The app …
Speaking
Task 2. An individual interview on the
suggested topic for approximately 2 minutes Students discuss
for each student. Verbal
evaluation
SA LISTENING Students listen to Individual
20 min Task 1. Listen to the recording and do the tasks the recording avaluation
below. complete the
Task. Complete the sentences. sentences
They had to invite new devices and a new _________
for the phone.
Martin Cooper had a privilege of making the world’s
first call in ______.
The first phone was called _____.
Martin Cooper conceived of the first phone
________.
Martin Cooper and his colleagues dreamt of
everyone’s __________.
Task. Choose True or False statements.

1. The battery life was about 20 hours. Students choose
2. Martin Cooper’s colleagues were from true or false
Motorola. statements.
3. They didn’t come up with a form factor that
would look like a phone.
SPEAKING
Task 2. Describe an invention that changed how
people live. Before you speak you have one minute Students
to think about what you are going to say. describe an
invention that
You should say: changed how
 what it is people live
 how it changed people's lives
 the benefits it brought
 and say if it is more important for older or younger
people

learning:
Home task: to revise the themes from the unit
Saying goodbye
LESSON 90 School:
Date: Teacher name:
Grade: 11
Theme of the lesson: Unit revision
11. UE14 - use a growing variety of more complex prepositional phrases including those relating
to concession and respect; use a variety of multi-word verbs of different syntactic types on a wide
range of general and curricular topics.
 Write information leaflets on the given topic using appropriate style and plan of a given
genre with support.
genre with some support.
genre with no support.
 Identify situations that require information leaflets.
Plan

timings activities

Lead-in.
Have you ever read an information leaflet? Pictures PPT
Leaflets are an ideal method of marketing in order
to grow your business. A leaflet sends your
customers the right message and delivers your Whiteboard
brand to an area or a selected demographic to Students discuss
effectively target the customers it suits.
Discuss this leaflet:

Patient information leaflets (PILs) provide
information to patients to encourage participation
in their health care. Research evidence has
variously concluded that PILs do affect patient
health outcomes, but that many are poorly written.
Less
than 10% of the PILs covered managing illness or
health promotion.
Middle What makes a good information leaflet? Presentation
35 min Work in groups and make your own leaflet. Explain
its purpose. Students work in Mutual Video and
Information leaflets are usually intended to inform a groups and make avaluation images
wide audience, including laboratory staff, managers your own leaflet
and laboratory customers.
How do you create an information leaflet?
Step 1: Decide on your format. In order to design a Students create
leaflet/poster you must first think about its purpose an information Individual
so you can then decide the information that . ... leaflet avaluation
Step 2: Write your text. ...
Step 3: Design your leaflet. ...
Step 4: Print and distribute your poster or leaflet.
Analysis
Students
describe of a
leaflet and make
analysis
Verbal
evaluation
5 min can you do now? And elicit answers: I can write an
information leaflet.
Saying goodbye
LESSON 91 School:
Unit 8: The clothes of chemistry
technology
Date: Teacher name:
Grade: 11
Theme of the lesson: Introduction to the lesson
the world;
11.L.5 - recognise 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.S.6 - navigate talk and modify language through paraphrase and correction in talk on a wide
11. R.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.
 Describe the variety of clothing options that exists using active vocabulary.
 Identify the functional, social, and psychological aspects that influence clothing choice.
 Understand that clothing choices are based on several factors including functionality,
personal tastes, and social/psychological needs.
Previous lesson Unit revision
Plan

timings activities
5 min As the learners enter the room, ask them to walk phrases)
around, observe the pictures and make a note of
what they see on the corresponding numbered row. Pictures PPT
Ask questions such as :
What do you think we will be talking about today? Whiteboard
What does fashion mean to you? Which ones of
these pictures is your favorite? How much time did Students answer Writing
you spend this morning in deciding what to wear? the questions Worksheet
Lead-in.
Ask students to speak about clothes. What kind of
clothes do people wear in KZ?
You can start by telling students about the dress Students discuss
code of the school where you work (if there is one) Verbal
or how you choose the clothes that you wear to evaluation
work. Ask students if they think people’s clothes
can tell things about their personality and
profession. Board their opinions, as they are going
to be used later. Ex.1 p.84
Middle Ex. 2 – 3 p.84 Vocabulary exercises. It’s a group Students match the Mutual Presentation
35 min work. words with the avaluation
Ask students to create similar dialogues and talk pictures and give
about practical, impractical, outrageous, definitions to them
comfortable, stylish, classic, horrendous fashion
trends. They may refer to the pictures all around
them and the vocabulary lists on board. Focus
primarily on accuracy and correct any error that
comes up. Students discuss
Read the text and discuss it in groups:
What fashion Means To You….
Verbal
What does fashion mean to you evaluation
as an individual? Students describe
Look at the clothing you wore to school today. your outfit choice
Then explain why you chose to wear what you’re in one paragraph..
wearing today. Identify at least three factors that
influenced or guided you as you were deciding
what to wear. Individual
avaluation
about the clothes.
Home task: WB p.84
Saying goodbye
LESSON 92 School:
technology
Date: Teacher name:
Grade: 11
Learning objectives 11.L.5 - recognise 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.S.6 - navigate talk and modify language through paraphrase and correction in talk on a wide
 Increase awareness of their attitude toward clothes and manufacturing process.
Previous lesson Introduction to the lesson
Plan

timings activities

5 min phrases)
Teacher greets the class and suggests playing the
game to the learners. Teacher explains the rules for
Pictures PPT
this game.
Game “Back to Blackboard” Rules: One
Students play a Whiteboard
person stands back to the cards of clothes ;
game
Classmates should not call the name of clothes but
try to speak about it;
Classmates can give some associations with
the clothes or material ;
Classmates can mime the article;
Classmates can sing some lines from the songs.
Warm up.
Free talk about the quote: We are what we wear.
Lead a class discussion to explore the various
reasons we wear clothes.
Students discuss
Middle Lesson Activity Students follow the Mutual Presentation

35 min 1. Separate students into small groups to create a instructions avaluation
dress code for an institution or workplace
environment, such as a school or a restaurant.
a. The dress code may be a bulleted list or a
paragraph.
b. Students should include a brief sentence
explaining the reason for each rule in their dress
code.
2. A representative from each group will present Each group will
their dress code to the class, explaining its overall present their dress Verbal
purpose and the reason for some of the specific code to the class evaluation
rules in the dress code. Handouts with
Group students into pairs. task
Give each pair three copies of the template (on the
following page) and tell students they will “dress”
the doll for three different occasions and
environments. For example: Going to work, going
to a party, going outside to shovel snow.
Each partner must participate in the design and
drawing of the outfits.
4. Groups will write two-sentences to explain how
each outfit is appropriate for the environment it Groups will write
was designed for. two-sentences to
Let’s speak about the fabric explain
produced in Kazakhstan.
Ex.5 – 6 p.85 Students speak
Listen and match with the definitions: bales, bolls, about the fabric
crops, gin, modules, and yarn. Ex.7 produced in
Kazakhstan
Individual
avaluation
about dress code.
Home task: WB p.84 Ex.6
Saying goodbye
LESSON 93 School:
technology
Date: Teacher name:
Grade: 11
11.S.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of
familiar and some unfamiliar general and curricular topics;
11.R.5 - deduce meaning from context in extended texts on a wide range of familiar and
unfamiliar general and curricular topics;
11. UE.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.
 Increase awareness of their attitude toward the structures with emphasis.
 Practice expressing structures with emphasis without support.
Plan

timings activities
Begining GREETINGS Greeting Board Projector

Lead-in.
Ask students to explain the word “Emphasis”. How
can people use structures with emphasis? Do we Students answer
have such structures in the Russian sentence? the questions
Middle Exercise 1 page 86. In pairs, students Mutual Presentation

35 min In pairs, students discuss the questions. Elicit discuss the avaluation Board Projector
different answers and underline emphasis in the questions Internet
text. Presentation
When we talk, we talk a lot and our listeners Video and
sometimes can’t understand which parts are the images
most important.
If I say: Students discuss
There are many different ways to make your Verbal
words sound stronger: evaluation
When talking. (Body language)
When texting. (When you’re typing, use CAPS

LOCK to show emotions) Handouts with
task
Students compare
Individual
avaluation
Students practice
Students watch a
video and make a
conclusion of the
topic.
Compare:
Practice: Ex.2 – 3 p.86

Learn this: Emphasis (2) and do ex. 4- 6 p.86. Do
these exercises in groups of 4. Try to express
emphasis.
Watch a video and make a conclusion of the

topic.
5 min can you do now? And elicit answers: I can use
emphasis to make a sentence more emotional.
Home task: WB p.85
Saying goodbye
LESSON 94 School:
technology
Date: Teacher name:
Grade: 11
Learning objectives 11.C.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.S.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of
11. R.6 - recognise the attitude, opinion or tone of the writer in extended texts on a range of more
complex and abstract general and curricular topics.
 Synthesize information from the reading passage about moneyless living.
 Demonstrate the correct use of money idioms.
 Interpret a text comparing living in poverty and being rich.
 Express their opinions about living in poverty and being rich.
Plan

timings activities
Begining GREETINGS Greeting Board

5 min The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson. Projector
Lead-in. Internet
1. Read the poem and explain what idea on money Presentation
significance the author wanted to present. Students follow the Video and
MONEY. instructions images
Handouts with
Ask students to describe the photo. Remind them to task
speculate if they are not sure what is happening.
Middle Exercise 1 page 87. In pairs, students discuss the Students discuss Mutual Presentation
35 min questions. Elicit different answers. the questions avaluation
Watch a video and speak about this problem.
Ask your students how they would spend a day in
their city/town/village without spending any money. Students watch a
What activities could they do? They’re not allowed video and speak Verbal
to stay at home; they have to be out of the house for about this problem. evaluation
the whole day.
Put them in small groups and get them to come up
with a plan of the day – from 10am until 8pm. Students make a
Conditions – They are allowed to drink water from plan of the day –
city water fountains and any food that they find. They from 10am until
should present their plans at the end of this activity – 8pm Handouts with
making sure that everyone in the group gets a chance task
to speak.
Monitor and get feedback from the class – and do an
error correction slot (EC) at the end.
Questions
Ex.2 p.87 Give your opinion.
Ex. 3 – 4 p.87. Listen and define if it is a fact or

opinion. Use key phrases. Students listen and
define if it is a fact
Listening Activity. Ex.5. Choose the correct answer. or opinion.
What is your attitude towards money? Discuss in
pairs. Students choose Individual
the correct answer. avaluation
Gap-fill exercise
Fill in the gaps with the correct verb, in the correct Students fill in the
form. gaps with the
(not) earn inherit borrow lend steal find invest waste correct verb, in the
pay (back) owe withdraw correct form
about moneyless living.
Home task: WB p.86
Saying goodbye
LESSON 95 School:
technology
Date: Teacher name:
Grade: 11
Learning objectives 11.S.5 - navigate talk and modify language through paraphrase and correction in talk on a wide
11.R.5 - recognise the attitude, opinion or tone of the writer in extended texts on a range of
11.W.9 - punctuate written work at text level on a wide range of general and curricular topics
with a good degree of accuracy;
11. UE.3 - use a variety of adjectives complemented by that, infinitive and why- clauses on a
wide range of general and curricular topics.
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of Participle clauses speaking about shopping online.
Transfer information from the given information into a
graphic organizer.
 Select, compile, and synthesize information for an oral presentation.
 Provide a point of view in conversations and discussions using Participle clauses.
thinking skills.
 Make a presentation about shopping online using Participle clauses.
Plan

timings activities
Begining GREETINGS Greeting Slide

5 min The teacher sets the lesson objectives, letting students (useful phrases)
know what to anticipate from the lesson. Pictures
Lead-in.
Ask students to describe at the topic of the lesson and
give short information about it. Students discuss
PARTICIPLE
Middle Exercises 1- 2 page 88. In pairs, students Mutual Presentation
35 min Elicit different answers. Speak about advantages and discuss the avaluation
disadvantages of shopping online. questions.
Shopping online
Go through the task together and check that students A table
know about participle clauses.
Exercise 3 – 4 p.88
Go through the Learn this! box together. Students Students find
find examples of the structures in the text and do the examples of the Verbal
tasks. structures in the evaluation
text and do the
Exercise 5 tasks
Go through the example together before students
rewrite the remaining sentences individually. Check Students do the
answers as a class. task
Exercise 6 page 88.

Go through the task together. Allow students time to
think about using the correct form of a participle but
they don’t have to change the meaning of the whole Students think
sentence. With a weaker class, brainstorm the task about using the
together. correct form of a
If students did exercise 6 individually, tell them to participle but they
compare notes with a partner. Monitor and help with don’t have to
grammar and vocabulary where necessary. change the
meaning of the
whole sentence Individual
avaluation
learning:
Home task: WB p.87.
Saying goodbye
LESSON 96 School:
technology
Date: Teacher name:
Grade: 11
Learning objectives - use speaking and listening skills to provide sensitive feedback to peers;
- respect differing points of view;
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and
some unfamiliar general and curricular topics;
11. UE.11 - use a wide variety of pre-verbal, post-verbal and end-position adverbs/adverbial phrases
on a wide range of general and curricular topics.
Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of money idioms speaking about money. Transfer information
from the given information into a graphic
organizer.
Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; describe the plot of the story using active
vocabulary.
Respond to and discuss the reading passage using interpretive, evaluative and creative thinking
skills.
Make a presentation about the role of money in people’s life..
Plan

timings activities

5 min The teacher sets the lesson objectives, letting phrases). Pictures
students know what to anticipate from the lesson. PPT
Lead-in.
Verbal
evaluation
Students discuss
Introduce the cover of Alexander Who Used to Be
Rich Last Sunday to students. Explain that this is a
story about a boy whose 'money is burning a hole
in his pocket.'
Middle Heller’s acting talent, the result is a good chuckle,
35 min laced with real compassion, for the child in everyone.
How can you spend money? Can you save it?
Exercise 1 p.89
Listen to 4 people talking about money.
Speaker 1 2 3 4
Students match the Mutual
speakers with the avaluation
statements
Write down money idioms while listening.
Students write
Ex.2 -3 p.89. Go through the tasks in pairs. down money Individual
Give definitions of money idioms: to be broke, out idioms avaluation
and down, dirt cheap, to roll in money, to be hard up,
a rip –off, comfortably off.
Students give
Find idioms related to money. Ex.4 definitions of
Pay through the nose: to pay too much money for money idioms Verbal
something. evaluation
Cost an arm and a leg: to pay a lot of money for
something.
Bring home the bacon: to earn money for your family Students find
to live on. idioms related to
Cheapskate: a person who does not like to spend money
money.
Make ends meet: to earn just enough money to be
able to buy the things you need.
Pour money down the drain: to waste money. Tighten
(someone’s) belt: to spend less money because there
is less available.
Bread and butter: a person or company’s main source
of income.
Loaded: very rich.
about money using idioms.
Home task: WB p.88
Saying goodbye
LESSON 97 School:
technology
Date: Teacher name:
Grade: 11
Learning objectives 11.R.5 - deduce meaning from context in extended texts on a wide range of familiar and
11.W.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.W.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics;
11.W.9 - punctuate written work at text level on a wide range of general and curricular
topics with a good degree of accuracy;
11. UE.11 - use a wide variety of pre-verbal, post-verbal and end- position adverbs/adverbial
phrases on a wide range of general and curricular topics.
Lesson objectives Form ideas effectively and demonstrate the ability to express them clearly.
Find particular facts and parts in reading passage.
Interpret the information to identify the author’s attitude and opinion Organize sentences,
paragraphs and ideas logically using a variety of linking devices and grammatically right
sentences.
Evolve arguments, reasons, and evidence for a limited range of written genres.
Plan

timings GREETINGS activities

know what to anticipate from the lesson.
Lead-in.
Middle Task 1. Read the text Students read the Mutual
35 min TRUE / FALSE: Read the headline. Guess if a-h text and choose avaluation
below are true (T) or false (F). true or false
1. This news is about a song sung by the group sentences
the Beatles.
2. A study into happiness and money was done
by Cambridge University.
3. Researchers said money made 625 people
unhappy.
4. Researchers said buying the right things can
make people happy.
5. A researcher said the study would not
change our ideas about money.
6. The researchers said the study would help
Internet companies.
7. A researcher said spending money was not
very important.
8. A researcher said spending money was as
important as finding a job.
Writing
Task 2. Write a letter to the newspaper of 120 –
150 words. You may choose any theme you like:
Teens don’t know how to spend pocket money.
Teens and part – time job. Students write a
Rising crime at shops. Use the following plan. letter to the Individual
Paragraph A: Introduction newspaper avaluation
Paragraph B: Reporting views according to the
Paragraph C: Summing up/ giving your opinion plan
Paragraph D: Recommending/ Suggesting.
Advice for writing a letter:

Whether you want to praise, criticize, vilify, or show
off, make sure you're taken seriously by using
discipline and clarity in your editorial letter. Change
the world one letter at a time.

learning:
Home task: to finish your writing
Saying goodbye
LESSON 98 School:
technology
Date: Teacher name:
Grade: 11
Theme of the lesson: Researching an issue related to the industry
Learning objectives 11.C.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.R.5 - deduce meaning from context in extended texts on a wide range of familiar and
11. W.6 - write coherently at text level using a variety of connectors on a wide range of familiar
 Identify the theme, new words and use them as the basis for discussion.
 Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions; describe the plot of the story
using active vocabulary.
thinking skills.
 Make a presentation about the benefits of advertising techniques.
Plan
Planned timings Planned activities Learners’ Evaluation Resources

activities

5 min The teacher sets the lesson objectives, letting phrases). Pictures
students know what to anticipate from the PPT
lesson.
Lead-in. Students describe

Ask students to describe the photos of Ex.1 the photos and
p.90. give associations
Give associations with a word - combination:” with a word -
advertising techniques? combination

35 min In pairs, students discuss the questions. Elicit the questions avaluation Video and
different answers. images
Handouts with
Exercise 2 page 90. Students discuss task
Go through the task together and check that
students know how people can advertise a
product. Students listen to
the text and write
Listen to the text “Advertising as persuasion” down the Verbal
and write down the techniques. techniques evaluation
Exercises 3 - 4 Students answer

Go through the Reading Strategy together before the questions
students read and work with the text. Elicit the
answers to the questions.
While reading the text, do the tasks connected

with active vocabulary: Ex. 5 -6.
Students discuss
Discuss the questions of Ex.6 together.
The class is divided into 5 groups: Prepare a

short advertisement of any thing/ article you
have in class. Be so convinced!
If students did exercise 7 individually, tell them Students

to compare notes with a partner. compare notes with
a partner.
Individual
avaluation

learning:
Saying goodbye
LESSON 99 School:
technology
Date: Teacher name:
Grade: 11
Learning objectives - use speaking and listening skills to provide sensitive feedback to peers;
- respect differing points of view;
11. S.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of
familiar and some unfamiliar general and curricular
topics.
Develop listening skills for gist and specific information in the context to describe two photos.
Recognize and use key phrases for talking about two pictures.
Create their own descriptions of two photos.
Perform situations talking about two photos without support.
Previous lesson Researching an issue related to the industry
Plan

timings
Begining GREETINGS Presentation

Lead-in.
Ask students to describe photos. Remind them to
speculate if they are not sure what is happening. Students describe
What are similarities and differences in photos? photos
Middle Exercise 1 page 92. Students describe two Mutual

35 min In pairs, students describe two pictures. Which pictures avaluation
place will be better to buy a present for a friend?
Exercises 2 – 3 page 92.

Go through the Speaking Strategy together before Students answer the
students answer the questions and listen to the questions Verbal
text. Elicit the answers to the questions. evaluation
Exercise 4 – 5 p.92
Go through the Speaking Strategy again; try to use
formulaic phrases in your speech. Students find Students find
examples of the structures in the text and answer examples of the
the questions. structures in the text
and answer the
Exercise 6 – 8 p.92 questions.
Go through the tasks together. Allow students
time to listen again and write down all phrases
used in the text. With a weaker class, do the task Students listen again
together. and write down all Individual
phrases used in the avaluation
If students did exercise 7 individually, tell them to text.
compare notes with a partner.
In 1.5 minutes be ready to compare and contrast Students compare

the two photographs: notes with a partner.
Give a brief description of the two photos (action,
location) Students do the task
Say what the pictures have in common.

Say what in what way the pictures are different.
Say which of the activities presented in the
pictures you'd prefer.
Explain why.
Students discuss

learning:
Home task: WB p.90
Saying goodbye
LESSON 100 School:

technology
Date: Teacher name:
Grade: 11
Learning objectives 11.S.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of
11.R.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of
11.W.6 - write coherently at text level using a variety of connectors on a wide range of familiar
general and curricular topics;
11. UE.11 - use a wide variety of pre-verbal, post-verbal and end-position adverbs/adverbial phrases
on a wide range of general and curricular topics.
Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for writing a letter to a newspaper story using correct grammar tenses,
linking words and structure with a support.
Transfer information from the given information into a graphic organizer.
Plan

timings activities
Begining THE LESSON GREETING. Verbal Slide (useful

5 min The teacher sets the lesson objectives, letting students evaluation phrases)
Lead-in.
Ask students to look at the picture and define a letter:
formal or informal one. Students to look at
the picture and Pictures PPT
define a letter

35 min In pairs, students discuss the questions. Elicit the questions avaluation
different answers.
Exercise 2 page 93. Students choose

Go through the task together and check that students
know what they have to include in their letters to a
newspaper. Students find
examples of the
Exercises 3 - 4 pages 93. structures in the
Go through the Writing Strategy together before text
students read the letter. Elicit the answers to the Video and
questions. Students go images
. through the letter
Exercise 5 page 93. and find the words
Go through the letter and find the words used to used to avoid
avoid repetitions. Check answers as a class. repetitions
Stated – claimed, increase – rise, true – undeniable, Handouts with
reduced – cut, suggest – put forward. task
Students read and
Ex. 6 p.93 Read and discuss a letter. Mind structures. discuss a letter
Find linking words.
In pairs try to write introduction or the end of a letter.
Ex.7 p.93. Students

Before students start writing, remind them to include write a heading for
an introduction and conclusion, and two paragraphs the article
of equal length for the main body. Remind them to
write a heading for the article too. Monitor and help Individual
with grammar and vocabulary where necessary. avaluation

learning:
Home task:
Saying goodbye
LESSON 101 School:

Unit 9: Reading for Pleasure
Date: Teacher name:
Grade: 11
Theme of the lesson: Summative control work for the 4th term
Learning objectives 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
11.4.6 Recognize the attitude, opinion or tone of the writer in extended texts on a range
of more complex and abstract general and curricular topics
11.5.3 Write with grammatical accuracy 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
11.3.7 Use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
Lesson objectives Learners should listen to the radio program and fill in the gaps. Write ONE word only.
Learners read a text trying to understand specific information and match the vocabulary with the
correct definition
Learners write a formal introduction about you to be the best candidate for the university
Learners choose a card with the questions and prepare a talk on the topics for 1-2 minutes.
Plan

timings activities
Begining GREETINGS
SA LISTENING Students Individual
40 min Task 1. Listen to the radio program about buying listen to the radio avaluation
clothes and fill in the gaps. Write ONE word only. program about
______publicly promising to do something buying clothes and
______given to another company to do, often because fill in the gaps.
that company has the skills to do it or it can be done
cheaper
______if a company undercuts another, it charges less
to do a job than its competitor
______ (something) caused by or a result of something
_______unreasonable - not sensible, more driven by
emotions than practical reason
_______strong negative reaction to what is happening
READING
Task 1. Read the text and match the vocabulary
with the correct definition and write a-f next to the
numbers 1-6.
Robots: friend or foe?
Students
read the text and
WRITING match the
Task 3. Write formal introduction about you to be vocabulary with
the best candidate for the university. the correct
You are a senior student at school and want to enter definition
the university. In your writing include the following
information. Students
write formal
Write: introduction about
What are your academic achievements? you to be the best
What personal qualities (leadership skills, candidate for the
organizational skills, self-control, etc.) do you possess? university
How can the chosen university help you in your future
career?
SPEAKING
Task 4. Choose a card and provide your answer on
topic. You will have 1 minute to prepare your talk.
You should speak no more than 2 minutes.
Students
choose a card and
provide your
answer on topic
End Self-reflection.
3 min Most ……. thing Self-assessment
Hometask: revise the words from the units
Saying goodbye
LESSON 102 School:

Unit 9:
Date: Teacher name:
Grade: 11
Theme of the lesson: Unit Revision
Learning objectives 11.R.5 Reduce meaning from context in extended texts on a wide range of familiar and
11.W.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.W.6 Write coherently at text level using a variety of connectors on a wide range of familiar
general and curricular topics;
Lesson objectives Form ideas effectively and demonstrate the ability to express them clearly.
Find particular facts and parts in reading passage.
Organize sentences, paragraphs and ideas logically using a variety of linking devices and
grammatically right sentences.
Previous lesson Summative control work for the 3d term
Plan

timings activities

5 min As the learners enter the room, ask them to walk
around, observe the pictures and make a note of what
they see on the corresponding numbered row.
Ask questions such as :
What do you think we will be talking about today? Verbal
What does fashion mean to you? Which ones of these evaluation
pictures is your favorite? How much time did you Students answer
spend this morning in deciding what to wear? the questions
Lead-in.
Ask students to speak about clothes. What kind of
clothes do people wear in KZ? In London? In Japan?
Students discuss
Middle READING Students read the Individual

35 min Task 1. Read the Text and do the tasks that follow. text and answer the avaluation
questions
I. Answer the questions
1. What does the traditional clothing of Kazakhstan
reflect?
2. What is a shapan?
3. According to the text, how much were some
saukeles worth in ancient times?
4. What makes Saukele really special?
5. Apart from the pointy, upturned toes, what else is
unique about the design of some traditional Kazakh
footwear?
II. Complete the sentences below write no more Students complete

than three words. the sentences Mutual
6. As materials for the manufacture of clothing were below write no avaluation
used _______. more than three
7. Shapans are decorated with ________and made of words
more luxurious material such as velvet.
8. The traditional clothes was not only designed to be
practical for horse riding but also for the ___________
experienced during the summer and winter months.
WRITING
Task 2. Write your report about teenage fashion in
Kazakhstan. Is your opinion more positive or Students write
negative? Write a report. Write at least 150 - 170 report about
words. teenage fashion in
Use the following plan. Kazakhstan
Paragraph A: Introduction
Paragraph B: Reporting views
Paragraph C: Summing up/ Giving your opinion
Paragraph D: Recommending/ Suggesting.
End REFLECTION
5 min Students express their attitude to the lesson and give Self-assessment
self-assessment using the method: “Six thinking hats”:
Saying goodbye
Traditional Kazakh clothes

The traditional clothes that were worn by the ancient people of Kazakhstan perfectly reflect their nomadic way of life. In fact,
many were designed to be practical for horse riding as well as suitable for the different weather conditions experienced during the
summer and winter months. Among other things, cotton, fur and leather were used as materials to make the clothing. Today
traditional clothing is still worn by modern-day Kazakhs on special occasions, such as events and national holidays. For the traditional
Kazakh man, the shapan was a wardrobe essential. A shapan is a long and comfortable coat with loose-fitting sleeves and is
commonly worn with a belt tied around the waist. Shapans were available in a number of styles for both formal and everyday wear.
Shapans which are worn on special occasions are especially elegant as they are made of more luxurious material such as velvet, and
are decorated with the most spectacular golden embroidery. For the Kazakh woman, one of the most important pieces of clothing was
the headdress (a decorative covering for the head) and, in the past, there used to be a huge variety to choose from. In fact, the type of
headdress worn by a woman would show to the outside world her social and marital status, as well as her age. Without a doubt, the
most impressive of these hats is the female wedding headdress, which is referred to as a saukele. A saukele is decorated with different
types of jewellery and is shaped like a cone, but what really makes it special is its height, which can sometimes reach 70 cm.
Incredibly, in ancient times, some saukeles were thought to have cost around the same amount as 100 horses. From winter boots to
summer sandals, much of the traditional Kazakh footwear is beautiful. For instance, the riding boots which were worn by men and
women were made with colourful leather and looked dazzling. What is more, the traditional footwear worn in Kazakhstan had a
number of unique characteristics. Some of the designs had pointy, turned up toes, while others were designed in such a way that they
could be worn with comfort on either foot.

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LESSON 79 School:

Unit 8: Recent advances in technology

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Planned Planned activities Learners’ activities Evaluation Resources

Begining GREETINGS Greeting Verbal Slide (useful

Middle The students do this task in pairs. Students look at Mutual

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Planned Planned activities Learners’ activities Evaluation Resources

Begining GREETINGS Greeting Slide (useful

End REFLECTION Self-assessment

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Planned Planned activities Learners’ Evaluation Resources

Begining GREETINGS Greeting Slide (useful

Ex.1 p.76 Find the sentences in a past tense and

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Planned Planned activities Learners’ Evaluation Resources

Begining GREETINGS Slide (useful

Middle Media intrusion theory holds that the advent of

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Planned Planned activities Learners’ activities Evaluation Resources

Begining GREETINGS Greeting Slide (useful

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Planned Planned activities Learners’ Evaluation Resources

Begining GREETINGS Greeting

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Planned Planned activities Learners’ Evaluation Resources

Begining GREETINGS Greeting

Middle Exercise 1 page 80.

Students make a Mutual

Discussion of the text “Stars of the

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Planned Planned activities Learners’ Evaluation Resources

Begining GREETINGS Greeting Slide (useful

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Planned Planned activities Learners’ Evaluation Resources

Begining GREETINGS Mutual Presentation

Middle Ex.1 p.82 Describe photos A or B. Students describe Verbal Presentation

Ex. 2 – 3 p.82. Vocabulary exercises. Try to use a

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Begining GREETINGS Greeting Verbal Slide (useful

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Planned Planned activities Learners’ Evaluation Resources

Task. Choose True or False statements.

End REFLECTION Self-assessment

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Planned Planned activities Learners’ Evaluation Resources

Begining GREETINGS Greeting Slide (useful

Discuss this leaflet:

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Planned Planned activities Learners’ Evaluation Resources

Begining GREETINGS Greeting Slide (useful

Middle Lesson Activity Students follow the Mutual Presentation

Planned Planned activities Learners’ Evaluation Resources

Begining GREETINGS Greeting Board Projector

Middle Exercise 1 page 86. In pairs, students Mutual Presentation

When talking. (Body language)

When texting. (When you’re typing, use CAPS

Practice: Ex.2 – 3 p.86

Watch a video and make a conclusion of the

Planned Planned activities Learners’ Evaluation Resources

Begining GREETINGS Greeting Board

Ex.2 p.87 Give your opinion.