AUTONOMOUS EDUCATIONAL ORGANIZATION

«NAZARBAYEV INTELLECTUAL SCHOOLS»

ENGLISH
Course Plan

2018-2019 academic year

Grade 8
Long term plan
Term 1
1 Our World
Family, relations with other
people, personal identification;
personal feelings, experiences and
opinions
 House and homes
 Creating a personal profile (this
relates to computer science)
 Discussion on the role of social
media (this relates to computer
science)
 Critical analysis of the role of
social media and the internet on
deep slow thought
 Creating a survey on social
media use and collating the results
(this relates to maths and computer
science)
2 Daily Life and Shopping
 Organising a tour of our area to
help a fictitious family move to the
area using maps (this relates to
geography)
 Comparing our daily life with
that of a Japanese student
 Focusing on Kazakhstan
fashion week and clothes
Term 2
3 Entertainment and Media
 Looking at and writing a
storyboard, then acting out the
storyboard
 Describing and writing reviews
on films and computer games
 Creating our own newspaper or
magazine article in two-column
format
 Focusing on CGI (computer
generated animation) (this relates to
computer science and art and
design)
 Learning about Minecraft
 Creating and playing the quiz
game: Who wants to be a
millionaire?
 Social media (this relates to
computer science)
4 Sport, Health and Exercise
 Learning about keeping fit apps
(this relates to computer science)
 Learning about healthy food
(this relates to biology and
chemistry)
 Learners create a healthy-eating
pyramid based on food from
Kazakhstan
Term 3
5 Reading for Pleasure
Learners read non-fiction books
in Kazakh, English, Russian
languages
Summarizing the chosen books
6 The Natural World
 Learning about geographical
features of Kazakhstan (this relates
to geography)
 Learning about world heritage
sites around the world (this relates
to geography and biology)
 Learning about a world heritage
site in Kazakhstan
Term 4
8 Food and Drink Looking at
cuisines around the world)
 Focusing on food in
Kazakhstan
 Making a class chart and
looking at breakfasts around the
world
 Healthy food (this relates to
maths and biology)
 Drama: role-playing a
fictitious family meal and/or a
scene in a restaurant
 Looking at “Food for
thought” and the role of Oxfam
 Learning how to make a
leaflet using a word processor,
digital camera, desktop or other
hardware etc (this relates to
computer science)
 Planning a birthday or
celebration party
9 The World of Work
 Learning about crime and
critically analysing the portrayal
of youth in the media
 Learning about different jobs
and careers; attending talks on
careers by visitors to the school
 Discussing the advantages
and disadvantages of taking a
 Organising and filming a
fashion show (this relates to art
and design)
 Writing a review of a fashion
show
 Discussion about the nature of
happiness and what we commit to
in the future
 Keeping a personal and a class
diary
 Role-playing a visit to the
doctor’s surgery
 Learning about illness and
injuries (this relates to biology)
 Continuing the discussion about
happiness in the context of living
for a long time or winning a large
amount of money
3
 Reading a newsletter on Our gap year
Endangered Planet  Looking at part-time jobs for
 Learning how to write a young people
campaign letter  Listening to an interview,
 Learning about the environment role-playing an interview then
through learning about the saiga reporting back on it
(this relates to geography and  Revisiting our dreams for the
biology) future (from Term 1), looking at
 reviewing weather vocabulary our hopes and fears and
predictions
 Optional Secret Agents!
Project
7 Travel and Transport
 Looking at modes of transport
 Learning about signs and the
language of signs
 Creating a survey about
commuting to school, either for the
class or the whole school (this
relates to geography and computer
science)
 Discussion on travelling in and
around Kazakhstan
 Writing an account of a journey
in or across Kazakhstan
Reading about mysterious places
around the world
Medium term plans
English Secondary 8
1. Our World
Recommended prior knowledge
Use of English: present tense forms and past tense forms
No subject-specific prior knowledge is assumed, but all students are expected to be aware of trends and events both within Kazakhstan and in the
wider world as part of their regular study, and to review national and international events through a range of news media.
Context
In Unit 1, learners will explore the topic of Our World. This relates to computer science (social media, surveys, collating results), geography
(map reading) and maths (money, collating results).
Outline
In Unit 1, the learners will have the opportunity to learn the appropriate vocabulary and key structures in order to discuss, read about and listen
to recordings about their:
 family, relations with other people, personal identification
 personal feelings, experiences and opinions
 house and homes
by
 creating a personal profile (This relates to Computer Science)
 discussion on the role of social media (This relates to Computer Science)
 critical analysis of the role of social media and the internet on deep slow thought
 creating a survey on social media use and collating the results (This relates to Maths and Computer Science)
The skills focus includes: discussion (Speaking), questioning and answering (Listening and Speaking), reading and writing diaries (Reading and
Writing).
This course plan uses many resources, but you are not expected to follow them exactly. Rather, use them together with a variety of other
resources of your own choosing. As always, adapt the material to your learners and the Kazakhstan context bearing in mind the 8 grade learning
objectives. Suggestions on how to do this are made below.
For learners’ safety teachers should pay attention to the theme “Our World” and prepare some lessons using site:
http://www.commonsensemedia.org/advice-for-parents/internet-safety-tips-middle-school-kids
For learners’ safety teachers should pay attention to the theme “Social Media”, ”Leisure Time” and prepare some lessons using site:
http://www.tukes.fi/en/For-Consumers/Leisure-time/
http://www.ikeepsafe.org/category/balancing-screen-time/
and others

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Key learning objectives
This unit works towards all the four skills, the Use of English learning objectives and Content learning objectives. These will be revisited
throughout the year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of
the lesson. Feel free to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards
all of the learning objectives throughout the year.
8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers
8.1.3.1 respect differing points of view
8.1.4.1 evaluate and respond constructively to feedback from others
8.1.5.1 use feedback to set personal learning objectives
8.1.7.1 develop and sustain a consistent argument when speaking or writing
8.1.8.1 develop intercultural awareness through reading and discussion
8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings
8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
8.2.3.1 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics
8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres
8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics
8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics
8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended
texts
8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics
8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended
texts
8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics
8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general
topics and some curricular topics
8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics
8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics

5
8.5.7.1 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics
8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics
8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics
8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
8.6.15.1 use infinitive forms after a limited number of verbs and adjectives use gerund forms after a limited variety of verbs and prepositions
use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics
8.6.16.1 use a growing variety of conjunctions including since, as to explain reasons and the structures so … that, such a … that in giving
explanations on a range of familiar general and curricular topics
Key: Key:
W = whole class work SB = Student’s Book
G = group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called
P= pair work Teacher’s Resource Book)
I= individual work WB = Work Book
f= formative assessment

6
Key learning objectives Suggested teaching activities Teaching notes Learning resources

8.1.9.1 use imagination to Pre- learning: Afterward, a discussion about first http://www.eslcafe.com/grammar/
express thoughts, ideas, Getting to know each other appearances and perception can help verb_forms_and_tenses09.html
experiences and feelings Learners work in groups of three. students to break down some barriers
Have each group gather one fact and perhaps make friends with
8.3.1.1 use formal and informal about each person in that group. One someone they may never have
registers in their talk on a member of the group should give the approached in a different situation. Teacher’s reference to prepare for
growing range of general and list of facts to the teacher who will ‘capture’ of learner conversation
curricular topics then present them to the class. The At the beginning of this unit, learners and examples:
class then has to guess which will be exploring their world. There
8.1.10.1 use talk or writing as a member of the group fits which fact. are three aims to this activity: http://learnenglish.britishcouncil.o
means of reflecting on and This activity helps students get to for you to learn about your learners rg/en/node/1404/
exploring a range of know each other, but it also forces an and listen to what they have to say
perspectives on the world analysis of how physical observations about their world: family, friends, http://learnenglish.britishcouncil.o
shape our perceptions of people. interests, etc. rg/en/english-
8.6.15.1 use infinitive forms (W) Learners may find easier if they for you to make a note of each grammar/verbs/infinitive
after a limited number of verbs are presented a few personality and learner’s level of fluency (this will act
and adjectives use gerund forms physical adjectives to feel more as a baseline) Alternatives:
after a limited variety of verbs confident when they describe for you to ‘capture’ examples, if any, http://www.englisch-
and prepositions use some someone. of infinitive or gerund forms after hilfen.de/en/grammar_list/gerund
prepositional verbs and begin to Here it will be nice if they are able to verbs: write down your learners’ _infinitiv.htm
use common phrasal verbs on a use adjective structure “as….. as” and examples, e.g. I like swimming, to be
growing range of familiar “not as……… as” to compare fond of, to be really into, to adore, to http://englishpage.com/gerunds/in
general and curricular topics personality features. hate, to be keen on, and so dex.htm
Activity (f) Monitor learners’ responses as they
8.6.5.1 use questions which Present tense forms and past tense work together. Do not correct any http://www.esolcourses.com/conte
include a variety of different forms language problems at this stage. nt/exercises/grammar/adjectives/a
tense and modal forms on a Fill the board with vocabulary your Instead, make discreet notes as to their ppearance/vocab1
range of familiar general and students have encountered in use of English competence and
curricular topics previous classes (make sure to particularly any recurring errors for
include all parts of speech), and get future planning.
them to make some sentences out of As you work through the course plan,
the words. adapt the language focus, and the
7
Key learning objectives
8.6.9.1 use appropriately a
variety of active and passive
simple present and past forms
and past perfect simple forms in
narrative and reported speech on
a range of familiar general and
curricular topics
Suggested teaching activities
Irregular Verb Flash Cards
Create game cards by printing
irregular verbs in their different
tenses on one side of a set index
cards or similarly sized paper. For
example, one set of verbs in the cards
could be "take, took, taken" -- or just
"take and took" for a simpler game.
Create game cards for several
irregular verbs. Laminate the cards to
make them more durable, and
periodically use them to quiz your
class.
Plenary.
You can allow children to test each
other in pairs or small groups. There
are many different games that classes
can play with flash cards, including
trivia, around-the-world, and sudden
death.
Alternative (W) Begin the new unit
with an activity to engage your
learners’ interest in the topic Our
World.
Learners work in groups, and
brainstorm the given topic and create
a mind map. Learners of each group
walk clockwise and add their ideas to
the mind maps of their classmates.
Then each group presents their ideas
with the classmates’ comments.
Teaching notes Learning resources
activities suggested, to your learners.
If you find through formative
assessment strategies that some of
your learners need more help with
basic grammatical structures, make
time in future planning to focus on this
to help secure and strong foundation.
Remember to use group work, pair http://busyteacher.org/classroom_
work, individual work and strategies activities-vocabulary-worksheets/
for formative assessment including
self-assessment and peer assessment.
Depending on your learners, this
would be a good opportunity to add to
their core vocabulary on hobbies and https://www.mindomo.com/ru/mi
leisure pursuits. This also acts as ndmap/our-world-
revision for expressing likes/dislikes 02670ef395d94462a34682c1b39b
and preferences. 0885
There is an activity which helps to
divide in pairs:
Clock Buddies is meant to be a quick
and easy way to create pairs for
partnered activities while avoiding the
problem of kids always having the
SAME partners.
In order to remind students how to ask
questions it is possible to do the
following activities.
This activity now focuses on specific
questions and answers. Learners fill in
a questionnaire by asking each other
focused questions.
8
Key learning objectives Suggested teaching activities Teaching notes Learning resources

Alternative For example:

Learners in pairs, ask and answer
questions about ‘their world’ – that
is, likes, dislikes, dreams, hopes,
interests, hobbies, family, friends.
(P) Learners in the same pairs find
something they have in common
(similarities) and something they do
not have in common (differences) in
their world.
(G) One pair joins another pair and
they share this information. Learners
summarise their discussion by
identifying the most common
characteristic features of Kazakhstani
teenagers’ “ world”.
Alternative
(W) Ask your learners to bring in
photos from their past and hang them
on the board or walls. All students go
around the classroom and write down
the name of who they think it is. You
may ask them why they think it is he
or she. Then the owner of the photo
talks about the memory.
8.3.3.1 give an opinion at Pre-learning
discourse level on a wide range Learners are given scrambled or
of general and curricular topics jumbled words on the table. Then she
asks learners to come to the table to
put them in order. These sentences
are put to form the interrogative
sentences correctly.
Name… Age…
Favourite (music)
Favourite (food)
Favourite (film)
What makes you laugh? …
Hopes for the future….
Adapt or add to the above as
necessary.
You may revise “used to….., http://teacherrebootcamp.com/201
could………… construction with 2/08/03/10-getting-to-know-you-
them to use in their speech effectively activities-for-teens-adults/
in order to have a clear picture in their
mind that they are telling about their
past.
http://www.sparkpeople.com/mys
This activity now focuses on specific park/team_messageboard_thread.a
questions and answers. Learners fill in sp?board=-1x18725x41437467
a questionnaire by asking each other
focused questions.
For example:
Name… Age…
9
Key learning objectives Suggested teaching activities
Activity
(W) Learners revise the question
forms with the teacher.
(P) In pairs, learners use
questionnaires:
1. to ask and answer questions
2. to record the answers.
(I, f) Learners then introduce their
partner to the class.
Activity
(I, f) Learners give their own
examples of the key language.
(I, f) Learners create new examples
that are meaningful and memorable
to them.
(P) Learners, in pairs, turn over a
flash card and create their own
examples using the key language on
the flash cards.
Plenary
A volunteer (or group) is asked five
questions based around the lesson.
The rest of the class mark down
whether they agree or disagree
with the answers so that the whole
class is tested. Could use whiteboards
or voting cards.
Teaching notes Learning resources
Favourite (music)
Favourite (food)
Favourite (film)
What makes you laugh? …
Hopes for the future….
Adapt or add to the above as
necessary. . You may ask them to
swap their filled questionnaire with
their partners and describe him or her
to the whole class.
Alternative Teacher reference:
This is a follow-up to your notes on
the previous activities and depends on http://learnenglish.britishcouncil.o
the level of your learners. Use rg/en/node/1404/
learners’ own examples that you
‘captured’ in the first activity as a http://learnenglish.britishcouncil.o
starting point by writing some of these rg/en/english-
on the board. Choose which grammar/verbs/infinitive
vocabulary from the learning
resources you would like to focus on
(there are too many, so choose
carefully depending on your learners). http://learnenglish.britishcouncil.o
Elicit different examples using verbs rg/en/english-grammar/verbs-ing-
(and adjectives if your learners are forms
able to do this).
Have flashcards ready with the verbs Prepare flash cards (see teaching
(and/or adjectives) to act as prompts notes)
for “to-infinitive”.
Sad Decide Hope
Happy difficult Prefer
Have flashcards ready with the
common verbs to act as prompts for
10
Key learning objectives
8.4.2.1 understand specific
information and detail in texts
on a growing range of familiar
general and curricular topics,
including some extended texts
8.4.6.1 recognise the attitude or
opinion of the writer on a
growing range of unfamiliar
general and curricular topics,
including some extended texts
Suggested teaching activities
Learners are handed a sheet out with
grammar tasks for gerund and
infinitive forms after a limited
number of verbs for consolidation.
They will perform it and check each
other using key answers.
Pre-learning
Learners are asked to stay in two
lines with a ball on the first learner’s
hand. He should remember the
previous lesson’s activities. He has to
start by saying: “Yesterday we had
new words and did grammar
exercises”. Then the second learner
should continue the next activity,
which they performed together.
Which line finishes first by saying all
of them correctly they will win
Pre-reading activity
(W) Learners first read the questions
and predict the answers before
listening.
Learners then listen and answer the
questions.
(P) Learners then compare their
predictions and their answers with a
partner.
Teaching notes Learning resources
“+ing” forms.
Avoid Like Suggest
Enjoy Dislike Hate
Monitor carefully for recurring errors. http://busyteacher.org/classroom_
Note that hate/love can take either “to- activities-
infinitive” or “+ing” forms grammar/infinitive_and_gerund-
These practice worksheets will be worksheets/
helpful to consolidate infinitive and
gerund forms of the verb.
You may link to the site, which is in
the next column.
Encourage peers to work English in Mind 3:
cooperatively and make up sentences SB 2st ed p.4, Ex.1,2,4 & 4
using verb forms correctly. (present simple & present
continuous review, tag questions)
When they are making the sentences
up, you have to correct if it is Malcolm Mann, Steve Taylore-
necessary. This activity is presented Knowles Laser B1+ SB p 6—7
to revise verb forms. ex. 2,3,4
Note that prediction is an important
skill, so allow learners to take time
over this without looking at the text. Headway SB 3rd
Prediction allows learners to access Ex:1, 2, 3, 440-41p.p.
their own vocabulary and begin to
focus. You may need to make copies
to avoid learners looking at the text.
Remind learners that there are no right
or wrong answers in the prediction
exercise here.
When you are work out topical
vocabulary with the learners, you may
11
Key learning objectives Suggested teaching activities Teaching notes Learning resources

Only at the end, learners are allowed show photos of rooms with their
to read the text while listening. names for revision. The presented
Activity photos will be kept in their memory
Family Ties for long time.
Learners read the post and comments As a reading activity, you may use a
on Social networking site and answer Jigsaw method, which is very helpful
the questions to work in a team and listen to each
Students write a word or short phrase other. Here you divide your learners
from the comments to the post to into 3 groups of 4 and distribute
answer the questions. paragraphs of the text. Within limited
Students use words and phrases from time, they read their own paragraph
the article to complete the sentences. and swap information with each other.
Alternative As all members of the group
Pre-reading activity understand totally the text, then they
(W) Let learners recall names of the together find true and false statements.
rooms in a house and ask them what
we do in each room. Then they mayAs a pre-listening activity, you may
match the lines to make a sentence
show the photos of the most beautiful
(W) Ask them to look at photos and
places to travel around the world. To
differentiate types of rooms raise their culture awareness you may
(G) Learners read the questions and
put some questions such as:
find the answers in the text What kind of information should you
They need to find out false and true
know before visiting those countries,
statements to the text and justify each
which you would like to be?
answer Why do people choose to visit Paris,
Italy, Switzerland mostly?
Plenary Where would like to stay when you are
Learners are asked to draw their abroad in the centre of the city or
dream house and describe it countryside? etc.

Show key listening answers in order to

Pre-learning assess by themselves.
12
Key learning objectives Suggested teaching activities Teaching notes Learning resources

(I)Ask them whether they have been Listen to each partner and write
to one of these places or which place comments down in order to give
they would prefer to be mostly and feedback to them at the end of the
why. discussion.

Pre- listening activity As a lesson consolidation, you may

Homes around the world ask your learners to say new words
(F, I) Ask learners to look at photos one by one. To make more challenging
1-4 and match the places (Lisbon, you need to say in advance that a word
New England, Seoul, Samoa) with they say should not repeated. When
photos. Hand a sheet out with they list all topical vocabulary they
questions in it. They need to listen to remember, do not forget to revise to be
the people from some places and ready to write a quiz on these new
complete the chart words.
Activity
Learners work with their partners in
the discussion about the places of
people, which they have listened to
complete the chart. Let them prepare
questions talk about where they live.

Plenary
Tell me three things...
you have learnt today
you have done well
the group has done well
you would like to find out more
about
you know now that you didn’t know
50 minutes ago.

13
Key learning objectives
8.6.16.1 use a growing variety
of conjunctions including since,
as to explain reasons and the
structures so ... that, such a ...
that in giving explanations
on a range of familiar general
and curricular topics
8.3.3.1 give an opinion at
discourse level on a range of
general and curricular topics
8.1.10.1 use talk or writing as a
means of reflecting on and
exploring a range
perspectives on the world
8.1.2.1 use speaking and
listening skills to provide
sensitive feedback to peers
Suggested teaching activities Teaching notes Learning resources
Pre-learning Alternative https://www.youtube.com/watch?
Teacher starts the lesson by showing Personal Diaries v=lZZWwaNbYFE
a video titled “Then and Now”. Then Ask if anyone keeps a diary. Do they
she asks what this video refers to. share what is in it or is it private? Why
does it help to write things down
Activity sometimes? http://www.languagetutoring.co.u
(I) Learners start their own diary in At the end of each term, check that k/KeepingADiary.html
English to reflect upon either their your learners are still keeping up with http://www.wikihow.com/Write-
life and/or their progression in their diaries. You do not need to look a-Diary
English. This is a naturally at them, but use them as a talking
differentiated activity as learners can point. For example, if there is
take it as far as they wish or simply anything they would like to share:
record what they have done/learnt. 1. What is one of your highlights
(W) Learners reflect on their this term?
of lesson(s) and give feedback. 2. What was the most difficult
Learners who have missed any thing for you this term?
lessons can find out what they have This can be discussed in pairs. It
missed by reading the poster. fosters a sense of taking responsibility
for and reflecting on their own
learning.
Class Diaries
This activity encourages reflection and
feedback.
Plenary w/b Lesson 1 Lesson 2
5–5–1 What we
Summarise today’s topic in 5 learnt
sentences. today/what
Reduce to 5 words. we did
Now to 1 word. today
What I
liked/didn’t
like
14
Key learning objectives
8.5.1.1 plan, write, edit and
proofread work at text level
with little support on a range of
general and curricular topics
8.3.6.1 link comments with
some flexibility to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
8.1.7.1 develop and sustain a
consistent argument when
speaking or writing
8.2.6.1 deduce meaning from
context with little or no support
in extended talk on a growing
range of general and curricular
topics
1.
Suggested teaching activities
Pre-learning
Find me a partner
Half of the class are given questions
and half are given answers. Children
must silently go around the room
trying to find out who their partner is.
Could also be done with them talking
and the questions and answers being
stuck on their backs to make it a bit
more challenging. Alternatively,
instead of questions finding answers,
questions could find other questions,
which provide the same answer or
answers could find other answers
from the same times tables and then
order themselves.
(P) Learners come up with their own
definition of social media.
Learners:
first come together with another pair
Teaching notes Learning resources
Homework
w/b or w/c = week beginning or week
commencing (date)
http://en.wikipedia.org/wiki/Socia
At this stage, it will be beneficial to l_media
them to make a review of the previous
lesson vocabulary.
Encourage learners to get into the
habit of writing the new words into
their vocabulary notebook. You should
teach learners how to keep a lexical
notebook. It means that they are not
just supposed to write a translation of
an unknown word. Encourage learners
to give a definition, synonyms,
examples of the usage of the word,
including any collocations.
“Social media refers to the means of
interactions among people in which
they create, share, and exchange
information and ideas in virtual
communities and networks.”
Wikipedia
15
Key learning objectives Suggested teaching activities
and compare definitions,
2. then refine the definition
3. then compare with the definition on
Wikipedia.
Learners critically analyse
internet/social media:
1. Why did Carr make this statement?
2. How far do you agree with this
statement?
3. (W) Can you give examples to
explain your answers?
1. What springs to mind when you
hear the term ‘social networking’? 
2. Hasn’t social networking been a
part of human society for tens of
thousands of years?
3. Have you joined any social
networking sites? Are they fun?
4. What social networking sites are
widely used in Kazakhstan?
8.5.4.1 use with some support Activity
style and register appropriate to Learners:
a variety of written genres on  Create a survey on social media to
general and curricular topics use in their class, or school
8.5.8.1 spell most high- depending on how large you wish
Teaching notes Learning resources
A list of social media technologies is
given in Wikipedia under
Classification of social media.
To encourage critical thinking and
analysis, write the following on the
board or on a PPT:
“fast (Internet/social) media and deep
slow thought don’t mix well.”
Nicholas G.Carr
http://en.wikipedia.org/wiki/Nicholas_
G._Carr
And ask your learners to discuss:
what it means
what the implications are
 if they believe it
 if it is scaremongering (you may need
to explain this word) https://www.youtube.com/watch?
 if it is justified. v=jQ8J3IHhn8A
When doing critical thinking
exercises, allow time for quiet
thinking time and allow learners to jot
down notes to explore ideas before
they begin the discussion
Then you may show video on social
media which is in learning resources
row to compare their answers with it.
Survey
Decide first how large you would like Create a survey online:
this survey to be. This kind of survey http://www.surveymonkey.com/
is very relevant to young people and
you may find it worth spending time
16
Key learning objectives
frequency vocabulary accurately
for a range of familiar general
and curricular topics  do the survey
8.3.5.1 interact with peers to 
negotiate, agree and organise 
priorities and plans for  draw table or bar chart and show the
completing classroom tasks
 Write down a brief information about
8.4.4.1 read a growing range of
extended fiction and non-fiction
texts on familiar and some
unfamiliar general and
curricular topics
8.5.1.1 plan, write, edit and
proofread work at text level
with little support on a range of
general and curricular topics
8.5.4.1 use with some support
style and register appropriate to
a variety of written genres on
general and curricular topics
8.5.7.1 use with minimal
support appropriate layout at
text level for range of written
genres on familiar general and
curricular topics
Suggested teaching activities Teaching notes Learning resources
this activity to be (see learning on this.
resources). You may decide to:
1. ask your learners to create one in
collate the results Word
display the results 2. organise a survey online (see learning
resources).
results of the survey done in the
classroom.
the survey by giving percentage and
add their predictions or thoughts
towards them.
Skill: Reading and writing Alternative Messages 3 pp32 – 33
(I) Learners complete the reading Reading comprehension (see learning Daniel Trent’s web page
comprehension exercise. resources)
(P) Allow learners to peer assess their Help learners write their own personal Writing and reading personal
answers. profiles (see learning resources). profiles:
You might like your learners: Teen World: Multi-level
Activity 1. to create their own webpage with help photocopiable activities for
(I, f) Learners write personal profiles. from the IT department teenagers J.Budden
2. to share the work they have been
doing in computer science http://all-free-download.com/free-
3. to share their own webpage website-templates/personal-
Plenary profile.html
Write 5 top tips or golden rules about
the topic for students taking the Plenary might be developed with
lesson next year. snowballing, group answers or posters
etc if time allows..
17
Key learning objectives Suggested teaching activities
8.4.8.1 use familiar and some
unfamiliar paper and digital
reference resources to check
meaning and extend
understanding
8.3.4.1 respond with some Pre-learning
flexibility at both sentence and What is the question?
discourse level to unexpected Give them an answer and ask them
comments on a range of general what the question is. Create a
and curricular topics question related to the topic of the
8.3.6.1 link comments with discussion and further lead the
some flexibility to what others learners to the open class discussion.
say at sentence and discourse This generates discussion.
level in pair, group and whole
class exchanges
8.3.7.1 use appropriate subject- Activity
specific vocabulary and syntax Learners create a visual library of
to talk about a growing range of topic vocabulary for:
general topics, and some  hobbies and Leisure
curricular topics  homes
8.3.5.1 interact with peers to  social media.
negotiate, agree and organise Alternative
priorities and plans for Students work in pairs, create mini
completing classroom tasks projects about mysterious houses in
the world, and present for the
classmates using appropriate
grammar structures such as:
Infinitive, gerund, Simple forms and
Present Perfect forms. Students can
use vocabularies related to the topic.
Students specify which of the
mysterious houses they prefer most,
Teaching notes
It is important to build your learners’
store of vocabulary. Giving a list for
learners to learn has not proved to be
very effective for long-term memory.
The key is to make the language
meaningful and memorable.
Many learners are reluctant to describe
their own homes so show them
examples of unusual homes (see
learning resources) to describe. This
is more challenging but fun! Feel free
to provide any difficult vocabulary,
but encourage normal vocabulary:
I think it has 14 bedrooms!
Does it have a balcony?
It is an apartment, isn’t it?
Visual library:
You may like to explore the possibility
of creating a Pinterest account for
learners to add and organise their own
photos throughout the year. As they
build topic vocabulary (see learning
resources), they can build their own
visual library (Pin board).
Learners can also have their own
vocabulary notebooks. Each entry
needs to include a sentence that
18
Learning resources
Visual starter (unusual homes):
https://www.teachingenglish.org.u
k/article/reading-house
Teacher reference for creating a
class Pinterest board:
Listening exercise (Homes):
English in Mind 3 p.9 Ex 5
*Vocabulary lists:
https://www.youtube.com/watch?
v=kzkEGEjkb30
https://en.islcollective.com/resour
ces/printables/worksheets_doc_do
cx/adjectives_to_describe_my_ho
me/adjectives-home-
preintermediate/75594
https://eoiecijaintermediate.wordp
ress.com/2011/03/02/describing-
my-dream-house/
Key learning objectives
8.5.1.1 plan, write, edit and
proofread work at text level
with little support on a range of
general and curricular topics
Suggested teaching activities
explain why and which of them
might be built in Kazakhstan.
Peer assessment: Learners evaluate
projects presented by each team.
They share their opinion and give a
piece of advice to each other.
Alternative
(P) Learners match target words with
their definitions. For example (see
learning resources),
Target word(s):
a full on the Etc.
house house
Definitions:
every paid for Etc.
seat in a by the
cinema company
or or bar
theatre owner
sold out
(I f)Then learners create their own
sentences that show evidence of
understanding the meaning of the
target words.
Plenary
(W) Hot seat game. Divide your
learners into 2 groups and ask one
member of their team to come to the
board. The student on the board
facing to his team members and
having a back to the board listens to
the description of the word from his
Teaching notes Learning resources
learners have created to show they
understand the word and to help put
the key words into long-term memory.
Words associated with house, e.g.
house proud, houseboat, bring the
house down, etc.
This kind of matching activity can be
adapted for any new key words or key
words that your own learners are
having difficulty with. It is also useful Alternatives:
for differentiation purposes.
Learners could either use dictionaries
or look online for help. http://iteslj.org/questions/home.ht
ml
Worksheets for pair work with more
difficult questions. It can be
appropriate for strong learners.
This list of various questions might be
useful for creating personal question
cards.
Teacher lists topical vocabulary by
categorizing into levels on PPT in
advance. Each category is
differentiated by the complexity of the
word. As the word is hard to
remember, it costs much more from
19
Key learning objectives
8.5.1.1 plan, write, edit and
proofread work at text level
with little support on a
growing range of general and
curricular topics
1.
8.2.3.1 understand with little or
no support most of the detail of
an argument in extended talk on
a wide range of general and
curricular topics 2.
3.
Pre-learning
8.5.2.1 write with minimal (I, f) Learners write a short piece - (G) The following are useful stages:
Suggested teaching activities Teaching notes Learning resources
members of the team. The hot seat 100 to 500.
owner should guess that word. The
words may be displayed on the board
as a PPT. If he guesses that word he
wins a point for his team.
Pre-learning
Learners are given a test to find out http://www.clipd.com/movies/496
which genre of the film they prefer to 6/what-11-movie-genres-say-
watch. As they know which film about-you#page=1
genre is close to their personality,
they compare whether it really
matches with their feeling or
characteristic features.
Activity
(P, f) Learners listen to a woman
talking about her favourite film – As a pre-listening activity, you may English in Mind 3 Sb p.85. Ex 11
Casablanca. There are five pictures begin this listening activity by
(a-e). Their task is to put those discussing some unfamiliar words in
pictures in order. the listening task (synonyms,
(P) According to the pictures they definitions, examples and so on).
may summarise what they have heard Prepare some questions to those
Then at the end, they may describe pictures for brainstorming. Then ask to
their own favourite film. look at pictures and start to put them
Plenary in order.
At the end, you may ask your
learners to list tips for using time
effectively. They need to express
their opinion one by one how to keep
time and be organised person.
English in Mind 3 p.17 Ex 12
http://www.examenglish.com/PE
20
Key learning objectives
support about real and
imaginary past events, activities
and experiences on a range of 1.
familiar general topics and some
curricular topics 2.
8.5.3.1 write with moderate 3.
grammatical accuracy on 4. a my hobbies (descriptive)
growing range of familiar
5.
general and curricular topics
8.5.4.1 use with some support
style and register appropriate to
a variety of written genres on
general and curricular topics
Suggested teaching activities Teaching notes Learning resources
see below. 1. brainstorm ideas T/PET_writing.htm
Activity 2. (I) rough draft/structure
write a letter to your pen-friend (see3. Peer assessment. It may help to give a
learning resources) particular focus: for example, have
write an email to your pen-friend they used the subject specific
my friend (descriptive) vocabulary or to-infinitive/+gerund
correctly?
my life (open-ended for learners to4. (I) final draft
explore whichever aspect of their life5. (P, F) peer review – here students look
they would like to) at each other’s work and state two
The above allows for differentiation things they like about it and one area
depending on your learners. for improvement.
Learners plan, write and edit a (F) The teacher monitors and makes a
paragraph note of any recurring errors and offers
What I like about where I live. differentiation by support.
(F) Remember to use these stages for
research and presentation, and any
Plenary other pieces of writing throughout the
Change of role what questions would year.
you ask the class and why. Download the hand outs to practise
wring informal letters to penfriends
(P,F) Continue to use the useful
stages as in the earlier writing
exercise. For the peer assessment, it
may help to give a particular focus: for
example, have they used the subject
specific vocabulary correctly
The teacher monitors and makes a
note of any recurring errors and offers http://en.islcollective.com/resourc
differentiation by support. es/search_result?Tags=pen+friend
Remember to use these stages for &searchworksheet=GO&type=Pri
research and presentation along with ntables
21
Key learning objectives
8.1.3.1 respect differing points
of view
8.1.8.1 develop intercultural
awareness through reading and
discussion
Suggested teaching activities
Pre-learning
Activity
(W) Learners look at and comment
on what children around the world
are dreaming of and committing to in
their world.
Learners think and then answer the
question:
What is a dream you commit to
making real?
This can be added to their personal
diaries and revisited at the end of the
year to see if they have changed their
minds.
Teaching notes Learning resources
other pieces of writing throughout the
year.
Allow learners some minutes to
formulate questions. Learners ask
questions and the rest of the class
answer them.
Show image(s) from children around http://blog.ted.com/2012/11/14/te
the world (see learning resources). dxyouthday-teens-answer-the-
Ask everyone to fill in: question-whats-a-dream-you-
A dream of mine that I commit to commit-to-making-real/
making real is…
Ask learners to start with “to + verb
as in the images from young people Alternative resources:
around the world (see learning https://www.wisdomtimes.com/bl
resources on the right). og/dreams-come-true-how-to-
For example, commit-to-it/
A dream of mine that I commit to
making real is… (to help stop http://bizkids.com/wp/wp-
pollution). content/uploads/Biz_Kids_Lesson
Alternative: _Three_Minutes.pdf
My dream is to…(be a Geologist).
Once this has been done, display the
dreams so everyone can share.
22
Key learning objectives Suggested teaching activities
Alternative
8.3.1.1 use formal and informal Learners use the set of cards (see
registers in their talk on a learning resources) to talk for
growing range of general and approximately half a minute, and 1.
curricular topics then answer any questions from other
2.
learners. 3.
8.3.3.1 give an opinion at Sample cards from Learning
discourse level on a wide range resources:
of general and curricular topics Describe your living room.
Do you think it is better to live in a
city or in the country? Why?
If you wish, you can adapt the cards
or write your own. This activity is
naturally differentiated in that the
cards can vary from straightforward
to more complex questions.
Teaching notes Learning resources
My home – speaking practice Pairwork and Groupwork M.Levy
(F)The teacher monitors, paying & N.Murgatroyd, pp30 – 31
particular attention to:
correct use of key language
encouraging all learners to participate
recurring errors for future planning.
There are many opportunities for
speaking in this unit as in all the units.
This means you will be working
towards many of the speaking and
content learning outcomes. It is
therefore important to check which
ones your particular group needs to be
focused on. The ones in the key
learning objectives column are
suggestions but you may find, due to
differentiation strategies, you have
different groups working towards
different learning objectives at the
same time.
To encourage fluency, allow the
discussion to flow, without
interruption.
23
Key learning objectives
8.5.1.1 plan, write, edit and
proofread work at text level
with little support on a range of
general and curricular topics
8.5.2.1 write with minimal
support about real and
imaginary past events, activities
and experiences on a range of
familiar general topics and some
curricular topics
8.1.4.1 evaluate and respond
constructively to feedback from
others
8.1.5.1 use feedback to set
personal learning objectives
Suggested teaching activities Teaching notes Learning resources
Learners plan, write and edit a (P, f) Continue to use the useful stages English in Mind 3 2nd edition has
paragraph : as in the earlier writing exercise. For an accompanying DVDRom
What I like about where I live. the peer assessment, it may help to which is an excellent resource.
give a particular focus: for example,
have they used the subject specific
vocabulary correctly?
(f) The teacher monitors and makes a
Plenary note of any recurring errors and offers
Learners are asked to fill in the table: differentiation by support.
Index card (f) Remember to use these stages for
research and presentation along with
I learned…. I want to other pieces of writing throughout the
learn more year.
….
24
 English Secondary 8
2. Daily Life and Shopping
Recommended prior knowledge
Students should be familiar with the use of the simple present for daily routines and some vocabulary associated with various shops and what they sell.
Context
As this is a content with language unit, learners will learn how to organise a fashion show, make flyers and organise a tour around their town, city or
village for a family who has just moved here. This relates to computer science, art, design, and maths.
This unit centres on everyday key language which learners need to be very familiar (and comfortable) with using at this. This is an opportunity to fill
any gaps in their knowledge both in vocabulary and sentence structures.
Outline
Learners:
 organise a tour of their area to help a fictitious family who have moved there using maps (this relates to geography)
 compare their daily life with that of a Japanese student
 focus on Kazakhstan fashion week and clothes
 organise and film a fashion show (this relates to art and design)
 write a review of a fashion show
 discuss the nature of happiness and what they want to commit to in the future
 keep a personal and a class diary
For learners’ safety teachers should pay attention to the theme “Daily Life and shopping” and prepare some lessons using site:
http://www.commonsensemedia.org/advice-for-parents/internet-safety-tips-middle-school-kids
http://www.edb.gov.hk/en/sch-admin/admin/about-sch/sch-safety/
http://www.getsafeonline.org/shopping-banking/shopping1/#.Ur0r_z-5zXU
Key learning objectives
This unit works towards all the four skills, the Use of English learning objectives and Content learning objectives. These will be revisited throughout
the year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel
free to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning
objectives throughout the year.
8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
8.1.3.1 respect differing points of view
8.1.4.1 evaluate and respond constructively to feedback from others
8.1.5.1 use feedback to set personal learning objectives
8.1.8.1 develop intercultural awareness through reading and discussion
8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
25
8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
8.L3 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics
8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres
8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
8.3.8.1 recount some extended stories and events on a growing range of general and curricular topics
8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts
8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts
8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics
8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended text
8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics
8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some
curricular topics
8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics
8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some
curricular topics
8.5.9.1 punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy
8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar
general and curricular topics
8.6.11.1 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar
general and curricular topics
8.6.12.1 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs; use an increased variety of
pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics
8.6.16.1 use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations
on a range of familiar general and curricular topics
Key: Key:
W = whole class work SB = Student’s Book
G = group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called Teacher’s
P= pair work Resource Book)
I= individual work WB = Work Book
f= formative assessment

26
Key learning objectives
8.2.1.1 understand with little or no
support the main points in
extended talk on a wide range of
general and curricular topics
8.3.6.1 link comments with some
flexibility to what others say at
sentence and discourse level in
pair, group and whole class
exchanges
Suggested teaching activities
Pre- learning:
Encourage 3 volunteers to come out
to the board, write 3 statements,
which the corresponding individual
must explain to the rest of the class.
Assign students to take
conversation from their course book,
that they are familiar with and reduce
each line to only one word..
Divide your learners into 3 groups
with 4 pupils and hand out jumbled
words, which depict information on
daily routine and shopping when
they are joined and put them in
order. Then they read their sentences
and explain what they refer to. At the
end, a teacher may ask what 3
groups’ statements suggest. They try
to guess the topic together.
Activity
(P) Learners predict what they might
hear in the recording(s).
Learners answer the comprehension
questions. Allow learners to see any
questions first before listening to
focus.
Learners look at highlighted words in
the unit 49 “Daily routines” on p 103
English Vocabulary in Use
Teaching notes Learning resources
Daily life (part 1) Vocabulary building:
English Vocabulary in Use
If your learners require more input, S.Redman CUP Unit 49 Daily
for example with vocabulary, try routines
using a self-study or classroom
a reference book such as the one in
learning resources. However, bear
in mind the notes above under
grammar in context.
A resource book for multi-level
skills activities
If your learners find the task hard,
you may give examples from their
life experiences.
A teacher in the accomplishment of
this task may present differentiated
tasks: for high-motivated students
you may ask to write up a story
using new words. Just Listening and Speaking
27
Key learning objectives Suggested teaching activities Teaching notes Learning resources

S.Redman CUP and let them discuss Less motivated students may make Marshall Cavendish Education,
their meaning and usage in the up sentences using revised new Unit 16 A Listening Routines and
sentences. As they understand their words. timetables
meaning, they are able to use them in Most motivated students may
the exercises on the next page. At the prepare role -play in a group and
end, they may discuss in pair their present it to the whole class.
usage in the statement. Success criteria should be displayed Alternatives:
As a vocabulary consolidation on the board to direct them clearly Listening Extra Miles Craven
teacher puts students in pairs and and at the end to know their Cambridge University Press Unit
explains that they are going to progress. 3 Daily activities pp 24-27
prepare a challenge for other
students. To do so, they start by
brainstorming and noting down
vocabulary related to shops, fashion
and clothes. Then they should
make‘word links’ in which the last
letter of the first word is the first
letter of the second word e.g.
shopostoffice (shop + post office).
Teacher allows 1-2 minutes. Teacher
explains that they will now write
their ‘word links’ on the sheets of
paper but omit the first two and the
last two letters; e.g. opostoffi. The
other pairs try to guess the two words
in the ‘word link’. Teacher can set it
as a contest among pairs.

Plenary
In pairs learners discuss the benefits
of such type of work:
Was the activity useful and why\why
28
Key learning objectives
8.1.8.1 develop intercultural
awareness through reading and
discussion
8.3.5.1 interact with peers to
negotiate, agree and organise
priorities and plans for completing Learners (part 2):
classroom tasks
8.3.6.1 link comments with some and take notes.
flexibility to what others say at
sentence and discourse level in
pair, group and whole class
exchanges
8.1.8.1 develop intercultural
awareness through reading and
discussion
8.5.6.1 link, independently,
sentences into coherent
Suggested teaching activities
not?
What have I noticed in the streets of
my city?
How to solve the problem of…?
Pre-learning
Learners imagine they have a trip
around their town/city/village to
show someone who is new to the
area where to shop for specific
things.
 Create a fictitious family with
several members of different ages
 Describe the home they would
need to live in and take notes
 (W) Then work out what they
need to know: which shops they need
to go to and where they can buy the
food and clothing they need.
(part 3)
(W, f) Learners then work out a route
around their area for the trip.
Activity
(W) Learners first scan the text about
a day in the life of a Japanese student
then listen to it.
Learners critically analyse their own
day in comparison with that of the
Japanese student.
29
Teaching notes Learning resources
Daily life (parts 2 and 3) Vocabulary building:
English Vocabulary in Use
Learners think what it must be like S.Redman CUP Unit 57 Shops
for a person to move to Kazakhstan and shopping
with their family to live.
maps of the town/city/village
Decide how many lessons you advertisements of shops
would like to spend on this.
Pairwork and Groupwork M.Levy
It is better if learners can create the & N.Murgatroyd, pp32 – 35
family, that is, give them names Alternatives:
and a family name. In other words,
build an identity for them.
Learners work out what this new
family may need and are then,
taken on an imaginary tour around
the area.
Students are encouraged to create
the itinerary.
Messages 3 Unit 4 pp40 – 41
Learners can take the opportunity Japanese student day & writing
to reflect upon their own typical guide
day when comparing it with the
Japanese student’s one.
The word get is very common in
the English language and changes Alternatives:
Key learning objectives
paragraphs using a variety of
basic connectors on a range of
familiar general topics and some
curricular topics
8.1.4.1 evaluate and respond
constructively to feedback from
others
8.1.5.1 use feedback to set
personal learning objectives
Suggested teaching activities Teaching notes Learning resources
its meaning depending on the http://www.esl-
Learners describe and write about a preposition used with it. lab.com/elem/elemrd1.htm
place they know, using the writing Familiarise your learners with the
guide. ones on p.41 of the course book and
allow them to create their own
Activity sentences.
(W)Learners may write a formal Listening task can be used as
letter to their penfriends describing feedback.
their daily routines. The sample of It is interviewing Joshua on his
formal letter is given as a link in the experiences going to a Japanese
learning resource. You may easily school. Students can enlarge their
link to it and show the layout of the vocabulary with some Japanese http://www.english-
formal letter. words, such as ‘taiso fuku’, ‘kiritsu, room.com/penfriends_main.html
rei’, ‘kokugo’, ‘sansu’.
Alternative Alternative English in Mind 3:
It is tempting to just use the exercises Grammar in context SB 2nd ed. Unit 7 p.55 (Gerunds
or worksheets, and these are Grammar is learned much more and infinitives)
excellent as they give model effectively if it is in a meaningful
sentences. However, consider context. This means, for example,
creating activities from them in allowing students the time to come Vocabulary building:
advance. For example: up with their own sentences in English Vocabulary in Use
 (P) cut up sentences for students pairs. (f) S.Redman CUP Unit 29 Verbs +
to arrange in the correct order Language is more memorable if it ing or infinitive
 (P) ask learners to substitute relates to the student so feel free to
words but still make sense adapt material to the students and
 (I) match the words with pictures the Kazakhstan context. Nonsense Rinvolucri, M. (2009) Grammar
(see learning resources) or silly sentences can be even more Games CUP for further ideas
 students mime to each other and memorable! (P, f) Depending on your students:
try (P) to guess what the mime is SB 2nd ed Welcome section (A–D)
 (P, f) first students create their Be aware of where the ‘gaps’ are in
own interesting or funny sentences your individual student’s
using the correct form and then peer knowledge – they won’t all be the Round up 4 Virginia Evans
30
Key learning objectives
8.1.3.1 respect differing points of
view
8.3.8.1 recount some extended
stories and events on a growing
range of general and curricular
topics
8.5.1.1 plan, write, edit and
proofread work at text level with
some support on of general and
curricular topics
8.6.11.1 use some reported
speech forms for statements,
questions and commands: say,
ask, tell including reported
requests on a range of familiar
general and curricular topics
Suggested teaching activities
assess each other’s work.
Plenary
From lesson objective write 3 true
and 3 false statements, give them to
your partner to sort out.
Pre-learning
(PG) Put the students into pairs or
small groups. Give them a time limit
(e.g. 3 minutes) and ask them to
write down as many words, phrases,
and/or expressions as they can from
the last lesson on topic. The pair or
group that can remember the most
items wins.
Winners may distribute all words and
phrases on the board. Then a teacher
asks them to make a story up using
them as a pair work. She may also
present success criteria to achieve the
aim. Then they may read aloud and
choose the best story.
Activity
(W) Learners share the photographs,
items and/or magazines they have
brought in by describing what it is
and why they have chosen it.
31
Teaching notes
same. Use differentiation strategies
to allow all students to make
progress. Suggest making personal
goals or targets for areas of
improvement throughout the year.
This book combines games and fun
with serious, systematic grammar
practice. It is ideal for intermediate
students of English.
Clothes and Fashion
Prepare in advance for this lesson
by asking students to bring in
photos or pictures of an aspect of
fashion and tell the class why they
chose this person.
Display pictures/photographs of
Kazakhstan fashion week
Monitor for use of English, fluency
and vocabulary issues. Also capture
examples of good use too.
This material is aimed at pre- and
intermediate level. Teacher can cut
these cards and hand them out.
Each student answers the question.
The length of the answer is not less
than 30 sec.
Learning resources
Pearson Education Unit 11.
Infinitive (to+verb) – Gerund
(verb + -ing) pp 84-87
Students bring in their own
photographs or pictures of clothes
and fashion
Teacher to bring in a selection of
photographs of shops/shopping
and/or Kazakhstan fashion week
and/or magazines
Google images, for example,
“Kazakhstan fashion week almaty
2012” to display through a PPT
Alternatives:
http://busyteacher.org/8366-
fashion-talk-speaking-cards.html
NEF SB Pre-intermediate p.103
http://www.conhecer.org.br/downl
oad/INGLES%20INTERMEDIA
RIO/Module%202-%20reported-
speech4.pdf
Key learning objectives Suggested teaching activities Teaching notes Learning resources

Learners research Kazakhstan

fashion week. Use quotation marks
around the search item to limit
results. To involve the whole class a
Teacher asks learners questions to teacher needs to prepare criteria for
the project they have done on fashion an assessment of their description.
week or fashion industry in our While a student is presenting his
country. work, others listen to him carefully
Why is fashion catwalk organized and evaluate him according to the
and for what is it important for? criteria.
Are you satisfied with the work of
our designers?
Would you like to see Kazakh
ornaments on clothes they design?
She listens to their answers and ask
them to try to convert them into
Reported Speech. If they are not able
to perform this task, the teacher may
explain it in and do some practice
grammar exercises with them.
As a resource for this grammar
exercise you may see on learning
resources column.

Plenary
Teacher hands out a sheet with
grammar exercises to the learners to
perform within limited time. Peer
assessment is used using key answers
to it.

32
Key learning objectives
8.6.15.1 use infinitive forms after
a limited number of verbs and
adjectives
use gerund forms after a limited
variety of verbs and prepositions
use some prepositional verbs and
begin to use common phrasal
verbs on a growing range of
familiar general and curricular
topics
8.5.3.1 write with moderate
grammatical accuracy on a range
of familiar general and curricular
topics.
8.4.3.1 understand the detail of an
argument on a growing range of
familiar general and curricular
topics, including some extended
Suggested teaching activities Teaching notes Learning resources
Pre-learning (W) Ask learners This refers back to the first lesson
what they like wearing. on use of English:
(W) Ask learners what they enjoy gerund/infinitive. Use this to fill
doing. any gaps in your learners’
Write example answers in full on the knowledge.
board and try to elicit a rule for usingVerbs to describe liking or disliking
ing or to+ inf. generally take the gerund.
(I, then P, f) Ask learners to come up Other verbs such as want or decide
with their own sentences and use take the infinitive.
peer assessment to check their work Examples:
1. I enjoy wearing blue
2. I want to learn to speak German
3. I like wearing hats.
This is a form of an inductive
approach where the teacher's role is
to provide meaningful contexts to
encourage demonstration of the
rule. The students come to
understand the rule from the
examples and continued practice.
Remember that by getting to know
your students well, you will
become more aware of the gaps in
their knowledge, and so adapt what
you teach accordingly.
This quiz can be used to introduce
Pre-reading activity additional vocabulary connected
(P) At what age do young people with fashion. The quiz contains
leave their home in our country? many words which are maybe not
How does it reflect in other frequently used in a typical
countries? classroom but they describe
What do you think is right to let your concepts which students know from
33
Key learning objectives Suggested teaching activities Teaching notes Learning resources

texts sons or daughters live apart from their everyday life so they will for
you? sure find them useful After the quiz
Why do most Kazakh families tend it is possible to discuss the answers.
to live altogether?
(P, W) Learners underline
unfamiliar words in the text and
phrases. Then they try to guess their
meaning. If they do not know their
meanings, they may ask a help from
a teacher. They read the paragraphs
and put them in the order in pairs.
Questions:
Do you think Mr and Mrs. Serrano
were right or wrong? Why?
Do you think the story has a happy
ending? (W)
8.3.7.1 use appropriate subject- (G) Alternative Extreme makeover (see learning Teen World: Multi-level
specific vocabulary and syntax to Learners describe and compare resources) photocopiable activities for
talk about range of general topics, appearances. Explain to learners the meaning of teenagers J.Budden pp40 -41
and some curricular topics For example, makeover (to change someone’s clothes, glasses, scarves, etc
8.6.10.1 use present continuous I am wearing an orange cashmere appearance). digital camera
forms for present and future scarf. (time: now) The activity is a fun way of helping photographs of people
meaning and past continuous, learners with the use of vocabulary
including some passive forms, on (P) Learners create before and after in context.
a range of familiar general and images of themselves and upload Vocabulary building:
curricular topics them, then describe them as finished English Vocabulary in Use
8.6.16.1 use a growing variety of actions. (time: finished) S.Redman CUP Unit 56 Clothes
conjunctions including since, as For example,
to explain reasons and the Purpose: Vocabulary building:
structures so ... that, such a ... that I wore this so (that) I could look English Vocabulary in Use
in giving explanations on a range smart. Clothes Crosswords: S.Redman CUP Unit 36 Reason,
of familiar general and curricular Reason: The class can review clothes names purpose and result
34
Key learning objectives
topics
8.6.12.1 use comparative degree
adverb structures not as quickly as
/ far less quickly with regular and
irregular adverbs; use an
increased variety of pre-verbal,
post-verbal and end-position
adverbs on a range of familiar
general and curricular topics
8.3.8.1 recount some extended
stories and events on a range of
general and curricular topics
Suggested teaching activities Teaching notes Learning resources
I wore this because I like red. and terms using these crosswords:
Result: Differentiation: It is possible to http://bogglesworldesl.com/clothe
My hat was a bit scruffy, so I bought choose according to students’ level: s_worksheets.htm
a new one. Clothes Crossword Easy or Clothes
Crossword Hard
Plenary NEF pre-intermediate, SB, p.41
Hand out a sheet and them to
complete the questions with past
participle of the verb and ask them to
interview their partners on p. 41 NEF
Sb, pre-intermediate
35
Key learning objectives
8.2.1.1 understand with little or no
support the main points in
extended talk on a wide range of
general and curricular topics
8.2.2.1 understand with little or
no support most specific
information in extended talk on a
wide range of general and
curricular topics
8.5.1.1 plan, write, edit and
proofread work at text level with
some support on growing range
of general and curricular topics
8.1.1.1 use speaking and listening
skills to solve problems creatively
and cooperatively in groups
8.3.5.1 interact with peers to
negotiate, agree and organise 1.
priorities and plans for completing
2.
Suggested teaching activities
Pre-learning
Learners familiarise themselves with
listening to native speakers and/or
listening tests such as PET.
Activity
(W) Students listen to three people
being interviewed about Zara and
complete the chart with their
information in NEF pre-intermediate,
SB, 41
Alternative
It can be set as a home assignment
activity
(I,f) Learners write a description
based on the uploaded images.
Plenary
Ask students to produce a mind map
of their learning. This could be done
using concept branches, key words,
Pre-learning
Learners organise a fashion show
Activity
Learners:
(W) plan the mini fashion show
(W) allocate roles and
36
Teaching notes Learning resources
Messages 3 p.9 – 9
Further practice about daily
routines (see learning resources) https://www.teachers.cambridgees
ol.org/ts/exams/generalenglish/pet
And/or familiarisation with /resources?paper=Listening
listening tests (see learning Alternatives:
resources) Listening Extra Miles Craven
Listening task with picture work Cambridge University Press Unit
Grammar: Present Simple and 8 Describing people pp 52-53
Continuous
Listening for specific information NEF pre-intermediate, SB, p.41
Hand out a sheet of NEF SB, p.41
Decide if you wish the writing to be Any pictures related to the Topic
in class or for homework. If it is “Fashion
homework, remind your learners to
follow good practice by planning
the piece of writing first to give
structure.
If it is to be written in class,
monitor and offer differentiation by
support, focusing on individual
needs.
Differentiation by outcome:
Some learners write a paragraph,
some a longer piece (same task,
different outcome).
Alternative Teacher reference:
Fashion show History of Kazakhstan Fashion
Decide how many lessons you Week
would like to spend on this project http://www.modemonline.com/fas
and how much you would like the hion/mini-web-
school to be involved. This sites/tradeshows/references/kazak
Key learning objectives
classroom tasks
8.4.6.1 recognise the attitude or 3.
opinion of the writer on a growing
range of unfamiliar general and 4.
curricular topics, including some
extended texts 5.
8.5.2.1 write with minimal
support about real and imaginary 6.
past events, activities and
experiences on a range of familiar
general topics and some curricular
topics
8.5.3.1 write with moderate
grammatical accuracy on a
growing range of familiar general
and curricular topics
8.4.4.1 read a growing range of
extended fiction and non-fiction
texts on familiar and some
unfamiliar general and curricular
topics
8.4.2.1 understand specific
Suggested teaching activities
responsibilities
(G) write the script and make flyers
to advertise
(W) rehearse the fashion show and
video it
(W) have the actual fashion show
and video it
(I) write a review of the show or
write about taking part in it.
Pre-learning
Encourage learners to give their
definitions of the notion “Happiness”
(W) Learners complete the
comprehension questions.
Learners:
37
Teaching notes Learning resources
depends upon your learners, How hstanfashionweek
much control you would like over
their work and how small or large Vocabulary list:
you would like the show to be. The https://myvocabulary.com/word-
stages on the left could be list/fashion-vocabulary/
organised in class as follows:
Lessons 1 – 2 : stages 1 – 3
Lesson 3: stage 4 (rehearsal and
final draft of flyers) English in Mind 3 p.94
Lesson 4: stage 5
Lesson 5: write a review or short
essay describing the experience Imaginative Projects M.Wicks
Or Unit 4.3 pp60 – 64
Follow the instructions on pages 60 video camera
– 64 in Imaginative Projects (see old clothes
learning resources) music
Or
If you, or your school, are
ambitious, you could involve the art
& design department, the computer
science department and the music
department for a larger show for
your school!
You might like to consider using
this as an end-of-term fundraising
opportunity for a favourite charity.
Happiness English in Mind 3 pp102 – 104
Much of these two units have been
about learners positioning Create a survey online:
themselves in their world. http://www.surveymonkey.com/
http://www.happycounts.org/gross
Here learners learn about a nationalhappinessindex/age.html
Key learning objectives Suggested teaching activities
information and detail in texts on1. create a happiness survey
a growing range of familiar 2. collate the results
general and curricular topics, 3. display the results.
including some extended texts 4.
Activity
8.2.3.1 understand with little or no Pre-listening activity
support most of the detail of an 5. (W) Teacher shows 6 people’s
argument in extended talk on a photos. Ask them what they think
wide range of general and “happiness” means for the people in
curricular topics the pictures. Explain them that two
students from British school are
doing a survey about happiness.
6. While they are listening, they should
number them in the order that they
hear them.
7. (W)Teacher gives the speech of
those 6 people on happiness in
written form where some main key
words about happiness are omitted.
They remember the speakers’ points
of view on happiness and complete
it.
Plenary
Learners answer the questions:
How could what you have learnt in
this Unit? In a small, medium or
large way?
38
Teaching notes Learning resources
happiness survey, Denmark and the
Danes. http://www.personalalchemy.org/
happinesstest.html
Learners create their own happiness
survey for their class.
Get students to compare the results
with ones given in website
The self-assessment questionnaire
has been designed to facilitate you
to become more aware of your
current level of happiness.
While the learners are presenting
their opinions on the term
“happiness” try to note them down
on the board. These statements on
the board are necessary to compare English in Mind 3 p104
with the answers of those people in
the photos.
You may select some unfamiliar
words from listening tape script and
work out with them to comprehend
clearly, when they are listening to.
Filling in the statements while they
are listening may require some
knowledge on the use of parts of
speech in the sentences. At the end
you may discuss about the word
order and consolidate the topic
“happiness”
 English Secondary 8
3. Entertainment and Media
Recommended prior knowledge
Use of English: present tense forms and past tense forms, to-infinitive and gerund forms
They are also expected to review national and international events through a range of news media.
Context
In Term 2 Unit 3 learners will explore the topic of Entertainment and the Media, which includes TV, magazines, newspapers, computer games and
social media. This relates to computer science, art and design.
Outline
In this Unit learners will have the opportunity to learn the appropriate vocabulary and key structures in order to:
 look at and write a storyboard, then act out the storyboard (this relates to art and design)
 write reviews on films and computer games
 create their own newspaper or magazine article in two-column format
 focus on CGI (computer generated animation) (this relates to computer science and art and design)
 review computer games (this relates to computer science)
 describe a film (this relates to art and design)
 learn about Minecraft (this relates to computer science)
 create and play the quiz game: Who wants to be a millionaire?
 use social media (this relates to computer science)
The skills focus includes discussion (speaking), questioning, answering, (listening and speaking), reading and writing.
This course plan uses English in Mind 3 as a resource, but you are not expected to follow it exactly. Rather, use it, together with a variety of other
resources, bearing in mind the learning objectives. As always, adapt the material to your learners and the Kazakhstan context. Suggestions on how to
do this are made below.
For learners’ safety teachers should pay attention to the theme “Entertainment and Media” and prepare some lessons using sites:
http://www.urgencequebec.gouv.qc.ca/En/situation-urgence/Pages/Violence-dans-un-lieu-public.aspx
http://www.labour.gov.hk/eng/public/os/C/FireSafetyWorkplaces.pdf
and others
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as
they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be
challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending
on your learners. Suggestions are given below.
8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
39
8.1.3.1 respect differing points of view
8.1.4.1 evaluate and respond constructively to feedback from others
8.1.8.1 develop intercultural awareness through reading and discussion
8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings
8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics
8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics
8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics
8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics
8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
8.R1understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended
texts
8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics
8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some
curricular topics
8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics
8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics
8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in
familiar general and curricular topics
8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some
curricular topics
8.5.7.1 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics
8.5.8.1 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics
8.6.1.1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics
8.6.2.1 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range
of familiar general and curricular topics
8.6.3.1 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much

40
…than to indicate degree on a range of familiar general and curricular topics
8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics
8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics
8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics
8.6.14.1 use prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following adjectives
on a range of familiar general and curricular topics
8.6.15.1 use infinitive forms after a limited number of verbs and adjectives use gerund forms after a limited variety of verbs and prepositions use
some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics
8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses
including why clauses on a range of familiar general and curricular topics
This Unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout
the year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel
free to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning
objectives throughout the year.
Key: Key:
W = whole class work SB = Student’s Book
G = group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called
P= pair work Teacher’s Resource Book)
I= individual work WB = Work Book
f= formative assessment

41
Key learning objectives Suggested teaching activities Teaching notes Learning resources

8.1.9.1 use imagination to express Pre- Learning (W):Guessing game Film, TV and Music multi-
thoughts, ideas, experiences and 1. Collaborate with your students on a Show a set of numbered pictures of level photocopiable activities
feelings list of famous people, movie stars, different people and describe one of for teenagers O.Madylus,
politicians, athletes, and artists them. Ask students to guess who it is CUP Unit Film 1.4, Unit Film
8.3.1.1 use formal and informal including those of Kazakhstani ones. . (number). Then ask a volunteer to do 1.5
registers in their talk on a limited Show the pictures of celebrities to the the same. The first to quess will take
range of general and curricular class and ask questions about their the turn. Teacher reference (quantifiers
topics clothes and appearance. (G):Differentiation for countable and
2. (P) Fill the board with vocabulary With a mixed-ability class divide the uncountable nouns):
8.1.10.1 use talk or writing as a on clothes and daily routines your class into groups of 3-4 mixing higher http://www.ef.com/english-
means of reflecting on and students have encountered in the motivated students with those who resources/english-
exploring a range of perspectives previous unit (make sure to include all need additional support. While playing grammar/pick-right-
on the world parts of speech), and get them to make this game weaker students will get quantifier/
some sentences out of the words. necessary support from stronger ones. coloured index cards:
8.5.3.1 write with moderate (W) Brainstorming: watching the pink = conflict scene
grammatical accuracy on a video about storyboard and discussing blue = happy scene
limited range of familiar general the ideas of the content. yellow = building up to a
and curricular topics Activity scene
Examples: It is advisable to prepare the green = resolution scene
8.6.2.1 use a growing variety of (W) Learners go round the class and questionnaire before the interview.
quantifiers for countable and interview each other in order to elicit Differentiation: Example of Harry Potter
uncountable nouns including the main ideas how to create a Divide the class according to their storyboard and an amateur
several, plenty, a large/small storyboard abilities: challenge higher motivated storyboard:
number/amount on a range of (W) Begin the new unit with an students to make a questionnaire http://jessica-
familiar general and curricular activity to engage your learners’ without any help. Provide low- milverton.blogspot.co.uk/201
topics interest in the topic Entertainment and motivated students with a skeleton 2/10/examples-of-
the media. questionnaire (stronger support). You storyboards.html
may want to less support to mid-level
Activity students. Example of animation
Examples: storyboard Final Exam:
(W) Learners go round the class and Film Part 1If you choose to use Film,
42
Key learning objectives
8.6.5.1 use questions which
include a variety of different
Suggested teaching activities
interview each other in order to fill in
the sheet (see learning resources)
and/or use the programme picture
cards.
Activity
(P)Learners brainstorm, plan and write
a storyboard (see learning resources)
using coloured cards to denote each
scene (see learning resources).
Learners:
A. (G)act out the storyboard
B. (G, f) discuss the problems they
had with their storyboard.
For example, did they include enough
scenes? Did they allow for transition
from one scene to another?
Extension activity:
(I) Learners write the story from the
animation storyboard Final Exam (see
learning resources).
Pre-learning
Learners :
43
Teaching notes Learning resources
TV and Music (see learning resources), http://www.youtube.com/wat
note that: ch?v=OvR6wuMW6gs
Elementary – Intermediate = A2 – B2
which gives you the range and
freedom to adapt the material to your
learners.
There are a lot of different activities in
this resource so choose carefully
depending on your learners and decide
how much time you would like to
spend on this part of the unit.
Examples:
An example, which could be used as a
starter: What film do you like? pp 12 –
13
Or
pp44 – 45 People and Programmes
(TV)
Write a storyboard (A sequence of
drawings, with a few directions and
dialogue, representing the shots
planned for a film or TV production)
Follow the stages for writing, which
are a useful guide to planning, writing,
editing and peer assessing any written
work.
Film Part 2 Vocabulary Quiz:
http://www.examenglish.com
Key learning objectives
tense and modal forms on a range
of familiar general and curricular
topics
8.6.7.1 use a variety of simple
perfect forms to express recent,
indefinite and unfinished past on
a range of familiar general and
curricular topics
8.3.3.1 give an opinion at
discourse level on a wide range of
general and curricular topics
8.4.2.1 understand specific
information and detail in texts on
a growing range of familiar
general and curricular topics,
including some extended texts
8.3.6.1 link comments with some
flexibility to what others say at
sentence and discourse level in
pair, group and whole class
exchanges
Suggested teaching activities Teaching notes Learning resources
1. (P)brainstorm entertainment There is a wealth of material suitable /vocabulary/b1_entertainment
vocabulary for this unit, such as Kazakhstani or .htm
2. (G, f)add to this by sharing their Russian films.
brainstorms Information gap activity:
3. (I, f) do the online test (see learning You could begin by Speaking skills, example
resources). 1. introducing entertainment video of two learners talking
Activity vocabulary about films, lesson plan notes
(G or P)Learners discuss: 2. then doing a diagnostic and downloads:
1. plot vocabulary test (see learning http://learnenglishteens.britis
2. character resources) to make sure your learners hcouncil.org/exams/speaking-
3. genre have the vocabulary. exams/information-gap-
of various films they have seen. activity
For example: These can be used as a focus for
I have seen … I found the plot too discussing:
complicated 1. plot
I have seen … I liked the main 2. character
character 3. genre.
(P)Activity Monitor for learners using correct key
Learners take part in an information language and offer support and model
gap speaking activity on the topic of language as necessary.
films.
The learning resources have
downloadable material that you can
use for an information gap activity.
Later, learners will be asked to write a
film review.
Alternative Alternative Appearance vocabulary
(P) Activity Describing people English in Mind 3 p.94
Learners describe an actor and their
partner has to guess who it is. Learners can review their knowledge
Plenary of descriptive vocabulary (see learning Vocabulary Quiz:
44
Key learning objectives Suggested teaching activities Teaching notes Learning resources

8.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a growing range of
general topics, and some
curricular topics
8.2.5.1 recognise the opinion of
the speaker(s) with little or no
support in extended talk on a
wide range of general and
curricular topics
8.2.6.1 deduce meaning from
context with little or no support in
extended talk on a wide range of
general and curricular topics
I have been successful in the following
three ways…
I could make this better next time if
I…
If I were starting again and designing
this for myself, I would do this
instead…
Alternative
(W) Learners:
4. listen to a recording
5. (P,f) summarise what they have heard
6. (P, f) describe their own favourite
film.
resources). They can also add any http://www.examenglish.com
new words to their vocabulary /vocabulary/b1_entertainment
notebooks and use them in the activity .htm
Alternative English in Mind 3 p.95
Learners listen to someone talking listening
about a favourite film
Allow learners to listen more than
once.
Monitor discussion carefully for
recurring errors. Encourage learners
to give examples and detail in their
description.

8.6.1.1 use some abstract nouns Pre-learning

and complex noun phrases on a
range of familiar general and
curricular topics
8.5.8.1 spell most high-frequency
vocabulary accurately for a 1.
growing range of familiar general2.
and curricular topics
8.1.4.1 evaluate and respond
constructively to feedback from
1.
others
8.3.1.1 use formal and informal
Give examples of abstract nouns in Prepare in advance cards with
contrast with concrete nouns. some familiar and some
Activity 1 Common abstract nouns unfamiliar abstract nouns on
(P, f) Learners take a card with an Learners create sentences using them.
abstract noun on it and come up with: familiar and unfamiliar abstract nouns
a definition using the following example cards
a sentence which demonstrates (copy and cut out for pair work):
understanding of the abstract noun
Activity 2 Feelings or attributes:
Learners Love Hatred Anger
then write an appropriate sentence for Peace Pride Sympath
(five) of the abstract nouns of their y
choice to put into their vocabulary Etc.
45
Key learning objectives Suggested teaching activities Teaching notes Learning resources

registers in their talk on a notebooks. Encourage your learners Attributes or states:

growing range of general and to use imagination/humour, etc. to Charity Success Honesty
curricular topics make them memorable Failure Loyalty Integrity
2. Plenary Bravery Courage Beauty
3. peer assess each other’s work Misery Skill Pain
4. vote on the best examples. Etc.
Ideas or concepts:
Culture Informati Knowle
on dge
Thought Justice Truth
Dreams Faith Beliefs
Trust Freedom Etc.
Movements or events, etc.
Relaxation Friendshi Trouble
ps
Hospitality Educatio Leisure
n
Progress Etc.
8.6.3.1 use a growing variety of Computer Games Part 1 English in Mind 3 Unit 7
compound adjectives and (W) Pre-learning Computer Games interview
adjectives as participles and some It may be useful to pre-teach some Write stem sentences on the board (see p.56
comparative structures including computer game vocabulary. examples below). Teacher reference for
not as…as, much …than to (P) Activity 1 Learners describe some computer compound adjectives:
indicate degree on a range of Learners describe some computer games using the key language (see
familiar general and curricular games that they know and give their learning objectives on the left). http://www.grammar.cl/englis
topics opinion on them using key language. For example, h/compound-adjectives.htm
8.3.3.1 give an opinion at (I) Activity 2 I like… but not as much as…
discourse level on a range of Learners listen to an interview about I like … much more than…
general and curricular topics computer games.
8.2.1.1 understand with little or (W) Plenary: Introduce learners to some compound
no support the main points in Students share their opinions on adjectives (see learning resources for

46
Key learning objectives
extended talk on a wide range of computer games.
general and curricular topics
8.4.1.1 understand the main
points in texts on a limited range
of unfamiliar general and 1.
curricular topics, including some
extended texts 2.
8.4.2.1 understand specific
3.
information and detail in texts on
a growing range of familiar
general and curricular topics,
including some extended texts
8.2.1.1 understand with little or 4.
no support the main points in 5.
extended talk on a wide range of 6.
general and curricular topics
8.2.6.1 deduce meaning from
context with little or no support in
extended talk on a wide range of
general and curricular topics
8.5.8.1 spell most high-frequency
vocabulary accurately for a
growing range of familiar general
and curricular topics
Suggested teaching activities Teaching notes Learning resources
examples):
full-length, cold-blooded, etc.
(W) Pre-learning: Computer animation Computer animation
Learners: examples:
watch (a) short clip(s) of an example Decide how many lessons you would
of a computer generated film like to spend on this subtopic of YouTube clip of Shrek
(I) Activity: computer animation.
Students read the article on The World Short film for extension:
of Computer Animation (see learning Show examples of computer http://www.youtube.com/wat
resources). animation or clips from Shrek for ch?v=Q1xaySJwTJg
example (see learning resources).
Learners Reading and listening text:
(I)read the comprehension questions Explain CGI (computer generated Messages 3 Unit 10
(W) listen to the text image). Animated films, pp.106 - 107
(G, f) answer the comprehension
questions, some of which are open
questions, which can be discussed in Finished animation of Final
more depth. Alternative Exam:
(P, f) Alternative Word formation activity http://www.youtube.com/wat
Word formation activity ch?v=xZMS-_Y1kp0
Learners create and complete a table Draw a table on the board:
using ten of the abstract nouns from Word formation
the previous lesson on abstract nouns success successful succeed
to show word formation.
(G, f) Activity
Learners play word association by Word formation
matching films and TV entertainment anger angry (n/a)
programmes with abstract nouns.
For example:
Shrek = success or friendship, etc. n/a = not applicable
Then justify their choice.
47
Key learning objectives
8.5.1.1 plan, write, edit and
proofread work at text level with
some support on a range of
general and curricular topics
8.5.6.1 link, independently,
sentences into coherent
paragraphs using a variety of
basic connectors on a range of
familiar general topics and some
curricular topics
Suggested teaching activities
(W) Learners watch the finished
animation Final Exam and discuss
how the storyboard led to this
animated film.
(W) Plenary
What three things has your neighbour
learnt today?
What would your neighbour like to
find out more about?
What does your neighbour think
about…?
Set targets with your neighbour by
sharing your work
(G) Pre-learning
Ask the learners to discuss and make a
mind map on the vocabulary related to
the topic of films.
(I) Activity
Learners plan, write and edit a piece
Describing a film.
48
Teaching notes Learning resources
Refer back to the lesson on storyboard
writing and show learners the
animated version of Final Exam (see
learning resources).
Film Part 3 Writing guide:
English in Mind 3 p.107
(I, P, f) Describing a film using a
writing guide
Decide how many lessons you would
like to cover the stages of
brainstorming, planning, peer
assessing, editing, writing the final
draft and the final peer review.
Continue to use the useful stages as in
earlier writing exercises. For the peer
assessment, it may help to give a
particular focus: for example, have
they used the pronouns correctly?
(f)The teacher monitors and makes a
note of any recurring errors for future
planning and offers differentiation by
support.
(f)Remember to use these stages for
Key learning objectives
8.6.14.1 use prepositions before
nouns and adjectives
use prepositions as, like to
indicate manner
use dependent prepositions
following adjectives on a range
of familiar general and curricular
topics
8.3.1.1 use formal and informal
registers in their talk on a
growing range of general and
curricular topics
8.5.3.1 write with moderate
grammatical accuracy on a
limited range of familiar general
and curricular topics
8.3.6.1 link comments with some1.
flexibility to what others say at
sentence and discourse level in2.
pair, group and whole class
exchanges 3.
Suggested teaching activities
(W)Alternative
Learners first familiarise themselves
with the key language then play the
circle game.
Activity
Circle game
Learners come up with sentences like
the model one:
Learners sit in a circle. The first one
says a phrase, for example, Your
English is very fluent…
The next learner says, for example, I
wish I could speak like you.
And so on.
Learners peer assess and help each
other to give a correct ending or
beginning phrase.
Learners then write a paragraph on a
real or imaginary past event, using the
key language in context to peer assess.
(G) Alternative
Learners play The best sentence game:
divide the class into four groups (A, B,
C & D)
Give each group four different
prepositional verbs or phrasal verbs
for homework, each learner writes a
sentence which best illustrates the
meaning
49
Teaching notes Learning resources
research and presentation, and any
other pieces of writing throughout the
year.
Write these on the board: Like and as
Your English is very fluent, I wish I
could speak like you. (similar to, the http://www.grammar.cl/Notes
same as) /Like_vs_As.htm
I feel great, I slept like a baby.
I couldn’t catch him, he ran like a
rabbit.
I failed my English test, as I
expected.(as + subject + verb)
Use the gap-fills in the learning
resources to help familiarise your
learners with the key language. Then
play the circle game.
Alternative Grammar Games M.
Prepositional/Phrasal verbs Rinvolucri CUP p.40 The
Decide which verbs you would like best sentence
your learners to focus on.
The website in the learning resources
(1) also has an exercise, which could 1. http://www.bbc.co.uk/worlds
be done at the end of the lesson. ervice/learningenglish/gramm
Check it first to see if it is the right ar/learnit/learnitv54.shtml
level for your learners. 2.
Key learning objectives
8.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a growing range of
general topics, and some
curricular topics
8.4.8.1 use familiar and some
unfamiliar paper and digital
reference resources to check
meaning and extend
understanding
8.4.5.1 deduce meaning from
context in short texts and some
extended texts on a growing
range of familiar general and
curricular topics
8.4.6.1 recognise the attitude or
opinion of the writer on a
growing range of unfamiliar
general and curricular topics,
Suggested teaching activities
4. in their own groups, they vote on the
best sentence for each verb
5. Rearrange the groups to include one
A, B, C and D. Learners then teach
each other their set of verbs.
(I) Plenary
Learners try to name as many phrasal
verbs they learnt as they can.
Activity
Learners begin by exploring aspects of
vocabulary for computer
games/computer science that are
similar or the same in Russian or
Kazakh.
Plenary
Learners critically analyse the
Minecraft review:
1. from the parents’ point of view
2. from the designers’ point of view
3. from the review writer’s point of view
4. from their own point of view as a
consumer.
50
Teaching notes
3. Teacher reference:
Here are listed verbs with adverbs and
prepositions. These verbs have a
special meaning, therefore they are
used in sentences
Computer games Part 2
Ask if any of your learners know
about Minecraft. Ask which computer
games your learners play and whether
they play online with other users.
Minecraft was designed for 11-year-
olds and upwards and has proved
incredibly popular for older teenagers.
Some of your learners may already
know about it. It has a thriving online
community, which could lead to an
interesting discussion about online
safety.
A consumer is a person who uses the
final product.
Learning resources
http://www.bbc.co.uk/worlds
ervice/learningenglish/gramm
ar/learnit/learnitv54.shtml
Alternatives:
http://www.englisch-
hilfen.de/en/grammar/phrasal
_verbs.htm
Minecraft review example:
http://www.commonsenseme
dia.org/game-
reviews/minecraft
Reviews of games by 13-
year-olds, if you need/want
other examples:
http://www.commonsenseme
dia.org/reviews?media_type=
29233&recommended_age=1
3
Key learning objectives
including some extended texts
8.5.3.1 write with moderate
grammatical accuracy on a
limited range of familiar general
and curricular topics
8.5.4.1 use, with some support,
style and register appropriate to a
limited variety of written genres
on general and curricular topics
1. a paragraph
2. a lengthier review in magazine style,
8.1.3.1 respect differing points of (I) Activity
view
8.1.8.1 develop intercultural
awareness through reading and
discussion
8.2.5.1 recognise the opinion of
the speaker(s) with little or no
support in extended talk on a
wide range of general and
curricular topics
8.5.5.1 develop with support
coherent arguments supported
when necessary
by examples and reasons for a
growing range of written genres
in familiar
Suggested teaching activities Teaching notes Learning resources
Computer games Part 3
(I, f) Alternative activity (f) Remember to use the stages of
writing as described in Term 1 (page
Learners write a review of a computer 19) if this is needed in any pieces of
game of their choice. writing throughout the year.
(P, f) Peer assessment – it may help to
give a particular focus: for example,
have they used the subject specific
Differentiation depending on your vocabulary or to-infinitive/+gerund
learners. (from Term 1) or prepositional verbs,
Learners produce: etc. correctly?
(f) The teacher monitors and makes a
note of any recurring errors and offers
that is, with two columns. differentiation by support.
Alternative Alternative Film Part 4
Write a film review Connectors worksheets
Learners first connect clauses with Prepare connector cards and cut them http://www.eslprintables.com
connectors by using the prompt cards up: /grammar_worksheets/connec
depending on their level. tors/
Learners write a review of a film using but and so because (you will need to register and
connectors. Prepare clauses and cut them up: contribute to the site in order
Differentiation: to access this material)
Learners can write either a paragraph He ….she I …it
or a longer piece. likes likes wanted looked
Learners peer assess by saying two coffee tea to go… interest
things they like and one area of … ing
improvement. This can be done by e.g. Answers:
putting a more able with a less able He likes coffee, but she likes tea.
learner. I wanted to go because it looked
interesting.
Differentiation:
51
Key learning objectives
general and curricular topics
8.5.6.1 link, independently,
sentences into coherent
paragraphs using a variety of
basic connectors on a range of
familiar general topics
and some curricular topics
8.5.2.1 write with minimal
support about real and imaginary
past events, activities and
experiences on a growing range
of familiar general topics and
some curricular topics
8.5.7.1 use with minimal support
Suggested teaching activities
(W) Plenary
How does today’s learning link to
other subjects?
How can you use what you have learnt
today in other subjects?
What skills can you take from today
1.
and use elsewhere in school? 2.
3.
Pre-learning
Children choose, from a bag, a word
they have learnt during the previous
lesson. They should attempt to
describe the term to the other members
of the class without using the word
itself. Learners can then jot down
52
Teaching notes Learning resources
You control the connectors by using
basic ones for less able learners and
introducing new ones for more able
learners.
Learners then write the review using
some of the connectors. Monitor and
praise the good use of connectors for
those less able as well as for those
more able.
You may like to use the suggested
learning resource Imaginative Projects
in other lessons for this unit.
Imaginative Projects Unit 2 describes
a project Movie Moguls from which
you can choose other activities to
focus on depending on your learners,
the amount of time you have got and
the sort of equipment and technical
help you have. For example:
auditioning for a role in a film;
film making vocabulary;
make your own film.
Alternatively, you can organise your
own activities based on the above
ideas.
Revision of if, unless, if only Teacher reference:
conditional clauses and wish clauses
http://www.ecenglish.com/lea
rnenglish/lessons/unless-and-
if
Newspapers and magazines (five
lessons approx.) http://www.tolearnenglish.co
Key learning objectives Suggested teaching activities
appropriate layout at text level for word they think it is on whiteboard or
a growing range of written genres put hand up as soon as they know. Set
on familiar general and curricular a time limit to prevent too much
topics pondering!
8.6.17.1 use if / unless/ if only in Learners brainstorm the names of
second conditional clauses and Kazakhstani newspapers they read and
wish [that] clauses [present discuss in pairs the tips of how to
reference]; use a growing variety write an effective article.
of relative clauses including why (I)Activity
clauses on a range of familiar Learners:
general and curricular topics 1.- learn how to turn a piece of writing
into newspaper columns
2. - write a newspaper article on the
aspect of Entertainment and media of
their choice. Learners follow the
writing stages (brainstorm, plan, etc.)
and use Microsoft Word to create a
two-column article as they have
learned.
3. Encourage learners to use conditional
clauses in their writing.
8.6.13.1 use a growing variety of Alternative
modal forms for different Activity
functions: obligation, necessity, (G, f) In groups, learners create a quiz
possibility, permission, requests, for Who wants to be a millionaire? for
suggestions, prohibition on a other groups to play. They brainstorm,
range of familiar general and write and edit their questions and
curricular topics 8.1.1.1 use answers based on Term 2 Unit 1.
speaking and listening skills to (W f) Learners play Who wants to be a
solve problems creatively and millionaire?
cooperatively in groups
8.4.8.1 use familiar and some
53
Teaching notes
Open class feedback after discussion.
To create newspaper-type text in
columns in Microsoft Word, choose
Page Layout, and then Columns then
click how many columns you would
like (see learning resources).
Alternative
Decide how many lessons you would
like to use for this part of the unit
Ask your learners about any reality
TV shows they know. Explain, that
they will get an opportunity to
organise a quiz show, like Who wants
to be a millionaire?
First learners complete the gap-fill
vocabulary exercise on page 41 in
English in Mind 3 in pairs. There is
Learning resources
m/exercises/exercise-english-
2/exercise-english-84051.php
Access to computers and
Microsoft Word in order to
design a two-column article
How to make newspaper
columns:
http://www.youtube.com/wat
ch?v=BSSMSRHGNsg
Teacher reference only for
making a classroom
newspaper:
http://www.enchantedlearnin
g.com/newspaper/
English in Mind 3 Unit 5
Reality TV
Kazakhstani version:
https://ru.wikipedia.org/wiki/
Who_Wants_to_Be_a_Millio
naire%3F
http://millionairetv.dadt.com/
Key learning objectives
unfamiliar paper and digital
reference resources to check
meaning and extend
understanding
8.2.2.1 understand with little or
no support most specific
information in extended talk on a
wide range of general and
curricular topics
8.5.1.1 plan, write, edit and
proofread work at text level with
some support on a range of
general and curricular topics
8.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a growing range of
general topics, and some
curricular topics
Suggested teaching activities
(W) Plenary
Learners are asked to choose a music
style, sum up the learning and then
recite it in the chosen style.
54
Teaching notes Learning resources
no need to go over the whole exercise
for the whole class. Instead, swap http://www.puffgames.com/w
pairs to peer assess the answers, howantstobeamillionaire/
including the spelling. Ask if there are
any questions.
Then ask learners to scan read the text
on page 40, read the questions in 1d
and listen to the recording in order to
find the answers.
Depending on your learners, present
the modal verbs or review them using
the exercise on page 41 and page 42.
Monitor learners’ questions and
answers for the quiz and offer support.
 English Secondary 8
4. Sport, Health and Exercise
Recommended prior knowledge
Most learners will have prior knowledge of some of the vocabulary associated with Sport, Health and Exercise.
Context
As this is a Content with Language unit, learners will learn about medicine, health and how to visit a doctor’s surgery.
This unit continues to centre on everyday key language, which learners need to be very familiar with and comfortable using at this. This is an
opportunity to fill any gaps in their knowledge both in vocabulary and sentence structures. This relates to biology, chemistry and computer science.
Outline
Learners will:
 focus on sport and exercise, learning about and holding a debate on the use of apps to keep fit (this relates to computer science)
 learn about healthy food (this relates to biology and chemistry)
 role-play a visit to the doctor’s surgery
 learn about illness and injuries (this relates to biology)
 continue the discussion about happiness in the context of living for a long time or winning a large amount of money.
For learners’ safety teachers should pay attention to the theme “Healthy Habits” and prepare some lessons using sites:
http://kidshealth.org/parent/positive/family/tv_habits.html
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as
they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be
challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending
on your learners. Suggestions are given below.
8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
8.1.3.1 respect differing points of view
8.1.7.1 develop and sustain a consistent argument when speaking or writing
8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
8.2.4.1 understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics
8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics
8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended
55
texts
8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts
8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some
curricular topics
8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics
8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in
familiar general and curricular topics
8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some
curricular topics
8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general
and curricular topics
8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar
general and curricular topics
8.6.12.1 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs. Use an increased variety of
pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics
8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics
8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference] use a growing variety of relative clauses
including why clauses on a range of familiar general and curricular topics
Key: Key:
W = whole class work SB = Student’s Book
G = group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called Teacher’s
P= pair work Resource Book)
I= individual work WB = Work Book
f= formative assessment

56
Key learning objectives
8.6.12.1 use comparative
degree adverb structures not as
quickly as / far less quickly
with regular and irregular
adverbs. Use an increased
variety of pre-verbal, post-
verbal and end-position
adverbs on a range of familiar
general and curricular topics
8.4.3.1 understand the detail
of an argument on a growing
range of familiar general and
curricular topics, including
some extended texts
8.4.2.1 understand specific
information and detail in texts
on a growing range of familiar
general and curricular topics,
including some extended texts
8.1.7.1 develop and sustain a
consistent argument when
speaking or writing
8.5.5.1 develop with support
coherent arguments supported
when necessary by examples
and reasons for a growing
range of written genres in
familiar general and curricular
Suggested teaching activities
Pre- learning:
(I) Label the body diagram
(W) Play music that enhances certain
activities (quiet music for a reading
activity, dance music for an energetic
TPR activity). Ask your students for
their reactions.
(W) Activity
Learners look at the photos and guess
the topic
Brainstorming:
Discuss: how important is keeping fit?
What should people do to keep fit?
How do people in Kazakhstan try to
keep fit?
Learners read the Qs and find the
answers in the text
(G) Learners discuss and recommend
activities to each other.
An alternative
Learners give their advice to Couch
Potato person.
(W) Follow-up
Discuss: can machines help us keep
fit? How?
(I)Learners read the photocopied short
descriptions on two apps (see right).
Learners list the advantages and
disadvantages of using an app to keep
fit and keeping fit with friends and
family or in clubs using key language
with support from the teacher.
57
Teaching notes Learning resources
Sports and keeping fit apps http://www.enchantedlearning.c
Introduce the key language (see om/subjects/anatomy/body/label
learning objectives and learning /
resources), some of which your
learners will already know. http://www.bbc.co.uk/worldservi
ce/learningenglish/grammar/lear
As more and more of our lives tap nit/learnitv202.shtml
into technology, learners are given
the opportunity to critically analyse http://www.k12reader.com/term/
what it means to rely on technology comparative-adverbs/
to keep fit and healthy.
https://learnenglish.britishcounci
Two examples of apps l.org/en/english-
Wello grammar/adverbials/comparative
This app works by connecting -adverbs
users with personal trainers for
video-based workouts. Wello has http://www.grammar-
launched group classes for a quizzes.com/sameas.html
range of activities, including
yoga, tae kwon do and high- Malcolm Mann
intensity interval training. Steve Taylore – Knoweles
On the apps homepage is a list of Laser Student`s book B1+
available instructors and classes pp.104-105
available for a sign-up as well as
the time and date for the class.
Noom
Noom sometimes comes pre-
installed in a mobile device. You
log daily activities and meals on
the app.
topics Alternative With the app coming pre-
Activity installed in the newer versions of
8.5.6.1 link, independently, Learners hold a debate on the pros and android-powered smart phones,
sentences into coherent cons of using apps to keep fit. it has a detailed workout system
paragraphs using a variety of in place as well as a diet plan.
basic connectors on a range of Follow-up https://www.lessonplanet.com/se
familiar general topics and Writing a short piece on: arch?keywords=debate&utm_so
some curricular topics How technology can help us keep fit urce=bing&utm_medium=cpc&
Model sentences of key language utm_campaign=Social%20Studi
8.1.3.1 respect differing points using far more/not as: es%20(Search)&utm_term=teac
of view Apps can help us get fit far more hing%20debate&utm_content=
quickly/not as quickly as playing Debate&layout=thumbnail
football with friends.
8.6.8.1 use a growing variety (G) Alternative Alternative Messages 3 Unit 5 Goals Sports
of future forms including Learners talk about definite Sport and achieving your goals
present continuous and present arrangements for the future based on Talking about the future:
simple with future meaning on what sport they do. Decide how many lessons you are Teacher reference:
a range of familiar general and For example, going to spend on this section
curricular topics We are playing football next weekend. depending on your learners. http://learnenglish.britishcouncil
8.6.10.1 use present Learners talk about their intentions: .org/en/english-
continuous forms for present For example, Use the available resources (see grammar/verbs/talking-about-
and future meaning and past We are going to play football next learning resources) to help your future
continuous, including some weekend learners recognise and use key
passive forms, on a range of language. http://www.englisch-
familiar general and curricular (W) Plenary hilfen.de/en/grammar/hilfsverbe
topics What homework would you set Although this sub-topic is sport, be n2.htm
8.6.13.1 use a growing variety yourself on what you have learnt careful to work towards the
of modal forms for different today? How would this help you to learning objectives on the left. http://www.englishpage.com/mo
functions: obligation, build on what you have done? dals/modalintro.html
necessity, possibility, The examples on the right show:
permission, requests, 1. something that has been arranged English in Mind 3 pp.6 – 7
suggestions, prohibition on a 2. something, that they intend to do.
range of familiar general and
curricular topics

58
8.3.7.1 use appropriate subject- (W) Pre-learning
specific vocabulary and syntax Put a question on the board related to
to talk about a growing range the previous lesson and have different Illnesses and injuries Messages 3 Unit 9 Illnesses and
of general topics, and some answers around the room. Students go injuries pp.96 – 97
curricular topics to the one they think is right and Going to the doctor’s
justify their decision. Visiting the surgery 1st aid tips:
8.2.1.1 understand with little http://www.webmd.com/first-
or no support the main points (I) Activity Note that we say Doctor’s which is aid/first-aid-tips
in extended talk on a wide Learners first match the description short for Doctor’s Surgery. 1st aid vocabulary:
range of general and curricular with the pictures in exercise 1 on page http://www.passporttoenglish.co
topics 96 (see learning resources). m/Advanced-
8.2.2.1 understand with little Learners listen to the recording and English/Lesson12/Vocabulary.ht
or no support most specific say if Lizzie and the man agree or not. ml
information in extended talk on Learners read the questions, listen
a wide range of general and again and answer the questions.
curricular topics
8.6.13.1 use a growing variety (W) Plenary:
of modal forms for different Do you know 1st aid tips?
functions: obligation, What are they?
necessity, possibility, Have you ever provided 1st aid?
permission, requests, Describe the situation.
suggestions, prohibition on a
range of familiar general and
curricular topics
8.3.7.1 use appropriate subject-(P) Pre-learning A2 level listening:
specific vocabulary and syntax Learners predict what they might hear The listening (see learning Just Listening and Speaking
to talk about a growing range in the recording(s). resources) is at elementary level Marshall Cavendish Education,
of general topics, and some Learners answer the comprehension (A2) level but is useful to fill any Unit 9 Listening Ouch! It hurts!
curricular topics questions. Allow learners to see any gaps in your learners’ knowledge. Speaking What’s the matter?
questions first before listening to B1 level listening:
8.2.1.1 understand with little focus. Pre-teach any difficult or unknown http://learnenglish.britishcouncil
or no support the main points vocabulary. .org/en/professionals-
in extended talk on a wide (I) Activity 1 The second resource is B1. Feel podcasts/english-medicine-
range of general and curricular Learners listen to the conversation free to pause and allow your doctors-view

59
topics
8.3.6.1link comments with
some flexibility to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
8.3.7.1 use appropriate subject-
specific vocabulary and syntax
to talk about a growing range
of general topics, and some
curricular topics
8.2.4.1 understand with little or
no support most of the implied
meaning in extended talk on a
range of general and curricular
topics
8.2.5.1 recognise the opinion
of the speaker(s) with little or
no support in extended talk on
a wide range of general and
curricular topics
8.3.7.1 use appropriate subject-
specific vocabulary and syntax
to talk about a growing range
of general topics, and some
curricular topics
between two people; match each learners to listen more than once. Malcolm Mann, Steve Taylore-
person to the correct picture Knowles Speaking and listening
(W) Plenary: p.40
1. Which jobs or professions are most
respected in your country? Vocabulary building:
2. Do many people from your country English Vocabulary in Use
live and work abroad? S.Redman CUP Units 54 and 55
Pre-learning:
Model dialogue Illnesses and injuries video recorder to record the
(W, f) Activity learners’ role-play
Learners write, edit and role-play a This works very well for recording
visit to the doctor’s. and giving feedback as well as for http://www.multimedia-
peer and self-assessment. english.com/videos/a-real-visit-
Learners to-the-doctor-2275
record the role-play; Monitor carefully at the writing and
play back the recording; editing stage and offer support. http://bogglesworldesl.com/doct
Plenary Allow learners to self-assess the or_roleplay.htm
Learners give constructive feedback to recording and re-record as many Teen World: Multi-level
their peers and/or self-assessment. times as is necessary. Once they photocopiable activities for
Alternative are happy with the recording, teenagers J.Budden pp59 -59
(G) Activity learners can then share it with other
Play a card game about football. learners for peer assessment.
Alternative
Footie Stars (Footie = football)
This is a simple card game where
learners ask and answer questions.
Depending on the answer, the
highest or lowest score wins.
60
8.1.1.1 use speaking and (I) Pre-learning: Health vocabulary Vocabulary list:
listening skills to solve Online vocabulary quiz Vocabulary in context http://www.examenglish.com/vo
problems creatively and (I) Activity: Write some of the health cabulary/b1_health.htm
cooperatively in groups Students read the text and complete vocabulary on the board. Ask
8.3.5.1 interact with peers to the excercises. learners which words they know. Reading:
negotiate, agree and organise Check everyone understands and http://busyteacher.org/15183-
priorities and plans for (P) Here are some examples of explain the ones they do not know. health-food-lifestyle-newspaper-
completing classroom tasks activities for new language. For Remember that any new language article-reading.html
8.4.6.1 recognise the attitude example: needs to be seen in context and to
or opinion of the writer on (I) a cut up sentences for students to be made meaningful to learners. As
growing range of unfamiliar arrange in the correct order always, encourage learners to come
general and curricular topics,(II) (P) ask learners to substitute words in up with their own sentences in
including some extended texts the sentences but make sure they still pairs. (f)
8.5.2.1 write with minimal make sense
support about real and (I) Match the words with pictures
imaginary past events,
(III) (P) Students mime to each other and
activities and experiences on a try to guess what the mime is.
growing range of familiar First students create their own
general topics and some interesting or funny sentences using
curricular topics the correct form
8.5.3.1 write with moderate (P, f) Plenary
grammatical accuracy on a Then peer assess each other’s work.
limited range of familiar
general and curricular topics
8.5.1.1 plan, write, edit and Learners learn about the healthy eating Health pyramid Pairwork and Groupwork
proofread work at text level pyramid. Learning about the healthy eating M.Levy & N.Murgatroyd Unit
with some support on a range (W) Pre-learning pyramid. 7.3 Healthy eating
of general and curricular topics Students watch the healthy eating Although the healthy eating
video pyramid is described as upper- https://www.youtube.com/watch
(I) Activity intermediate, it can be adapted for ?v=ZcNpcqtl2yU
Learners create their own healthy your learners.
eating pyramid based on food from
Kazakhstan.
(W) Plenary

61

8.6.8.1 use a growing variety
of future forms including
present continuous and present
simple with future meaning on
a range of familiar general and
curricular topics
8.6.17.1 use if / unless/ if only
in second conditional clauses
and wish [that] clauses
[present reference]
use a growing variety of
relative clauses including why
clauses on a range of familiar
general and curricular topics
8.6.17.1 use if / unless/ if only
in second conditional clauses
and wish [that] clauses
[present reference]
use a growing variety of
relative clauses including why
clauses
on a range of familiar general
and curricular topics
8.3.6.1 link comments with
some flexibility to what others
say at sentence and discourse
level in pair, group and whole
class exchanges
Encourage learners to tell three things
they have learnt well, What can be
improved next lesson? How will you
do that?
(W) Pre-learning
Learners make up one question based
on the topic of the previous lesson.
Learners in turns stick the question to
the board, then answer the question of
their peers.
(I) Activity:
Conditional sentences
Practice
Learners begin by reading the text
from the Student book and then
critically analysing if living longer
would be a good thing. Why? Why
not?
(W) Alternative:
Learners sit in a circle. The first starts
by saying something impossible.
For example,
If I found/won a million tenge.
Going clockwise, the next learner
finishes the sentence.
For example,
I would buy an expensive house
The third learner starts another
sentence, and so on.
Alternative
62
Living forever English in Mind 3 Unit 4 Live
Refer back to the Happiness survey forever, p. 32, ex. 1
that the learners did in Term 1. Do
they think that living forever would http://www.examenglish.com/gr
be a good thing? Would it make ammar/B1_second_conditional.h
people happier? Why? Why not? tm
The second conditional is used to
talk about imaginary situations or
abilities and their consequences.
For example:
If I lived to 200, I would have the
time to do everything!
Compare with the first conditional:
If I exercise, I will live longer.
Happiness Teacher reference (conditionals):
conditionals
Remind learners that the second http://learnenglish.britishcouncil
conditional is to talk about .org/en/quick-
impossible things. For example, grammar/conditionals-1
If I found a million tenge, I would…
http://busyteacher.org/16793-
Make sure that everyone has a second-conditional-what-if-
chance to finish sentences by speaking-activity-ppt.html
starting with a different learner for
the second round.
Alternative
(W) Pre-learning:
Refresh the phrasal verbs from the
Student book
(W) Activity 1
Learners:
take part in an Act out… activity
report back to the class
(G, f) Activity 2
Learners take part in the Phrasal Race
In their teams, learners have (five)
minutes to write as many sentences as
they can, using the verb as a phrasal
verb.
For example:
I get on with my sister.
Learners assess each team’s answers.
Learners decide on the winning team.
(G) Activity 3:
Catapult game
(W) Plenary
Name 3 good things you liked and one
thing which you would like to improve
What I found
interesting/learnt/struggled with
63
Review:
Refer back to Term 1 and the English in Mind 3 Unit 14
Happiness reading and survey. phrasal verbs
Ask learners to list as many phrasal Phrasal verbs activities:
verbs as they can remember. Act out:
Monitor for correct usage. http://www.teach-
this.com/Phrasal_Verbs.html
(See learning resources for other
activities.)
Catapult game:
Second activity: http://www.eslgamesplus.com/p
Learners get into teams. The hrasal-verbs-catapult/
teacher writes a verb such as get or
take
Learners then write as many
sentences as they can with a phrasal
verb using the stem verb. The
winning team is the one with the
most correct examples.
 English Secondary 8
5. Reading for Pleasure
Recommended prior knowledge
Some learners prefer reading non-fiction as a way of pursuing their own hobbies and interests. Other learners will read regularly at home.
Learners will have come from different schools and have different learning backgrounds so their reading proficiency in English is likely to be
mixed. Bear this in mind when you choose reading texts. If you are not sure of your learners’ reading level, encourage learners to assess their
own reading level sites like:
http://oup-bookworms.com/find-your-reading-level.cfm
Context
This is an opportunity to encourage a love of reading, so learners are given the opportunity to improve their reading through intervention
strategies if necessary, to pursue their own interests in literature and to extend their reading.
Outline
Familiarise yourself with all the 8 grade reading learning objectives.
Allow access to a variety of non-fiction reading texts.
Suggestions are given below. The teacher is free to choose which texts are used and some suggestions are made below under learning resources.
It is not necessary for the whole class to focus on the same text, as the aim is to encourage reading for pleasure rather than following one text.
Allow for differentiation and have available a variety of texts. This in turn will help fluency and vocabulary acquisition.
The unit “Reading for Pleasure” helps the students to acquire knowledge on their own, thus, encouraging them in their studies.
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives
as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need
to be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards
depending on your learners. Suggestions are given below.

8.1.3.1 respect differing points of view

8.1.7.1 develop and sustain a consistent argument when speaking or writing
8.1.8.1 develop intercultural awareness through reading and discussion
8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics8.
S.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics
8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics
64
8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
8.3.8.1 recount some extended stories and events on a range of general and curricular topics
8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some
extended texts
8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts
8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics
8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended
texts
8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres
8.4.9.1 recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects
8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics
8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in
familiar general and curricular topics
8.5.6.1 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and
some curricular topics
8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general
and curricular topics
8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
8.6.11.1 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of
familiar general and curricular topics
8.6.12.1 use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs; use an increased variety
of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics
8.6.14.1 use some prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following
adjectives on a range of familiar general and curricular topics
8.6.16.1 use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving
explanations on a range of familiar general and curricular topics

65
Key: Key:
W= whole class work SB = Student’s Book
G= group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called
P= pair work Teacher’s Resource Book)
I= individual work WB = Work Book
f= formative assessment

66
Key learning objectives
8.1.3.1 respect differing points of
view
8.4.4.1 read a growing range of
extended fiction and non-fiction
texts on familiar and some
unfamiliar general and curricular
topics
8.1.8.1 develop intercultural
awareness through reading and
discussion
8.1.7.1 develop and sustain a
consistent argument when speaking
or writing
8.6.8.1 use a growing variety of
future forms including present
continuous and present simple with
future meaning on a range of
familiar general and curricular
topics
8.4.1.1 understand the main points
in texts on a growing range of
unfamiliar general and curricular
topics, including some extended
texts
8.4.2.1 understand specific
information and detail in texts on a
growing range of familiar general
and curricular topics, including
some extended texts
Suggested teaching activities
Learners are encouraged to share
their reading interests, both fiction
and non-fiction.
In this lesson the learners will learn
the reading strategy of predicting
through the context of the text - See
more at:
http://www.englishlessonplanner.co
m/plans/11152#sthash.vEegCTjs.dp
uf
Pre- learning:
(P) The students try to elicit
through pair work whether they can
guess through non-linguistic
features what predicting is. They
are going to be asked and later told
that there are some other features
that could help learners predict the
content of a passage.
Activity
(W) To set lesson context and
engage students
1. Ask whether the weather is hot
or cold. Ask what the weather will
be like in the next couple of days;
who predicts the weather and why
they do so, trying to come up with
some ideas. These questions are
somehow related to the topic of the
lesson, prediction. Hence, leading
them in to the final question: Is it
good to predict what we are going
67
Teaching notes Learning resources
Encourage learners to explore a
variety of fiction and non-fiction With prior warning, learners
books. Take the time to discuss their bring in:
choices on an individual basis. book(s) they are currently
This is a good opportunity to discuss reading (fiction or non-fiction)
Kazakh and Russian reading texts in Access to:
English. Dictionaries
Ask how the book club or reading Online dictionaries
club (see learning resources) is Oxford University Press
getting on, either after school or Bookworms:
online (using the school portal) http://www.oup-
bookworms.com/
Predictions are based on clues such
as pictures, illustrations, subtitles and http://www.oup-
plot learners will have made progress bookworms.com/downloads/pd
in the reading scheme (see learning f/oxford_bookworms/syllabus.
resources). pdf
Inferring
This strategy allows the reader to
move beyond the literal text and
make assumptions about what is not https://elt.oup.com/teachers/rea
explicitly stated in the text. It can dingcircles/?cc=kz&selLangua
involve predictions, conclusions and ge=en
interpretations that are neither
confirmed nor rejected http://www.englishlessonplann
er.com/plans/11152
Teacher records key words / phrases
onto cards. Pupils then arrange these
to create an outline of the text and re-
tell in summary.
Summarising is the ability to reduce
Key learning objectives
8.3.2.1 ask more complex
questions to get information about
a range of general topics and some
curricular topics
8.3.9.1 recount some extended
stories and events on a growing
range of general and curricular
topics
8.4.6.1 recognise the attitude or
opinion of the writer on a growing
range of unfamiliar general and
curricular topics, including some
extended texts
8.2.2.1 understand with little or no
support most specific information
in extended talk on a wide range of
general and curricular topics
8.2.1.1 understand with little or no
support the main points in extended
talk on a wide range of general and
curricular topics
8.3.8.1 recount some extended
stories and events on a range of
general and curricular topics
8.4.9.1 recognise inconsistencies
in argument in short texts on a
Suggested teaching activities Teaching notes Learning resources
to read? Will it help our a larger piece of text so the focus is
understanding? And with this on the most important elements in
question we move to the next the text. The re-stating or re-writing
phase" of text into other words is referred to
as paraphrasing. Summarising and
paraphrasing involve using the key
Activity words and phrases to capture the
(P) Students look at some extra main focus of the text. http://wp.lps.org/jlane/files/201
linguistic features, some pictures 4/01/Optional-Daily-Reading-
will be put on the board. They look Differentiation: Logs.pdf
at three different pictures, guess T asks students what the passage will
what the passage will be about and be about to see whether weaker
discuss in pairs what the passage is students have come up with ideas or
about and why. (1 min only). Then not: Can you tell me what you think
they should share their ideas about picture A is about? (If he cannot
the pictures. At this stage, no answer, more capable learners will http://www.buzan.com.au/learn
suggestions will take place and be asked.) ing/HowtoSummariseaBookor
probably better and more impulsive ReportUsingMindGenius.pdf
rather than reflective learners will
have their share to avoid their
boredom.
Differentiation:
To provide students with less https://docs.google.com/file/d/
challenging predicting task to Following strategies can be 0B1gANbLU7hbRckZtR0Y5R
match Bloom's taxonomy the recommended for teachers: ll0bjQ/edit?pli=1
learners are divided into groups of
four. They are told that they will Strategies that can help students read
be given the paragraphs one by one. more quickly and effectively include:
They are first supposed to see Previewing: reviewing titles, section
whether they guessed correctly on headings, and photo captions to get a
their guessing with the pictures and sense of the structure and content of
title and the words provided in the a reading selection
68
Key learning objectives
limited range of general and
curricular subjects
8.4.7.1 recognise typical features
at word, sentence and text level in
a range of written genres
8.6.11.1 use some reported speech
forms for statements, questions and
commands: say, ask, tell including
reported requests on a range of
familiar general and curricular
topics
8.3.3.1 give an opinion at
discourse level on a range of
general and curricular topics
8.6.9.1 use appropriately a variety
of active and passive simple
present and past forms and past
perfect simple forms in narrative
and reported speech on a range of
familiar general and curricular
topics
8.4.3.1 understand the detail of an
argument on a range of familiar
general and curricular topics,
including some extended texts
8.4.5.1 deduce meaning from
context in short texts and some
extended texts on a growing range
Suggested teaching activities Teaching notes Learning resources
pre-reading phase. CCQs: Will you Predicting: using knowledge of the
get the whole passage? Will you subject matter to make predictions
work with your friends? about content and vocabulary and
check comprehension; using
To provide an opportunity to knowledge of the text type and
respond to the strategy purpose to make predictions about
development to a higher level discourse structure; using knowledge
learning objective by applying about the author to make predictions
predicting on a new passage about writing style, vocabulary, and
1. The students form groups of content
three. 2. They are asked to activate Skimming and scanning: using a
their strategy learning procedures to quick survey of the text to get the
match the higher-level objective: main idea, identify text structure,
Bloom's Application and Analysis. confirm or question predictions
Comprehension: What is Guessing from context: using prior
predicting? Application: Is knowledge of the subject and the
predicting helpful to improve your ideas in the text as clues to the
understanding of a reading meanings of unknown words, instead
passage? Analysis: How is of stopping to look them up
predicting related to reading? For Paraphrasing: stopping at the end of
the feedback, some more a section to check comprehension by
challenging questions are posed to restating the information and ideas in
help them move to higher-level the text
objectives: Synthesis: Can we
improve what we do while Discuss the advantages of reading
predicting? Evaluation: Do you like books .Stimulate them to identify the
this technique? reasons of ignoring reading books
Plenary: Ask students to identify different
Whole class Feedback. Teacher types of letters that can be addressed
asks the question: Can you guess to the characters.
what the next paragraph will be? ...
Teacher inspires the learners to
69
Key learning objectives
of familiar general and curricular
topics
8.2.5.1 recognise the opinion of
the speaker(s) with little or no
support in extended talk on a wide
range of general and curricular
topics
8.3.2.1 ask more complex
questions to get information about
a growing range of general topics
and some curricular topics
8.6.9.1 use appropriately a variety
of active and passive simple
present and past forms and past
perfect simple forms in narrative
and reported speech on a range of
familiar general and curricular
topics
8.3.4.1 respond with some
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
8.5.5.1 develop with support
coherent arguments supported
when necessary by examples and
Suggested teaching activities Teaching notes Learning resources
describe an imaginary meeting of the
two characters and create a dialogue
. between them. The students should
Pre-learning use specific vocabulary, related to
(P) Student A takes the sheet with the topic of the passage, appropriate
the title of the book, chooses a grammatical structures. Teacher
partner and describes the provides additional help by
characters. Student B must guess distributing clichés and encouraging
the book. them to use their own imagination.
Activity
(I) Letter to the Character. It is better to organise group or
Write a letter to the main character guided reading, because it will help https://www.google.kz/search?
of your book asking questions, less prepared students to be alert and q=inferring+for+reading+book
protesting a situation, and/or get some help in time from their s.pdf&oq=inferring+for+readin
making a complaint and/or a more abled classmates collaborating g+books.pdf
suggestion. This must be done in in groups.
the correct letter format.
showing events of the story and
draw a map showing the location(s)
where the story took place.
Differentiation:
(G) Change the Climax. Choose
one part of the story that reached a
climax. If something different had
happened then, how would it have
affected the outcome?
Invite one of the characters to
dinner, and plan an imaginary
conversation with the person who
will fix the meal.
Differentiation:
70
Key learning objectives Suggested teaching activities Teaching notes Learning resources

reasons for a growing range of (G) Change the Climax. Choose

written genres in familiar general
and curricular topics
8.5.6.1 link independently,
sentences into coherent paragraphs
using a variety of basic connectors
on a range of familiar general
topics and some curricular topics
one part of the story that reached a
climax. If something different had
happened then, how would it have
affected the outcome?
Invite one of the characters to
dinner, and plan an imaginary
conversation with the person who
will fix the meal.
Differentiation:
Learners are divided into pairs or
groups according to their
knowledge levels or to their
interests. It will help the teacher to
organize the work effectively.

Differentiation: less capable

learners can be provided with
graphic organizers and fill them in
by using the basic text.
Plenary
Learners reflect on their strong and
weak points

8.1.8.1 develop intercultural Differentiation: Learners will have made progress in

awareness through reading and (G) Group or guided reading: the skimming (see learning Oxford University Press
discussion Some learners may need to do resources). Bookworms:
group or guided reading using http://www.oup-
8.5.5.1 develop with support books at their level (see learning Encourage the learners to write an bookworms.com/
coherent arguments supported resources for suggestions). inference to a passage, giving
when necessary by examples and coherent arguments and expressing http://saradavila.com/front/201
reasons for a growing range of Pre-Learning their thoughts about the topic 5/10/28/global-scale-of-
71
Key learning objectives
written genres in familiar general
and curricular topics
8.5.6.1 link independently,
sentences into coherent paragraphs
using a variety of basic connectors
on a range of familiar general
topics and some curricular topics
8.3.3.1 give an opinion at
discourse level on a range of
general and curricular topics
Suggested teaching activities Teaching notes Learning resources
To set lesson context and answer discussed. english-for-academic-
the questions: Encourage learners to discuss their purposes-granular-insight-into-
The world is very different from reading: the-cefr/
how it was 50 years ago. What has What do they particularly like about
changed? Did you think that people the content or the style of writing? http://www.englishlessonplann
50 years ago thought these changes Do they have a favourite character er.com/plans/1513
would happen? Which do you think and why? Level A2/B1:
they would not have predicted? Why do they enjoy reading about Oxford Bookworms Library
(computers, dinosaurs, birds, trains Stage 2
Activity etc.)?
(P) Provide students with less Level B1:
challenging gist and specific Oxford Bookworms Library
information reading/listening tasks. Provides the students with an Stage 3
Hand out the title, introduction and opportunity to respond to the text
headings. Discuss in pairs their and expand on what they have
predictions for the article. Which learned.
sentences will go under which
headings? Pyramid checking.
(P) Provide students with more
challenging detailed deduction and
inference reading/listening tasks.
Hand out the full article with true
and false statements. Allow time to
work through them, pyramid
checking.
Provide with an opportunity to
respond to the text and expand on
what they have learned.
Read it again and underline which
is most surprising to you. Discuss
with your partner what will happen,
what might happen, and what won’t
72
Key learning objectives Suggested teaching activities Teaching notes Learning resources

happen. Make your own prediction

regarding a topic. Discuss in pairs
and then discuss as a class if
everyone agrees.

Differentiation:
(I) Learners are given a ten minute
warning before the end of the
lesson to allow those learners who
may be ‘lost’ in their reading to
come round in the next five
minutes, perhaps to get to the end
of a chapter or paragraph
(P) Learners are given time at the
end of the lesson to chat to their
partner or you about what they have
been reading

Plenary
Tell me three things...
- you have learnt today
- you have done well
- the group has done well
- you would like to find out more
about
- you know now that you didn’t
know 50 minutes ago

8.4.4.1 read a growing range of
extended fiction and non-fiction
texts on familiar and some
unfamiliar general and curricular
Alternative task Teacher distributes worksheets with
Pre-Learning the text content. Teacher encourages
(P) Learners discuss whether they the learners to work in groups and
are First, middle or last children in discuss the main topic of the text.
73
http://www.sheknows.com/par
enting/articles/974203/does-
birth-order-affect-personality
Key learning objectives
topics
8.4.2.1 understand specific
information and detail in texts on a
growing range of familiar general
and curricular topics, including
some extended texts
8.4.5.1 deduce meaning from
context in short texts and some
extended texts on a growing range
of familiar general and curricular
topics
8.4.6.1 recognise the attitude or
opinion of the writer on a growing
range of unfamiliar general and
curricular topics, including some
extended texts
8.4.7.1 recognise typical features at
word, sentence and text level in a
range of written genres
8.3.3.1 give an opinion at discourse
level on a wide range of general
and curricular topics
8.3.4.1 respond with some
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
Suggested teaching activities Teaching notes Learning resources
the family and how it matters in
their lives. Teacher prepares blank sheets for
Activity surveys for each learner, monitors
(G) Learners read the text the learners and supports them while
“Does birth order affect making survey.
personality?” and answer the
teacher’s questions.
Class survey
Each learner creates five questions,
rotates around the classroom, asks
the questions and makes notes.
1. Are you the youngest in the
family?
2. Is it important for you?
3. Does the order make any
difference?
4. Are your personality and
behaviour determined by the order
of the birth?
5. Would you like to change
anything?
After making the notes learners
return to their seats and analyse the
information. They Must write 5
sentences, summarising their
survey.
Differentiation:
Teacher prepares blank sheets for
surveys for each learner, monitors
the learners and supports them
74
Key learning objectives Suggested teaching activities Teaching notes Learning resources

while making survey.

Plenary
Learners draw a picture, reflecting
their thoughts on a sheet of paper.

English Secondary 8
6. The Natural World
Recommended prior knowledge
Most learners will have prior knowledge of some of the vocabulary associated with Sport, Health and Exercise, Entertainment and Media and
Reading for Pleasure
Context
As this is a Content with Language unit, learners will learn about habitats, the environment and the weather through English. This relates to
biology, geography, maths and computer science.
This unit continues to concentrate on key language, which learners need to be very familiar with and comfortable using at this. This is an
opportunity to fill any gaps in their knowledge both in vocabulary and sentence structures.
Outline
Learners learn about
 geographical features of Kazakhstan (this relates to Geography)
 world heritage sites around the world (this relates to Geography and Biology)
 a specific world heritage site in Kazakhstan and one specific animal (this relates to Biology)
 a newsletter on Our Endangered Planet (this relates to Geography)
 how to write a campaign letter
 the Saiga.
For learners’ safety teachers should pay attention to the theme “Natural World” and prepare some lessons using
sites:http://environment.nationalgeographic.com/environment/natural-disasters/earthquake-safety-
tips/http://www.disasterready.org/?gclid=CMX6gKjizbsCFUZY3god8w8AGg
http://www.searo.who.int/entity/emergencies/EHA_pocket guide.pdf
http://emergency.tufts.edu/guide/natural-disaster/
75
http://www.gio.com.au/tools-tips/natural-disasters-safety-information and others
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives
as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need
to be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards
depending on your learners. Suggestions are given below.
8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers
8.1.3.1 respect differing points of view
8.1.7.1 develop and sustain a consistent argument when speaking or writing
8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics
8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics
8.2.7.1 begin to recognise typical features at word, sentence and text level of a growing range of spoken genres
8.2.8.1 understand extended narratives on a wide range of general and curricular topics
8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics
8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics
8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics
8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
8.3.8.1 recount some extended stories and events on a range of general and curricular topics
8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended
texts
8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended
texts 8.R7 recognise typical features at word, sentence and text level in a range of written genres
8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics
8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in
familiar general and curricular topics
8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and
some curricular topics

76
8.5.7.1 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics
8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics
8.5.9.1 punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy
8.6.1.1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics
8.6.3.1 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much
…than to indicate degree on a range of familiar general and curricular topics
8.6.4.1 use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and
curricular topics
8.6.6.1 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything,
none, more, less, a few on a range of familiar general and curricular topics
8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics
Key: Key:
W = whole class work SB = Student’s Book
G = group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called
P= pair work Teacher’s Resource Book)
I= individual work WB = Work Book
f= formative assessment

Key learning objectives Suggested teaching activities Teaching notes Learning resources

77
Key learning objectives Suggested teaching activities
8.3.1.1 use formal and informal Pre- Learning:
registers in their talk on a growing Write "Tell us something we don't
range of general and curricular know" on the board.
topics
Draw a map of Kazakhstan. By
8.3.8.1 recount some extended drawing lines, show students where
stories and events on a growing you went on a trip, and tell them about
range of general and curricular it. Then call on several students to do
topics the same. The trips can be truthful or
fictional.
8.5.3.1 write with moderate
grammatical accuracy on a limited Activity
range of familiar general and (P) Learners put the following labels
curricular topics on a map of Kazakhstan:
7. Akmola
8.5.8.1 spell most high-frequency 8. Aktobe
vocabulary accurately for a 9. Almaty
growing range of familiar general 10.Atyrau
and curricular topics 11.Karaganda
12.Kostanai
8.5.9.1 punctuate written work at 13.Kyzylorda
text level on a growing range of 14.Mangistau
familiar general and curricular 15.Pavlodar
topics with growing accuracy 16.North Kazakhstan
17.East Kazakhstan
18.South Kazakhstan
19.West Kazakhstan
20.Taraz
Learners: Learners:
1. (W) discuss which areas they have
been to
2. (P) read the descriptions in pairs
using dictionaries if necessary (see 78
learning resources)
3. (W) discuss what they have read.
8.3.5.1 interact with peers to Activity
Teaching notes
Encourage learners to ask and
respond questions about landmarks
and nature of Kazakhstan.
The Natural World in
Kazakhstan
This is a Content with Language
unit and so learners will be learning
about the natural world through
English.
Check that learners are happy with
the names of the regions on the left
and change the names and/or
spelling if necessary.
Some learners may not know the
regions or where they are situated
exactly so the teacher should ask
them to help each other and
encourages them to ask you
questions.
Ask learners to talk to each other
about which parts of Kazakhstan
they have visited.
Ask them to read the descriptions.
Tell learners to make a note of all
the new words they come across in
their vocabulary notebooks, using
dictionaries to help.
For the competition to find as many
words related to habitats, make
sure you have a definitive list to
check. For example, steppe, semi-
desert, shrubbery, grass, limestone,
Learning resources
http://www.eslflow.com/enviro
nmentlessonplans.html
Maps of Kazakhstan
An outline of Kazakhstan with
the regions (but not labelled).
Always check the websites are
live before the lesson and find
substitutes as necessary:
Description of areas of
Kazakhstan:
http://www.kazakhstan.orexca.
com/oblasts_kazakhstan.shtml
dictionaries
Habitats:
http://www.bbc.co.uk/nature/h
abitats
Description of steppe in
Kazakhstan for teacher
reference or extension reading
for more able learners:
http://www.kazakhstanbirdtour
s.com/habitats.html
Key learning objectives
8.3.3.1 give an opinion at discourse
level on a wide range of general
and curricular topics
8.3.4.1 respond with some
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
8.4.2.1 understand specific
information and detail in texts on a
growing range of familiar general
and curricular topics, including
some extended texts
8.4.8.1 use familiar and some
unfamiliar paper and digital
reference resources to check
meaning and extend understanding
8.4.6.1 recognise the attitude or
opinion of the writer on a growing
range of unfamiliar general and
curricular topics, including some
extended texts
8.6.3.1 use a growing variety of
compound adjectives and
adjectives as participles and some
comparative structures including
not as…as, much …than to
indicate degree on a range of
familiar general and curricular
topics
Suggested teaching activities
Pre-learning
Learners predict the key points from
the video “Discover UNESCO World”
Heritage with street view about world
heritage, which they are going to
watch.
Activity
Learners watch the video, comment on
what they see.
Learners summarise what world
heritage sites are and what the man in
the video believes is important.
Mini-project “My Favourite World
Heritage”
Leaners are divided into groups of
three and
1 – brainstorm ideas, drawing mind-
maps
2 – choose the best one and distribute
the roles in the group
3 – arrange suitable materials and
write it on the poster as clichés, names
of places, verbs to support their speech
while presenting
4 – draw the main ideas in the form of
pictures, schemes, signs
5 – present the mini-project
6 – assess each other’s works
according to the discussed criteria,
give comments
79
Teaching notes Learning resources
Video of world heritage sites
First, ask if learners know what using Google Street View:
world heritage sites are and if they http://www.youtube.com/watch
know any examples. ?v=zFvftNzNq_Y
Ask if learners are familiar with World heritage sites on Google
Google Earth and Google Street Street View:
View http://maps.google.co.uk/intl/e
If learners are not familiar with n/help/maps/streetview/gallery/
this, take the time to show them unesco-world-
(see learning resources). heritage/index.html
Before you show the video, ask
them to think about what the man
believes is important about world
heritage sites. Show the video of
world heritage sites which uses
Google Street View (see learning
resources) to help people all over
the world to view world heritage
sites.
Key learning objectives
8.6.4.1 use an increased variety of
determiners including all, half,
both [of] in pre-determiner
function on a range of familiar
general and curricular topics
8.1.1.1 use speaking and listening
skills to solve problems creatively
and cooperatively in groups
8.1.3.1 respect differing points of
view
8.2.2.1 understand with little or no
support most specific information
in extended talk on a wide range of
general and curricular topics
8.5.8.1 spell most high-frequency
vocabulary accurately for a
growing range of familiar general
and curricular topics
8.4.5.1 deduce meaning from
context in short texts and some
extended texts on a growing range
of familiar general and curricular
topics
8.4.7.1 recognise typical features
at word, sentence and text level in
a range of written genres
8.4.8.1 use familiar and some
unfamiliar paper and digital
reference resources to check
meaning and extend understanding
8.6.6.1 use a variety of pronouns
including indefinite pronouns
Suggested teaching activities
Plenary
(W) Learners hang their works on the
walls, rotate along the classroom and
write 2 compliments and one wish on
the posters.
Pre-Listening
(W) Play a game “Four Pictures and
One Word”
Learners look at the Four Pictures,
prepared by the teacher and try to
guess one word – it may be the name
of any well-known National Park, any
picturesque place of the world.
Activity
Learners listen to key paragraphs
chosen by the teacher and shout
“Stop!” when they hear a word
associated with habitat or nature.
Or
In pairs, learners make a note of any
words associated with habitat or
nature. The winning pair is the one
with the most. Peer assess the spelling.
Differentiation:
Learners read some or all of the article
and add to their vocabulary notebooks
Learners do the gap-fill exercise as
many times as they like or need to.
Plenary
Hot Seating
Students (or the teacher) take the ‘hot-
seat’ and answer questions in-role that
80
Teaching notes Learning resources
This British Council reading text, http://learnenglish.britishcounc
with accompanying audio, is B1 il.org/en/magazine-
level. It is about 6 minutes long so articles/world-heritage
do not feel you have to play the
whole recording. Instead choose
those paragraphs which best fit the
topic, for example,
the introduction, Borders of France
and Spain, Dorset and East Devon
Coast UK, Rio Platano Reserve
Honduras and Simeon National
Park Ethiopia.
There is scope for differentiation
here (see suggested teaching
activities on the left).
Allow time for learners to complete
the reading and gap-fill to their
satisfaction.
Allow learners time to check
meaning either online or with a
dictionary. More able learners can
do further research on this topic.
For example, looking at other world
heritage sites around the world.
 Key learning objectives Suggested teaching activities Teaching notes Learning resources

anybody, anyone, anything and the class have come up with.

quantitative pronouns everyone, This could be as an expert on the topic
everything, none, more, less, a few just covered, or as an individual linked
on a range of familiar general and to the topic.
curricular topics (e.g. an ornithologist or a huntsman )
8.1.2.1 use speaking and listening Pre-learning Map of Kazakhstan
skills to provide sensitive feedback Learners predict where the world Focus on Kazakhstan
to peers heritage site in Kazakhstan is. Kazakhstan video:
Activity Do learners know that there is a http://whc.unesco.org/en/list/11
8.2.6.1 deduce meaning from Learners should world heritage site in Kazakhstan? 02/video
context with little or no support in 1.watch the video Can they guess where or what it
extended talk on a wide range of 2. take notes on the wildlife and the might be?
general and curricular topics habitat while watching the video a
8.2.7.1 begin to recognise typical second time. Monitor for correct usage of key
features at word, sentence and text Have any learners been there? Would language. For example,
level of a limited range of spoken they like to go? Do they know anyone I have never been there
genres who has been there? Or
8.5.8.1 spell most high-frequency (W) Creative writing I have! I went there last year.
vocabulary accurately for a (P) Learners write a short passage Or
growing range of familiar general about a place they visited. They create I think my father has been there.
and curricular topics criteria for this task themselves. Encourage the learners to create
8.2.8.1 understand extended After finishing the task they exchange criteria for writing task. They
narratives on a range of general the papers, make peer assessment by should appoint a leader to write the
and curricular topics using correction codes. criteria on the board and to lead the
8.2.1.1 8.2.1.1. understand with little or no Plenary process of assessment.
support the main points in extended Learners write comments in the peers’
talk on a wide range of general and works.
curricular topics
8.6.7.1 use a variety of simple
perfect forms to express recent,
indefinite and unfinished past on a
range of familiar general and
81
Key learning objectives
curricular topics
8.4.2.1 understand specific
information and detail in texts on a
growing range of familiar general
and curricular topics, including
some extended texts
8.4.8.1 use familiar and some
unfamiliar paper and digital
reference resources to check
meaning and extend understanding
8.4.6.1 recognise the attitude or
opinion of the writer on a growing
range of unfamiliar general and
curricular topics, including some
extended texts
8.5.5.1 develop with support
coherent arguments supported
when necessary by examples and
reasons for a growing range of
written genres in familiar general
and curricular topics
8.5.6.1 link, independently,
sentences into coherent paragraphs
using a variety of basic connectors
on a range of familiar general
topics and some curricular topics
8.3.2.1 ask more complex
questions to get information about
a range of general topics and some3.
curricular topics 4.
8.4.6.1 recognise the attitude or
Suggested teaching activities
Pre- Learning
(G,P) Learners walk along the
classroom and look at the pictures on
the walls. They must answer a
question: What topic joins all the
pictures?
Activity
Extension to previous lesson:
Learners research and write about the
animal shown in the video – the saiga
antelope.
Plenary
Learners proofread their works and
edit.
Activity
(I) Learners, in pairs:
read the newsletter
(P, f) think about possible indirect
questions they could ask related to the
82
Teaching notes
Focus on the animal
Teacher may use pictures on topics:
Endangered Animals, World
Heritage, Kazakhstan Wildlife…
As the saiga is an endangered
animal, there is a lot of information
available about this interesting
animal. Decide how many lessons
you would like to focus on this.
Although some of the resources are
in Kazakh and Russian, this still
gives valuable information on the
topic and can be discussed in
English with your support.
Reading a newsletter about Our
Endangered Planet
Begin by writing on the board:
Could you tell me where the
Learning resources
The public awareness film:
Save the Saiga in both Kazakh
and Russian.
Alternatives:
http://www.edgeofexistence.or
g/mammals/species_info.php?i
d=62
http://kids.nationalgeographic.c
om/kids/stories/animalsnature/s
aiga/
The poster entitled We can
still save the saiga
The comic book The Saga of
the Saiga in Kazakh
Saiga:
http://www.arkive.org/saiga-
antelope/saiga-tatarica/
In Russian, Kazakh and
English:
http://www.saiga-
conservation.com/saiga_news.
html
Newsletter:
Messages 3 p.76
Indirect questions:
English in Mind 3 p.76
 Key learning objectives
opinion of the writer on a growing
range of unfamiliar general and 5.
curricular topics, including some
extended texts
8.4.7.1 recognise typical features 6.
at word, sentence and text level in
a range of written genres
8.4.2.1 understand specific information
and detail in texts on a growing
range of familiar general and
curricular topics, including some
extended texts
8.1.7.1 develop and sustain a
consistent argument when speaking
or writing
8.1.10.1 use talk or writing as a
means of reflecting on and
exploring a range of perspectives
on the world
Suggested teaching activities Teaching notes Learning resources
topic and write them down supermarket is please?
change partners to form new pairs and and
(P, f) peer review the questions for Where is the supermarket?
accuracy
ask the questions. Elicit the difference.
Plenary Answer: the first is indirect (and
(I) Create a Сinquaine devoted to more polite). Use the learning
the topic of the lesson and resources depending on your
share their ideas. learners, then ask them to read the
1 line: A noun newsletter and ask indirect Alternatives:
2 line: 2 adjectives questions about what they have http://www.eslflow.com/Endan
3 line: 3 verbs read: gered_Species.pdf
4 line: a sentence of 4 words Endangered Species
5 line: a synonym Two tasks:
1) Label the pictures with the
following vocabulary
2) Look at the pictures above and then https://cmsdata.iucn.org/downl
ask a partner the questions. oads/iucn_redlist_brochure2.pd
f
There is a booklet The Starting
Point For Conservation Action.
There are 100 short texts and
pictures about Our Endangered
Planet.
Messages 3 p.77
Pre writing Writing a campaign letter
G), Learners brainstorm ideas on the
topic (look through the structure of the Learners follow the writing guide
letter. (see learning resources) to write a Malcolm Mann, Steve Taylor-
campaign letter. Knowles Laser B 1+ pp 150,
Writing 158
(I) write a rough draft peer assess (P, Follow the useful stages given in
83
Key learning objectives Suggested teaching activities Teaching notes Learning resources

8.5.5.1 develop with support f) write the final draft and peer review. Term 1 and decide how much time
coherent arguments supported you would like them to spend on
when necessary by examples and Plenary this piece of writing.
reasons for a growing range of Write a newspaper headline about
written genres in familiar general today’s lesson, share the ideas and As usual, focus on an aspect that
and curricular topics choose the best headline you would particularly like them to
8.5.6.1 link, independently, peer assess. For example, the
sentences into coherent paragraphs present perfect:
using a variety of basic connectors My friends and I have started a
on a range of familiar general campaign to save the Saiga
topics and some curricular topics
8.5.7.1 use with minimal support Monitor for recurring errors for
appropriate layout at text level for future planning and offer
a growing range of written genres differentiation by support.
on familiar general and curricular
topics
8.5.9.1 punctuate written work at
text level on a growing range of
familiar general and curricular
topics with growing accuracy
8.6.6.1 use a variety of pronouns
including indefinite pronouns
anybody, anyone, anything and
quantitative pronouns everyone,
everything, none, more, less, a few
on a range of familiar general and
curricular topics
8.6.7.1 use a variety of simple
perfect forms to express recent,
indefinite and unfinished past on a
range of familiar general and
curricular topics
84
 English Secondary 8
7. Travel and Transport
Recommended prior knowledge
Use of English: present tense forms and past tense forms, to-infinitive and gerund forms
No subject-specific prior knowledge is assumed, but all students are expected to be aware of trends and events both within Kazakhstan and in the
wider world as part of their regular study. They are also expected to review national and international events through a range of news media.
Context
In this Unit learners will explore the topic of Travel and Transport. This relates to geography, physics, computer science, art and design
Outline

In Unit 3 the learners will have the opportunity to learn the appropriate vocabulary and key structures in order to:
 discuss different modes of transport (this relates to physics)
 look at signs and the language of signs
 create a survey about commuting to school either in the class or the whole school (this relates to geography and computer science)
 discuss travelling in and around Kazakhstan
 write an account of a journey in or across Kazakhstan
 read about mysterious places around the world
 learn about the history of trains and/or transport in Kazakhstan
 write a story, account or description.
The skills focus includes discussion (Speaking), questioning and answering (Listening and Speaking), reading and writing.
This course plan uses a variety of resources, bearing in mind the learning objectives. As always, adapt the material to your learners and the
Kazakhstan context. Suggestions on how to do this are made below.
For learners’ safety teachers should pay attention to the theme “Travel and Transport” and prepare some lessons using sites:
http://www.tmr.qld.gov.au/safety/driver-guide/child-restraints.aspx
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives
as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to
be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards
depending on your learners. Suggestions are given below.
8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers
8.1.3.1 respect differing points of view
8.1.5.1 use feedback to set personal learning objectives
85
8.1.7.1 develop and sustain a consistent argument when speaking or writing
8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
8.2.4.1understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics
8.2.8.1 understand extended narratives on a wide range of general and curricular topics
8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics
8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts
8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended
texts
8.4.4.1 read and understand a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular
topics
8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics
8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding
8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics
8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics
8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics
8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some
curricular topics
8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics
8.5.9.1 punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy
8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics
8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics
8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics
8.6.14.1 use prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following
adjectives on a range of familiar general and curricular
Key: Key:
W = whole class work SB = Student’s Book
G = group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called
P= pair work Teacher’s Resource Book)

86
I= individual work WB = Work Book
f= formative assessment

Key learning objectives Suggested teaching activities Teaching notes Learning resources

Pre- Learning:
8.1.3.1 respect differing points of 1. Draw a pancake-shape on the
view board, and announce that the school
will soon be moving to a desert
8.5.8.1 spell most high-frequency island. Invite students one by one to
vocabulary accurately for a go to the board and draw one thing
growing range of familiar general they would like to have on the
and curricular topics island.
2. Have each student make a list of
the five most useful phrases for
tourists visiting an English
speaking country.
Activity
Learners
1. (G) create a mind map of as
many words associated with
transport as they can in groups
2. (G) each group moves one place
clockwise to look at the next
group’s mind map and add to it
3. (G, f) and again, until they are
back to their own mind map where
they check the additions made by
their peers.
Activity
(W) Learners take part in the Find
someone who… activity about
Put the students in small groups, Pairwork and Groupwork Multi-
and ask each group to plan a level photocopiable activities for
vacation for you. They must plan teenagers M. Ley and N.
where they will go, what they will Murgatroyd Unit 5.2 pp 36 – 37
do, who they will go with, and what English Vocabulary in Use Unit
they will buy. When they finish, 62 Transport
have each group present their plans.
Transport http://www.examenglish.com/vo
cabulary/travel.htm
Find someone who…
Divide the class into two groups.
Each person in Group A has a sheet
with approximately 14 questions on
it. Each person in Group B has a
sheet with a different set of
questions.
For example,
Group A
Find someone Name
who
1. always
goes to school by
bus
2.
Group B

87
Key learning objectives Suggested teaching activities Teaching notes Learning resources

transport and verbs connected with Find someone Name

travelling. who
Activity 1. walked
(I, f) Learners write (3) sentences home yesterday
about their transport or travelling 2.
experiences: two true and one false.
Plenary

Learners get into groups and try to

guess which sentence is false.

8.6.13.1 use a growing variety of Alternative pictures of signs and notices

modal forms for different Pre-Learning
functions: obligation, necessity, (W) Learners deduce the difference
possibility, permission, requests, between have to, must, mustn’t and
suggestions, prohibition on a give their own examples.
range of familiar general and (W) Learners listen to the
curricular topics recording: They don’t have to go to
school! Discuss what it might be
like.
8.2.8.1 understand extended Activity
narratives on a range of general Learners share their notes and
and curricular topics photographs of signs and notices
8.3.5.1 interact with peers to and decide if they denote
negotiate, agree and organise something is:
priorities and plans for 1. necessary
completing classroom tasks 2. not necessary
3. shows that they have no choice
(obligation).
Plenary
In pairs learners discuss the
benefits of such type of work:
Ask learners to prepare for this signs, must, have to:
lesson by taking note of all the Messages 3 pp 94 – 95
signs and notices they see on their phone/digital cameras
way to and at school. Some learners
may have phones with which they
can take a snapshot to share.
Elicit from learners the difference
between:
have to, must (necessary)
don’t have to (not necessary)
mustn’t (no choice!)
Elicit examples:
For example,
I have to go now (my parents are
waiting for me)
I don’t have to go just yet.
You mustn’t use mobiles while
driving.
88
Key learning objectives Suggested teaching activities Teaching notes Learning resources

Was the activity useful and

why\why not?
What have I noticed in the streets
of my city?
How to solve the problem of…?
Pre-Learning Signs Traffic signs:
8.6.14.1 use prepositions before Learners discuss: http://www.learnenglish.be/voc1
nouns and adjectives; use 1. What the signs mean Prepare signs and notices: _traffic_study.htm
prepositions as, like to indicate 2. Where they are most likely tests:
manner; use dependent to find them. http://www.examenglish.com/P
prepositions following adjectives For example: ET/pet_reading1.htm
on a range of familiar general and Activity Silence Ladies Out of http://www.examenglish.com/P
curricular topics (P) Learners match the signs please order ET/reading1.htm
and different places in the city, Please Pay and Gents
8.3.7.1 use appropriate subject- where those signs can be keep clear display
specific vocabulary and syntax to situated. They give arguments No Trespas B&B
talk about a growing range of using their experience and vacancies sers
general topics, and some previous knowledge. will be
curricular topics Some of these are not used: prosecu
At a bus stop. By the side of ted
8.1.3.1 respect differing points of the road. In a bank. In a café. Queue this In case Self-
view In a car park. In a hotel. In a side of service Diana Goodey, Noel Goodey,
public area such as a shopping emerge Meredith Levy. Messages-4. SB
centre or park. ncy, p.40-41
8.2.2.1 understand with little or In a shop. In a library or a break Malcom Mann, Steve Taylore –
no support most specific hospital. In a supermarket. On glass Knowles Laser SB B1+
information in extended talk on a the emergency alarm on a train. Give way Shoplift Proof of Pp14-15
wide range of general and On a bus. On or outside a ers will ID
curricular topics commercial or residential be required
building. On a fire alarm. prosecu
8.3.5.1 interact with peers to On a machine or a toilet door. ted
negotiate, agree and organise On an envelope or parcel. On
89
Key learning objectives
priorities and plans for
completing classroom tasks
8.4.1.1 understand the main
points in texts on a growing range
of unfamiliar general and
curricular topics, including some
extended texts
8.4.2.1 understand specific
information and detail in texts on
a growing range of familiar
general and curricular topics,
including some extended texts
Suggested teaching activities Teaching notes Learning resources
the London Underground Stand on Fine for No
On a shop window. On a wall. the right improp littering
At the entrance to a toilet. In er use:
the entrance to a museum, £50
cinema or theatre.
Outside a hotel or guesthouse.
Outside a piece of private land. Prepare the sheet with possible
Outside a pub. answers (see left).
Feel free to add other examples.
Plenary
Learners move clockwise, observe
the works of their classmates and
make a summary.
Pre-learning
Learners suggest their own
vocabularies on the Topic and
categorize the kinds of transport.
Activity
Most learners find the data of the
transport background,: before 3000
BC, 1783, 1885 and give the
evidence from the text.
All learners can find related vocabs
to the topic and find Past
Continuous, Past Simple forms
Some learners can define the
specific words and explain to the
classmates
90
Key learning objectives
8.4.8.1 use familiar and some
unfamiliar paper and digital
reference resources to check
meaning and extend
understanding
8.4.4.1 read and understand a
growing range of extended
fiction and non-fiction texts on
familiar and some unfamiliar
general and curricular topics
8.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a growing range of
general topics, and some
curricular topics
8.5.4.1 use with some support
style and register appropriate to a
limited variety of written genres
on general and curricular topics
8.4.5.1 deduce meaning from
context in short texts and some
extended texts on a growing
range of familiar general and
curricular topics
8.6.7.1 use a variety of simple
perfect forms to express recent,
Suggested teaching activities
Plenary
(G) Learners discuss the influence
of the transport on their lives
Plenary
Learners find out about the Danish
study (see learning resources).
Activity
Learners create a whole school
survey to find out about:
7. how they travel to school
8. how long it takes to commute to
school.
Learners:
6. collate the results into an
appropriate chart
7. share the results with the school.
Plenary
In the spotlight
A volunteer (or group) is asked five
questions based around the lesson.
The rest of the class mark down
whether they agree or disagree with
the answers so that the whole class
is tested. Could use whiteboards
or voting cards.
Pre-learning
Learners share their ideas about
some actions done by them this
morning in order to stimulate them
using Present Perfect Tense
Activity V
(P<G) Learners watch the video (a
Teaching notes
Learners can use
surveymonkey.com (see learning
resources).
Or
Learners can research doing a
survey (see learning resources) and
then carry one out.
Monitor for appropriate questions
in an informal style suitable for a
survey.
Learners then collate the results
(see learning resources).
Optional mini lessons:
There are two mini lessons (see
learning resources) that encourage
learners to take responsibility for
their own learning.
91
Learning resources
online survey (basic is free):
http://www.surveymonkey.com/
Research doing a survey:
http://www.mathsisfun.com/data
/survey-conducting.html
Collate results:
http://www.mathsisfun.com/data
/data-graph.php
Reading:
According to the results of a
Danish study (2012), children
who cycled or walked to school,
rather than travelling by car or
public transport, performed
measurably better on tasks
demanding concentration and
the effects lasted for up to four
hours after they got to school.
The survey looked at nearly
20,000 Danish kids between the
ages of 5 and 19.
Teacher reference (present
perfect) or a B1 level mini
lesson on the present perfect:
http://learnenglish.britishcouncil
.org/en/word-street/transport-
and-travel-scene-1-language-
focus
Key learning objectives
indefinite and unfinished past on
a range of familiar general and
curricular topics
8.6.9.1 use appropriately a
variety of active and passive
simple present and past forms and
past perfect simple forms in
narrative and reported speech on
a range of familiar general and
curricular topics
8.1.5.1 use feedback to set
personal learning objectives
8.3.5.1 interact with peers to
negotiate, agree and organise
priorities and plans for
completing classroom tasks
8.5.8.1 spell most high-frequency
vocabulary accurately for a
growing range of familiar general
and curricular topics
8.5.9.1 punctuate written work at
text level on a growing range of
familiar general and curricular
topics with growing accuracy
8.5.6.1 link, independently,
sentences into coherent
Suggested teaching activities
mini lesson on the present perfect)
and do the tasks:
Learners listen to the passage and
check their understanding by doing
different tasks.
Learners read the text “The Best
Way to Travel”. Complete the text
with the words in the box, read and
discuss the questions (travel with a
team of huskies)
Plenary
Make a conclusion about different
types of transport in the world,
using active and passive Simple
Present and Past forms.
Pre-Learning
Learners
1. (W) discuss where they have
been in Kazakhstan and how they
got there and back
2. (I) then spend some time
thinking about how they would
describe the journey in terms of the
senses.
What did it smell like? What scents
did you notice? What colours did
you see? What textures or materials
did you notice? What sounds did
you hear? What was the noise
level?
Activity
Learners are going to have a debate
Teaching notes Learning resources
Part 1 B1 level mini lesson:
Transport and travel http://learnenglish.britishcouncil
.org/en/word-street/transport-
Part 2 and-travel-scene-2
How many types of transport have
they travelled on?
Transport
As learners discuss travelling in
Kazakhstan, tell them it does not
matter if it was a short journey
across their own area or a longer
journey. Note the following on the
board: on foot
by car/bus/train/plane
Now ask learners to revisit the
journey in their mind, thinking in
terms of the senses: sight, sound,
taste, touch, smell.
Give plenty of time for this
imagination exercise.
92
Key learning objectives
paragraphs using a variety of
basic connectors on a range of
familiar general topics and some
curricular topics
8.6.5.1 use questions which
include a variety of different
tense and modal forms on a range
of familiar general and curricular
topics
8.6.13.1 use a growing variety of
modal forms for different
functions: obligation, necessity,
possibility, permission, requests,
Suggested teaching activities Teaching notes Learning resources
if Kolkata (Calcutta) should ban
rickshaw drivers. Each person in Decide how many lessons you
the group has a role. Choose one of would like to spend on this.
the roles below and think about if
your person wants to ban rickshaws
or to keep them in Kolkata. Choose
arguments for and against and plan
your arguments for the debate.
When all the learners are ready, try
to find a solution.
a) A rickshaw driver
b) A local politician who wants to
modernise Kolkata
c) A foreign tourist
d) A local person who uses
rickshaws for shopping
e) A taxi driver in the city
Plenary
Reflect on their participation in the
debate: tell if they are satisfied with
their work.
Pre-Learning Mysterious places in Kazakhstan maps
(P) Learners take any picture and
describe it to the partner Decide how many lessons you Teacher reference for
Activity VII would like to spend on this sub (present)modals:
(I) Learners: topic. http://learnenglish.britishcouncil
5. research .org/en/grammar-
6. take notes Learners will have met modals for reference/modals-%E2%90%93-
7. plan possibility (might be, could be, etc.) deduction-present
8. write about an interesting place Feel free to revisit (present) modals
93
Key learning objectives
suggestions, prohibition on a
range of familiar general and
curricular topics
8.5.3.1 write with moderate
grammatical accuracy on a
limited range of familiar general
and curricular topics
8.5.8.1 spell most high-frequency
vocabulary accurately for a
growing range of familiar general
and curricular topics
8.6.5.1 use questions which
include a variety of different
tense and modal forms on a range
of familiar general and curricular
topics
8.6.13.1 use a growing variety of
modal forms for different
functions: obligation, necessity,
possibility, permission, requests,
suggestions, prohibition on a
range of familiar general and
curricular topics
8.2.4.1understand with little or no
support most of the implied
meaning in extended talk on a
range of general and curricular
topics
8.4.5.1 deduce meaning from
context in short texts and some
extended texts on a growing
Suggested teaching activities
in Kazakhstan.
Learners peer assess each other’s
work and are given the opportunity
to edit and write the final draft.
Plenary
5–5–1
Summarise today’s topic in 5
sentences.
Reduce to 5 words.
Now to 1 word.
Alternative task
Pre-learning
Prediction - what do you need to
have or to know in case of visiting
some mysterious places around the
world?
Activity
Learners:
3. match the letter to the number
(see teaching notes)
4. look at the pictures on page 74
and make one sentence for each
picture using the key language.
Teaching notes Learning resources
if necessary to build a solid
foundation for the next stage (see
learning resources).
The key language here is for
possibility:
It might be/it could be…
Mysterious places around the world maps, globe
If your learners are comfortable English in Mind 3 Unit 10
using modals for possibility, Mysterious places Stonehenge,
Extension: UK and Giza Pyramids, Egypt
Write on the left hand side of the
board: Modals of deduction (past):
1. It is possible that this was the http://learnenglish.britishcouncil
case in the past. .org/en/grammar-
2. We are sure that this was the reference/modals-%E2%90%93-
case in the past. deduction-past
3. We are sure that this was not
the case in the past.
Write on the right hand side of the
board:
C. It must have been…
D. It can’t have been…
E. It might have been…
Ask if learners can match the letters
to the numbers.
94
Key learning objectives
range of familiar general and
curricular topics
8.5.1.1 plan, write, edit and
proofread work at text level with
some support on a range of
general and curricular topics
8.5.2.1 write with minimal
support about real and imaginary
past events, activities and
experiences on a growing range
of familiar general topics and
some curricular topics
8.5.3.1 write with moderate
grammatical accuracy on a
limited range of familiar general
and curricular topics
8.5.4.1 use with some support
style and register appropriate to a
limited variety of written genres
on general and curricular topics
8.1.7.1 develop and sustain a
consistent argument when
speaking or writing
Suggested teaching activities
Alternative task
(P or I,f) Learners write a short
piece on one of the following:
 an impossible journey (story,
narrative)
 my favourite journey
(description)
 a history of transport in
Kazakhstan (short account, fact).
Peer assessment
(P, f) It may help to give a
particular focus: for example, have
they used the subject-specific
vocabulary or present perfect
correctly?
(f) The teacher monitors and makes
a note of any recurring errors and
offers differentiation by support.
Teaching notes Learning resources
Answers: 1C, 2A, 3B
Do not worry too much at this stage
as your learners will revisit this key
language in later s.
Decide if you wish your learners to
work on all of these writing tasks or
only one or two of them. Decide
how many lessons you need to
spend on this in class. Potentially
there are at least two lessons per
writing task here depending on
your learners and how much
support they need. Always
remember that your learners are
working towards the learning
objectives so decide at the planning
stage, which you need to focus on.
It could be that different learners
are working towards different
learning objectives at the same
time.
Follow the stages given in Term 1
to foster good practice.
95
Key learning objectives Suggested teaching activities Teaching notes Learning resources

8.3.3.1 give an opinion at Plenary Class diaries

discourse level on a range of (W) Learners reflect on their Continue keeping class diaries to
general and curricular topics lesson(s) and give feedback. reflect on the lesson and feedback
(I) Learners who have missed any w/b Lesson Lesso
8.1.10.1 use talk or writing as a lessons can find out what they have 1 n….
means of reflecting on and missed by reading the poster. What we
exploring a range of perspectives Activity: learnt
on the world Learners brainstorm and share their today/what
opinions on following statements: we did
8.1.2.1 use speaking and listening  The safest transport to travel today
skills to provide sensitive  Alternative fuel for any kinds What I
feedback to peers of transport. liked/didn’t
8.2.4.1understand with little or no like
support most of the implied Homework
meaning in extended talk on a
range of general and curricular w/b or w/c = week beginning or
topics week commencing (date)

96
Key learning objectives
8.5.1.1 plan, write, edit and
proofread work at text level with
some support on a range of
general and curricular topics
8.5.2.1 write with minimal
support about real and imaginary
past events, activities and
experiences on a growing range
of familiar general topics and
some curricular topics
Suggested teaching activities Teaching notes Learning resources
Activity Review weather vocabulary Review weather:
Learners use the learning resources Personal diaries http://learnenglishteens.britishco
to help them review weather Ask how do they keep their uncil.org/grammar-
vocabulary. personal diaries? vocabulary/vocabulary-
Remember that these are private exercises/weather
but elicit how often they write, how
have they found the experience of
writing in English, has it made a
difference to how they feel they are
learning English, do they now take
more responsibility for their own
learning as they grapple with the
language?
From now on, ask learners to add
the weather to each day of their
diaries.
97
 English Secondary 8
8. Food and Drink
Recommended prior knowledge
Most learners will have prior knowledge of some of the vocabulary associated with Food and Drink.
Context
In this unit, learners will explore the topic of Food and Drink. This relates to biology, chemistry and computer science.
Outline
In this unit, the learners will have the opportunity to learn the appropriate vocabulary and key structures in order to discuss, read about and listen
to recordings about food and drink. There will also be an opportunity to do a restaurant role-play or have a fictitious family meal.
Learners will:
 learn about cuisines around the world
 focus on Kazakhstan food
 make a class chart of what they eat for breakfast and learn about different types of breakfast around the world
 learn how to make pizza
 learn how to make a leaflet and follow a brief (instructions)
 role-play a fictitious family meal and/or a scene in a restaurant
 learn about Oxfam’s campaign: Food for thought
 learn about healthy food
 discuss different eating habits, and think about the similarities and differences between children in other countries
 do research and share their findings about diabetes, rickets and influenza.
This course plan uses English in Mind 3 and Messages 3 as a resource, but you are not expected to follow them exactly. Rather, use them,
together with a variety of other resources, bearing in mind the learning objectives. As always, adapt the material to your learners and the
Kazakhstan context. Suggestions on how to do this are made below.
For learners’ safety teachers should pay attention to the theme “Food and drink” and prepare some lessons using sites:
http://www.chlfoundation.org.uk/data/sfh1/sfh1_t1_t6.pdf
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives
as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to
be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards
depending on your learners. Suggestions are given below.

8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers
98
8.1.3.1 respect differing points of view
8.1.4.1 evaluate and respond constructively to feedback from others
8.1.5.1 use feedback to set personal learning objectives
8.1.8.1 develop intercultural awareness through reading and discussion
8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings
8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

8.2.3.1 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics
8.2.4.1understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics
8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics
8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics

8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics
8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
8.3.8.1 recount some extended stories and events on a range of general and curricular topics

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended
texts
8.4.3.1 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts
8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics
8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topic
8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended
texts
8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres

8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics
8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and
some curricular topics
8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics
8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics

99
8.6.2.1 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a
range of familiar general and curricular topics
8.6.3.1 use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much
…than to indicate degree on a range of familiar general and curricular topics
8.6.4.1 use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and
curricular topics
8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning
on a range of familiar general and curricular topics
8.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar
general and curricular topics
8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics
8.6.15.1 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use
some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics
Key: Key:
W = whole class work SB = Student’s Book
G = group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called
P= pair work Teacher’s Resource Book)
I= individual work WB = Work Book
f= formative assessment

100
Key learning objectives
8.3.3.1 give an opinion at
discourse level on a wide range of
general and curricular topics
8.3.4.1 respond with some
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
8.1.8.1 develop intercultural
awareness through reading and
discussion
8.1.9.1 use imagination to express
thoughts, ideas, experiences and
feelings
8.1.10.1 use talk or writing as a
means of reflecting on and
exploring a range of perspectives
on the world
8.4.2.1 understand specific
information and detail in texts on
a growing range of familiar
general and curricular topics,
including some extended texts
Suggested teaching activities Teaching notes Learning resources
Pre-learning Cuisine – a characteristic style of Pictures of food and/or ppt of
(P) Discuss in pairs the most traditional cooking from a specific images of food and/or video or
exquisite international examples of geographical region. real food!
cuisine and give reasons for your
choice. Previous knowledge needed:
nationalities Example video:
Activity 1 For example, French cuisine, Indian http://www.youtube.com/watch
(G, W, f) Learners eat and describe cuisine, etc. ?v=r9pwNEkGzPA
the samples in terms of:
 colour Learners can bring in small samples English Vocabulary in Use S.
 taste of food (be aware of health and Redman, Unit 59
 texture safety issues) to share.
 smell. https://www.easypacelearning.
com/all-lessons/lesson-
Alternative Find a suitable video showing categories/1148-english-
(I, G, f) Learners watch a video of different cuisines for learners to lessons-about-food-and-drink
different foods around the world. watch. It doesn’t matter if they do
They share their own experiences not know all the food vocabulary –
in the same way as above. this is not expected.
Activity 2
(I, W) Describing food game The cards with descriptions could be http://www.eltbase.com/vtr_ref
Students read out cards with put in a box. Play music, when the s.php?id=254
descriptions of well-known dishes. music stops, the child with the box
Others have to guess. must pick out a statement, read it and
others should guess.
Plenary
(I) Students during one minute
should compose two statements in
their head to explain what they
101
Key learning objectives
8.1.3.1 respect differing points of
view
8.6.3.1 use a growing variety of
compound adjectives and
adjectives as participles and some
comparative structures including
not as…as, much …than to
indicate degree on a range of
familiar general and curricular
topics
8.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a range of general
topics, and some curricular topics
8.3.5.1 interact with peers to
negotiate, agree and organise
priorities and plans for
completing classroom tasks
8.4.6.1 recognise the attitude or
opinion of the writer on a
growing range of unfamiliar
general and curricular topics,
including some extended texts
8.6.2.1 use a growing variety of
quantifiers for countable and
Suggested teaching activities
have learnt and how they have
learnt it.
Pre-learning
Find me a partner
(I, W) Half of the class are given
questions and half are given
answers. Students must silently go
around the room trying to find out
who their partner is. Could also be
done with them talking and the
questions and answers being stuck
on their backs to make it a bit more
challenging.
Activity
(I, G, f) Learners:
1. describe Kazakhstan food and
the ingredients
2. research and come to an
agreement about the spelling of the
food in English with the teacher’s
help (there are lots of variations).
3. give preferences using the key
language.
Teaching notes Learning resources
Alternatively, instead of questions https://outstanding-
finding answers, questions could find lessons.wikispaces.com/Starter
other questions, which provide the s+and+Plenaries
same answer or answers could find
other answers from the same times
tables and then order themselves.
Many different possibilities for this
one!
Focus on Kazakhstan
Always be aware when searching for http://aboutkazakhstan.com/ab
resources on the internet that there out-kazakhstan-food
may be a few minor problems with
the standard of English. This lovely
article (see learning resources) has
errors. However, the errors do not
impede understanding. You could
just use the pictures or examine the
article yourself and use it to raise
awareness of good articles that may
have a few problems, particularly
with tenses. Warn your learners of
102
Key learning objectives Suggested teaching activities Teaching notes Learning resources

uncountable nouns including the danger of cutting and pasting

several, plenty, a large/small from the internet.
number/amount on a range of Research the spelling of food items
familiar general and curricular beforehand.
topics Write model sentences on the board
using the key language. For
example,
I like… but not as much as …

Learners will have met http://learnenglish.britishcounc

countables/uncountables in but may il.org/en/grammar-
need extra help (see learning reference/countable-
Plenary resources) with the next stage (see uncountable-nouns-1
(I) List 3 things your partner has learning objectives):
learnt today. There’s plenty of (meat) http://learnenglish.britishcounc
There are several plates of (apples) il.org/en/grammar-
There are several (apples) reference/countable-
There is a large amount of meat uncountable-nouns-2

8.1.8.1 develop intercultural
awareness through reading and
discussion
8.1.4.1 evaluate and respond
constructively to feedback from
others
8.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a range of general
topics, and some curricular topics
8.4.5.1 deduce meaning from
context in short texts and some
Pre-learning
Food vocabulary brainstorming
game
(G) Learners with their partners
write as many different English
words or expressions as they can in
the categories.
Activity 1
(G, W, f) Learners make a class
chart of what they normally eat for
breakfast.
If there is something they do not
know the word for but can explain by
drawing, miming or describing the
function, they can ask teacher’s help.
Breakfast
Ask learners what they normally eat
for breakfast.
Learners make the chart before
Food vocabulary brainstorming
games:
https://www.usingenglish.com/
files/pdf/food-vocabulary-
brainstorming-game.pdf
Breakfast around the world
PowerPoint only is required
from this page:
http://www.oxfam.org.uk/educ

103
Key learning objectives Suggested teaching activities Teaching notes Learning resources

extended texts on a growing Learners look at the PowerPoint looking at the PowerPoint. ation/resources/my-breakfast-
range of familiar general and and discuss different eating habits, Encourage students to understand your-breakfast
curricular topic and think about the similarities and that not all children in the world
differences between children in have equal access to food, and to
other countries. explore possible reasons for this.

Activity 2
(G, f) Students will sing a song or Ask learners to focus on language for https://www.teachingenglish.or
watch a story, which they will use recipes and even make some food in g.uk/article/food
as the basis for a project of either a class!
survey or a menu. They will think
about food groups and how to eat
healthily, and produce a poster.

Plenary
(I) Students complete self-
assessment sheet what they found
interesting/ learnt/ struggled with.
8.1.5.1 use feedback to set Pre-learning Just Listening and Speaking
personal learning objectives (P, G) Learners predict what they Try to expose your learners to as Marshall Cavendish Education,
8.2.4.1understand with little or no might hear in the recording(s). much listening as possible, including Unit 6 A Listening Food and
support most of the implied They discuss listening strategies. inviting an international teacher (or a drink
meaning in extended talk on a visitor) in to read a short piece or
range of general and curricular Activity 1 give a short talk. The more variety
topics (I, f) Students listen to seven short your learners are exposed to, the http://www.examenglish.com/P
8.2.5.1 recognise the opinion of recordings and for each recording better they will be able to deal with ET/pet_listening_part1.htm
the speaker(s) with little or no they have to choose the best of unfamiliar recordings. Malcolm Mann, Steve
support in extended talk on a three pictures. Taylore-Knowles
wide range of general and PET is level B1 so try giving your Laser SB B1+
curricular topics Activity 2 learners the listening test for p64
8.2.6.1 deduce meaning from (I, f) Students listen to a longer formative assessment purposes.

104
Key learning objectives Suggested teaching activities
context with little or no support in recording and answer 6 multiple
extended talk on a growing range choice questions.
of general and curricular topics
Activity 3
(I, f) Students will hear a radio
announcer giving details about a
local Motor Show. For each
question, they should fill in the
missing information in the spaces.
Activity 4
(I, f) Students will hear a man
called Steve and a woman called
Caroline talking about summer
jobs. Their task is to decide if each
sentence is correct or incorrect.
Plenary
(I, G) Learners critically analyse
what it is that makes listening
difficult for them.
8.3.6.1 link comments with some Pre-learning
flexibility to what others say at Odd one out
sentence and discourse level in (P, W) Provide the children with a
pair, group and whole class selection of 5 words (give the
exchanges pictures to match if you like) –
8.1.9.1 use imagination to express students should decide the odd one
thoughts, ideas, experiences and out. For example, plum, onion,
feelings carrot, cabbage and broccoli.
8.5.2.1 write with minimal
support about real and imaginary Activity
Teaching notes Learning resources
Monitor for misunderstandings. Take
the time to discuss with your learners
what it is that they find difficult.
Work out some strategies.
For example:
 brainstorm vocabulary around
the topic
 ask questions in pairs on the
topic and take time to work out the
answers together
 describe a variety of pictures on
the topic in pairs and peer assess
each other’s performance
 record each other talking on
certain topics
 listen to a wide variety of
listening texts in order to “tune” in to
the intonation and language patterns.
Instantly you might think that plum
is the odd one out, as it is a fruit, the
rest are vegetables. However,
children could come up with other
ones that are different from the rest
e.g. onion – it begins with a vowel.
This project can be spread across English Vocabulary in Use S.
105
Key learning objectives Suggested teaching activities Teaching notes Learning resources

past events, activities and
experiences on a range of
familiar general topics and some
curricular topics
8.5.3.1 write with moderate
grammatical accuracy on a
growing range of familiar
general and curricular topics
8.5.4.1 use with some support
style and register appropriate to a
variety of written genres on
general and curricular topics
8.4.7.1 recognise typical features
at word, sentence and text level in
a range of written genres
(W, G, f) Learners: more than one lesson. Redman Unit 59, Unit 59
1. write and edit a script about a In groups, learners:
scene in a restaurant 1. decide on roles http://www.writersstore.com/h
2. role-play restaurants. 2. follow the writing stages for ow-to-write-a-screenplay-a-
writing a script guide-to-scriptwriting/
3. act out the play.
Plenary http://www.esolcourses.com/co
Comic Strip Learners, as always, say two things ntent/topics/food/cafe/at-the-
(I, P) Produce a comic strip they liked about it and one area that cafe-vocabulary.html
showing what you have learnt needs improving.
today, explaining your contribution
into the lesson.
Pre-learning
(G, I) Learners divide verbs into It is assumed that students are only
two groups: food cooking (boil, familiar with a few of these words,
bake, sauté, grill, stew, fry), and so they might want a little help with
food preparation (cut, grate, chop, that too.
mince, peel, stir etc.).

Activity 1
(P, f) Prepare a list of jumbled
ingredients so that to initiate the
students to combine two-three
recipes and give justified
explanation to the partner.
Learners:
1. talk about either their favourite
pizza and/or what they think the
ingredients to make a pizza are
2. list the ingredients
3. listen to the recording (see
Allow learners to explore different
recipes.
This quick and easy way for students
to make pizza (see p.95 in Messages
3) is not the only (or best) way to
make pizza.
Has anyone ever made pizza? Pre-
teach any new or difficult vocabulary
then show the YouTube video (5
mins long). Perhaps some of your
learners would like to try making it
Messages 3 p.95 recipe
Pizza recipe:
http://www.bbcgoodfood.com/r
ecipes/4693/pizza-margherita-
in-4-easy-steps
Learning how to make pizza:
http://www.youtube.com/watch
?v=EvKxglwvEr0

106
Key learning objectives
8.2.3.1 understand with little or
no support most of the detail of
an argument in extended talk on a
wide range of general and
curricular topics
8.2.6.1 deduce meaning from
context with little or no support in
extended talk on a growing range
of general and curricular topics
8.1.8.1 develop intercultural
awareness through reading and
discussion
8.1.10.1 use talk or writing as a
means of reflecting on and
exploring a range of perspectives
on the world
8.3.2.1 ask more complex
questions to get information
Suggested teaching activities
learning resources)
4. fill in the recipe card and could bring in the results to share!
check their own list of ingredients
to see if they match.
Activity 2
(I) Make pizza at home and report
back.
Plenary
(I, W) Change role – student as
teacher. What questions would you
ask the class and why?
Pre-learning
(I, W) Learners brainstorm their
ideas according to the question -
What does the phrase Food for
thought mean?
Activity
(I, P, f) Students will use the
example of farmers in Malawi to
understand the importance of small
farmers for local community
development and food security, and
the links to sustainability and the
global food system. They can either
use a picture card sort or a snakes
and ladders game to explore the
issue.
Teaching notes
at home with their family? They
Thinking globally with Oxfam
Food for thought = anything that
provides mental stimulus for
thinking.
There are a wide variety of resources
available (see learning resources),
depending on your learners.
Take the time to explore them,
decide which you would like your
learners to use then prepare the
materials in advance.
This is also a good opportunity to
look at any learning objectives you
need to focus on. Suggestions are on
the left, but do think about your own
learners’ needs.
Groups of learners may work on
different pages or activities at the
107
Learning resources
Videos:
http://www.oxfam.org.uk/educ
ation/resources/food-for-
thought-wallchart-and-videos
Game:
http://www.oxfam.org.uk/educ
ation/resources/food-for-
thought-learn-resources
Other resources connected to
the topic:
http://www.oxfam.org.uk/educ
ation/resources/enough-food-
for-everyone
http://www.oxfam.org.uk/educ
Key learning objectives Suggested teaching activities Teaching notes Learning resources

about a growing range of general Alternative same time. ation/resources/food-for-

topics and some curricular topics
8.3.8.1 recount some extended
stories and events on a range of
general and curricular topics
8.4.3.1 understand the detail of
an argument on a growing range
of familiar general and curricular
topics, including some extended
texts
(I, P, f) Students will use look at thought-english-learn-
and celebrate examples of small resources
farmers who have overcome
hardship to achieve success by
deciding who their ‘farming heroes’
(considering both genders) are.
This will illustrate the benefits of
small scale farmers, and suggest
reasons why such farmers need
support and investment within the
current global food system.

Plenary
(W) Make up three headlines to
sum up three different views of the
content of today’s lesson.
8.6.9.1 use appropriately a variety Pre-learning
of active and passive simple It might be useful to pre-teach
present and past forms and past useful vocabulary for a lesson.
perfect simple forms in narrative
and reported speech on a range of Activity Leaflet
familiar general and curricular (I, G, f) Learners read and follow In this part of the content with a variety of different leaflets
topics instructions in order to learn how to language unit, learners learn how to (these can be in Russian or
create a leaflet. make a leaflet following instructions. Kazakh)
Learners create draft leaflets of Make sure you looked through the
their own choice and design. instructions and rubrics yourself first Learn how to design a leaflet:
These ideas will be used to create a so that you will be able to predict
leaflet in the next part of this any problems depending on your http://www.rewardinglearning.
lesson. This experience can also learners. org.uk/microsites/ict_accreditat
help in the Independent Project Allow time for your learners to read ion_primary/docs/tasks/design

108
Key learning objectives
8.6.4.1 use an increased variety of
determiners including all, half,
both [of] in pre-determiner
function on a range of familiar
general and curricular topics
8.6.15.1 use infinitive forms after
a limited number of verbs and
adjectives; use gerund forms after
a limited variety of verbs and
prepositions; use some
prepositional verbs and begin to
use common phrasal verbs on a
growing range of familiar general
and curricular topics
Suggested teaching activities Teaching notes Learning resources
and/or future independent projects. and follow the instructions. This part _a_leaflet.pdf
Step 1: (depending on your of the lesson is to give them the
learners) opportunity to create draft leaflets in
Learners familiarise themselves readiness for the next part.
with a variety of leaflets and the Prior Knowledge:
instructions for making a leaflet Depending on the level at which they
(see learning resources). are working, learners need to have
Step 2: some experience of:
Learners practise creating leaflets • using a word-processor
of their choice. • using a digital camera or scanner
• importing and manipulating
Plenary graphics
 What three things have you done • using desktop publishing software
well on this lesson? • looking at and creating leaflets.
 What can you improve next
lesson?
 How will you do this?
Alternative
Pre-learning Leaflet. Focus on Kazakhstan http://prosites-
(W) Learners discuss the most The article in learning resources is kazakhembus.homestead.com/f
outstanding sightseeing in short and simple. Ask learners what ood_and_traditions.html
Kazakhstan, which might attract they can add to the article. What
visitors from all over the world. other information would be useful
and interesting to visitors?
Activity Key language:
(I, G, f) Learners: for example,
 read the article for tourists All the meals contain (meat)
 describe the pictures using key Both dishes are made with (milk)
language Both of them contain (meat)
 create their own leaflet for
tourists on the food of Kazakhstan.
109
Key learning objectives Suggested teaching activities Teaching notes Learning resources

Plenary
(I) Students make up an evaluation
sheet to assess the strength and
weaknesses of their own leaflets.
8.5.1.1 plan, write, edit and Pre-learning
proofread work at text level with (W) Ask students to talk about their
some support on a growing range friends. How often do they write
of general and curricular topics letters/emails?
8.5.3.1 write with moderate
grammatical accuracy on a Activity
growing range of familiar (I, f) Learners write a short Remind learners of the stages of
general and curricular topics informal letter (or email) to a friend writing.
8.5.4.1 use with some support inviting him/her to a celebration. Peer assessment. It may help to give
style and register appropriate to a a particular focus: for example, have
variety of written genres on Plenary they used the subject specific
general and curricular topics (P) Students give advice to each vocabulary correctly?
other about writing a letter. It could The teacher monitors and makes a
include structure of a letter, note of any recurring errors and
appropriate vocabulary etc. offers differentiation by support.
Remind learners of the correct
format for a letter (or email). For
example, Dear…
Depending on how much time you
decide to spend on writing. Always
allow time for feedback.
8.6.13.1 use a growing variety of Alternative Activities: There is a wealth of material in Imaginative Projects M. Wicks
modal forms for different 1. food vocabulary game learning resources, which is related Unit 7 The Restaurant Project
functions: obligation, necessity, 2. making a menu to this term’s unit. guide
possibility, permission, requests, 3. role-play Do explore the materials and decide
suggestions, prohibition on a 4. reading game which are appropriate for your Pairwork and Groupwork

110
Key learning objectives Suggested teaching activities Teaching notes Learning resources

range of familiar general and 5. find someone who (Eating learners and how many lessons you M.Levy & N.Murgatroyd Unit
curricular topics habits) would like to spend on this. There 7
6. plan a dinner party are potentially at least four lessons
here, each with a different language
focus including modals (see learning
objectives) at the right level (B1).

8.6.8.1 use a growing variety of Alternative Activities:

future forms including present
continuous and present simple
with future meaning
on a range of familiar general and
curricular topics
8.6.10.1 use present continuous
forms for present and future
meaning and past continuous,
including some passive forms, on
a range of familiar general and
curricular topics
Learners plan a Key language focus:
(birthday/celebration) party (see
learning resources).
Learners listen to the recording
about plans and intentions (Unit
21A) and answer the questions.
Learners then plan a party (Unit
21B) and use this as a guide.
Just Listening and speaking C.
going to future for plans and Lethaby, A. Aceveo and J.
intentions Harmer, Marshall Cavendish
and will for predictions Unit 21 Plans and intentions
Teacher reference:
Note that going to is also used for
something that is likely to happen.
For example,
I think it’s going to rain.

8.3.6.1 link comments with some Alternative Activities:

flexibility to what others say at
sentence and discourse level in
pair, group and whole class
exchanges
8.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a range of general
topics, and some curricular topics
8.4.4.1 read a growing range of
extended fiction and non-fiction
Students work in pairs reading and
doing error correction exercises on
diabetes, rickets and influenza.
They do research and share their
findings about different diseases
people suffer eating unhealthy
food.
An information-gap activity gets http://www.onestopenglish.co
students to share information about m/clil/secondary/science/health
the dangers of obesity, and -and-disease/diet-and-
hypertension and what happens if we disease/551317.article
do not get enough Vitamin B1 and
Vitamin C in our diets. The resource
provides an optional poster project
and detailed teacher guidance.

111
Key learning objectives Suggested teaching activities Teaching notes Learning resources

texts on familiar and some

unfamiliar general and curricular
topics
8.5.1.1 plan, write, edit and
proofread work at text level with
some support on a growing range
of general and curricular topics
8.6.8.1 use a growing variety of
future forms including present
continuous and present simple
with future meaning
on a range of familiar general and
curricular topics
8.6.10.1 use present continuous
forms for present and future
meaning and past continuous,
including some passive forms, on
a range of familiar general and
curricular topics
8.5.2.1 write with minimal Plenary:
support about real and imaginary Personal diaries Ask learners how their personal
past events, activities and Learners reflect on what they have
diaries are going? Remember that
experiences on a range of written in their diaries and whether
these are private but elicit how often
familiar general topics and some it has made a difference to how they write, how they have found the
curricular topics they feel about taking responsibility
experience of writing in English, if it
8.1.10.1 use talk or writing as a for their own learning. has made a difference to how they
means of reflecting on and feel they are doing with their
exploring a range of perspectives Class diaries learning and if they now take more
on the world (W) Learners reflect on their responsibility for their own learning
8.1.2.1 use speaking and listening lesson(s) and give feedback. as they grapple with the language?
skills to provide sensitive (I) Learners who have missed any

112
Key learning objectives Suggested teaching activities Teaching notes Learning resources

feedback to peers lessons can find out what they have Reflect on the class diaries, and how
missed by reading the class diary they helped learners and teacher to
poster. keep track of and reflect on class
work.

English Secondary 8
9. The World of Work
Recommended prior knowledge
No recommended prior knowledge is expected for this unit.
Context
In this unit, learners will learn about work and associated vocabulary. This relates to computer science.
This unit continues to centre on everyday key language, which learners need to be very familiar with and comfortable using at this. This is an
opportunity to fill any gaps in their knowledge both in vocabulary and sentence structures.
Outline
Learners:
 learn about crime and how to critically analyse the portrayal of youth in the media
 learn about different jobs and careers and attend talks on careers by visitors to the school
 discuss the advantages and disadvantages of taking a gap year
 look at part-time jobs for young people
 listen to an interview, role-play an interview then report back on it
 do an optional Secret Agents! project
For learners’ safety teachers should pay attention to the theme “Rules for school safety” and prepare some lessons using sites:
http://kidsafe.com/13/top-10-rules-for-school-safety/
http://www.rd.com/advice/parenting/back-to-school-safety-tips/ and others
The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as
they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be
challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards
depending on your learners. Suggestions are given below.
8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups
113
8.1.3.1 respect differing points of view
8.1.6.1 organise and present information clearly to others
8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings
8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics
8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres
8.2.8.1 understand extended narratives on a wide range of general and curricular topics
8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics
8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics
8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks
8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
8.3.8.1 recount some extended stories and events on a range of general and curricular topics
8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended
texts
8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
8.4.9.1 begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects

8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some
curricular topics
8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics
8.6.6.1 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none,
more, less, a few on a range of familiar general and curricular topics
8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics
8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general
and curricular topics
8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar
general and curricular topics
8.6.11.1 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of
8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions,
114
prohibition on a range of familiar general and curricular topics
8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses
including why clauses on a range of familiar general and curricular topics
Key: Key:
W = whole class work SB = Student’s Book
G = group work TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called Teacher’s
P= pair work Resource Book)
I= individual work WB = Work Book
f= formative assessment

115
 Key learning objectives
8.6.17.1 use if / unless/ if only in
second conditional clauses and
wish [that] clauses [present
reference];
use a growing variety of relative
clauses including why clauses on a
range of familiar general and
curricular topics
8.4.6.1 recognise the attitude or
opinion of the writer on a growing
range of unfamiliar general and
curricular topics, including some
extended texts
8.3.2.1 ask more complex
questions to get information about
a growing range of general topics
and some curricular topics
Suggested teaching activities
Pre- learning
(W) Bring a cellular phone (real or
toy) to class, and pretend to receive vocabulary of crime and key
calls throughout the class. As the
students can only hear one side of
the conversation, they must guess
who is calling you and why. Make
the initial conversation about
applying for the job and gradually
add clues with each conversation.
The student who guesses correctly
wins a prize.
Activity 1
Quiz
(I, W) Are you an honest person? topic.
(See learning resources.)
Activity 2
(W, I, f) Learners critically analyse
the portrayal of youth in the media.
Is it always negative? Why?
Activity 3
(G, f) Regrets game:
If only I had studied harder!
Plenary
(P) Summarise topic in 5 sentences
– reduce to 5 words – reduce to one
116
Teaching notes
Crime
This part of the unit looks at the
language (see learning objectives).
Learners start by brainstorming
crime vocabulary, using
dictionaries if necessary.
Depending on your learners, you
might need to review key language.
Use the available texts as necessary
(see learning resources),
particularly the listening texts,
grammar focus and gap-fill
exercises. Plan in advance how
many lessons you need for this sub-
If you saw some money on a desk,
what would you do?
Learning resources
English in Mind 3 Unit 9
dictionaries
Regrets
http://www.oneworldofenglish.com/
english_grammar_reference/wish_if
_only.htm
http://www.myenglishpages.com/sit
e_php_files/grammar-lesson-if-
only.php
https://learnenglish.britishcouncil.or
g/en/quick-grammar/wish-and-if-
only
http://www.tolearnenglish.com/exer
cises/exercise-english-2/exercise-
english-5529.php

8.1.3.1 respect differing points of
view
8.3.8.1 recount some extended
stories and events on a range of
general and curricular topics
8.3.2.1 ask more complex
questions to get information about
a growing range of general topics
and some curricular topics
8.6.5.1 use questions which include
a variety of different tense and
modal forms on a range of familiar
general and curricular topics
8.2.8.1 understand extended
narratives on a wide range of
general and curricular topics
8.4.9.1 begin to recognise
inconsistencies in argument in
short texts on a limited range of
general and curricular subjects
word
Pre- learning Accept all responses for the sharing
(W) Learners share the of ideas for careers. This is a English Vocabulary in Use S.
photographs, items and/or fluency activity so take notes for Redman CUP Unit 64 p.132 jobs
magazines they have brought in any errors but do not interrupt the
relating to the world of work by flow. http://www.learnenglish.de/vocabula
describing what it is and why they ry/jobs.html
have chosen it. Set up some career talks this term:
Invite people to give a (very!) short http://www.oneworldofenglish.com/
Activity 1 talk in English on a specific job or english_grammar_reference/wish_if
(I, f) Learners: career as your learners are still _only.htm
1. prepare a question for each young.
visitor on the visitor’s career or job You may find that some parents https://kids.usa.gov/teachers/lesson-
2. listen to short talks by visitors speak English and would be willing plans/jobs/index.shtml
on careers and jobs to give a short talk. Perhaps some
3. ask questions once the talk has of the international teachers have
finished. experience of other jobs too.
Activity 2
Film in Action http://film-
(I, G, f) Students predict the content english.com/2011/05/22/lesson-
of a short film, watch a short film, plan-on-jobs/
and speak about jobs.
Plenary
(I, W) Students answer teacher’s
questions without saying ‘yes’ or
‘no’.
Pre- learning
Question answer match
(G) Students are divided into
groups. They are given a selection
117
8.4.2.1 understand specific
information and detail in texts on a
growing range of familiar general
and curricular topics, including
some extended texts
8.6.17.1 use if / unless/ if only in
second conditional clauses and
wish [that] clauses [present
reference];
use a growing variety of relative
clauses including why clauses on a
range of familiar general and
curricular topics
8.3.3.1 give an opinion at discourse
level on a wide range of general
and curricular topics
8.3.4.1 respond with some
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
8.1.9.1 use imagination to express
thoughts, ideas, experiences and
feelings
8.1.10.1 use talk or writing as a
means of reflecting on and
exploring a range of perspectives
on the world
of questions which they should
match to the correct answers in a
set time limit.
Activity Taking a gap year Gap year reading:
Learners: A gap year is when students take a http://learnenglishteens.britishcounc
1. (I) read the article on taking
year off after school before going to il.org/english-skills-practice/life-
a gap year university. They use this time to uk/gap-year
2. (P, f) critically analyse the
travel, work or volunteer.
ideas behind a gap year According to the article, a gap year
3. (G, f) If learners had the is seen as a positive thing. Not conditionals:
opportunity, where and what would everyone, however, agrees. Ask http://learnenglish.britishcouncil.org
they like to do for a gap year? learners if they can spot any /en/grammar-reference/conditionals-
inconsistencies in the article. 1
Plenary Learners critically analyse the ideas
(I) K U I put forward. https://learnenglishteens.britishcoun
As a result of the lesson today I: For example, is paying a lot of cil.org/grammar-
Know… money to a company to organise vocabulary/grammar-
Understand… the volunteering a good thing? videos/conditionals
Can use the information in the Could that money be better spent
following other situations…. on those people that the students http://grammar.ccc.commnet.edu/Gr
are trying to help? How? ammar/conditional2.htm
On the other hand, the experience
can be good
1. for the student (How?)
2. for the country in which the
students volunteer (How?)
3. for the people in the
country. (How?)
Model key language on the board
for the discussion part of the
activity (see learning objectives).
For example:
If I had on a gap year, I would…
118
 If only we had a gap year, I would
(go to …)
I wouldn’t take a gap year, unless I
had no choice
8.6.13.1 use a growing variety of Pre-learning The world of work English in Mind 3 Unit 3 A Working
modal forms for different (P) In pairs, learners discuss any Write on the board Life pp26 – 29
functions: obligation, necessity, part-time jobs they have. 4. I have been working part-time
possibility, permission, requests, in a (shop) for six weeks For recording:
suggestions, prohibition on a range Activity 1 5. I have earned (x) tenge microphone and recorder
of familiar general and curricular (P, W) Learners read the statements Elicit the difference: and/or
topics first, then listen to the blog 3. An action started in the past video
8.6.7.1 use a variety of simple comments, then decide which and not yet completed (up to now).
perfect forms to express recent, statements are true or false. The focus is the result of an action English in Mind 3 p.29 Ex 10, 11
indefinite and unfinished past on a so far (up to now).
range of familiar general and Activity 2
curricular topics (G, f) Learners role-play
an Learners first listen to the job
8.3.6.1 link comments with some interview. interview (see learning resources
flexibility to what others say at p.29 Ex.10) and take notes, then
sentence and discourse level in Activity 3 plan their own interview (see
pair, group and whole class (G, f) Learners play back their learning resources p.29 Ex.11).
exchanges interviews and discuss how they
8.2.7.1 recognise typical features at
could improve on them. Learners record themselves taking
word, sentence and text level of a part in an interview or learners
limited range of spoken genres Activity 4 video their interviews. Reporting verbs:
8.6.11.1 use some reported speech Learners report on the interviews.
forms for statements, questions and Reported speech English in Mind 3 p.95
commands: say, ask, tell includingPlenary Learners watch or listen again to
reported requests on a range of (I) Take one minute to compose the interviews they made and use
familiar general and curricular two statements in your head to these to report on what was said.
topics explain what we have learnt and
how we have learnt it.
8.6.6.1 use a variety of pronouns Pre-learning Grammar in context Teacher reference:
including indefinite pronouns Activities for key language. For Remember from Term 1 that any
anybody, anyone, anything and example: grammar needs to be seen in http://learnenglish.britishcouncil.org
119
quantitative pronouns everyone,
everything, none, more, less, a few
on a range of familiar general and
curricular topics
 Make and cut out cards of the context and to be meaningful to /en/english-
words and use in a Prompt and learners. Continue to encourage grammar/pronouns/indefinite-
Setting game: learners to come up with their own pronouns
Setting sentences in pairs.
Food and The The http://learnenglish.britishcouncil.org
Drink World of Natur Continue to use activities to help /en/english-grammar/determiners-
Work al with any difficult key language (see and-quantifiers/quantifiers
World suggested activities on the left).
etc Rinvolucri, M. (2009) Grammar
Prompt and setting game Games CUP for further ideas you
Prompt Prepare cards with the topics on may like to adapt
Everyone Few None them. These will be the setting (or
etc context) for the sentences learners
produce.
Activity Prepare Prompt cards. These will
 (P) Cut up sentences for be the key language that learners
students to arrange in the correct have to use in their sentences.
order. In pairs, the first learner takes 2
 (P) Ask learners to substitute cards, one from each pile of Prompt
words but still make sense. and Setting cards. He/she must
then make a sentence using both the
 (I) Match the words with
setting and the key language. The
pictures (see learning resources).
sentence can be serious or funny.
 (P) Students mime to each
other and try to guess what the
For example,
mime is.
Prompt: everyone
 (P, f) First students create their Setting: Food and Drink
own interesting or funny sentences Everyone likes chocolate
using the correct form and then
peer assess each other’s work. For example,
Prompt: None of the
Plenary Setting: The World of work
Success!
(I) I have been successful in the None of the careers look appealing.
120
 following three ways…
I could make this better next time if
I…
If I were starting again and
designing this for myself I would
do this instead…
8.3.7.1 use appropriate subject- Pre-learning Differentiation activities Vocabulary building:
specific vocabulary and syntax to (G, W) Learners mime a job and English Vocabulary in Use
talk about a range of general others guess what it is. Depending on your learners, you S.Redman CUP Unit 64 Jobs
topics, and some curricular topics may feel that they need more work (Differentiation: Units 63 – 69)
8.2.1.1 understand with little or no Activity 1 on vocabulary and/or listening. test:
support the main points in extended (G, f) Learners play 20 questions: Use these activities where you feel http://www.examenglish.com/vocab
talk on a wide range of general and one learner thinks of a job and necessary. For example as a ulary/work.htm
curricular topics others may ask closed questions warmer, or to reinforce particular PET listening:
8.2.2.1 understand with little or no (‘yes’ or ‘no’) to find out what it is. vocabulary that you wish to focus http://www.examenglish.com/PET/p
support most specific information on. et_for_schools_listening_part4.htm
in extended talk on a wide range of Activity 2 You could use the test and/or
general and curricular topics Learners prepare for an interview listening (see learning resources) in Just Listening and Speaking
8.5.2.1 write with minimal support by plenary or as a diagnostic test. Marshall Cavendish Education, Unit
about real and imaginary past 1. (I) reading the questions and English learner of the year! 24B Giving an interview
events, activities and experiences the model answers
on a range of familiar general 2. (I, f) attempting to answer the Write the title English learner of
topics and some curricular topics questions in their own words the year! on the board. Ask
3. (P, f) using those answers in learners to predict the content of an
the interview at the sound of the interview between a journalist and
beep. the learner who won English
learner of the year!
Plenary
Pictionary Then show them the questions and
(I, W) Draw the word without model answers. In pairs they can
speaking or writing check their predictions.

This activity is not as easy as it

sounds but is great to practise!
121

8.6.17.1 use if / unless/ if only in
second conditional clauses and
wish [that] clauses [present
reference];
use a growing variety of relative
clauses including why clauses on a
range of familiar general and
curricular topics
8.S7 use appropriate subject-
specific vocabulary and syntax to
talk about a range of general topics,
and some curricular topics
8.3.4.1 respond with some
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
8.1.1.1 use speaking and listening
skills to solve problems creatively
and cooperatively in groups
8.4.6.1 recognise the attitude or
opinion of the writer on a growing
Allow learners to try as many times
as they like. Remind learners that
their answers do not have to be real.
Pre-learning Hopes and fears relative clauses
(P) In pairs, learners discuss their Ask learners if they remember in English in Mind 3 Unit 13 Hopes
hopes and fears for the future. Term 1 discussing their dreams for and fears pp 97 – 99
the future.
Activity 1 Ask everyone to fill in: Teen World: Multi-level
(G, f) Learners play a team game A dream of mine that I commit to photocopiable activities for
on jobs and prices by answering making real is… teenagers J. Budden CUP Unit 4.1
questions. and Unit 4.2
Do they want to change this now? Work and money
Activity 2 For example,
(P, W, f) Learners discuss the (3) My dream, which is not an
worst and best jobs in the world, impossible one, is to become a
then list the advantages and pilot. (between the commas is extra
disadvantages of each. information – non-defining relative
clause)
Plenary The reason why I want to become a
(W, I) Game Hot Chair pilot is …..(defining relative clause)
Students answer their classmates’ Prepare this game in advance by
questions. The questions should be photocopying the game but make
according to the learnt topic. sure it is enlarged. It will be
displayed for the whole class to see.
This board game uses Euros and
dollars but feel free to change the
currency.
Pre-learning Secret Agents!
It might be useful to pre-teach This optional fun project has Imaginative Projects M. Wicks Unit
useful vocabulary for a lesson. several stages, so allow a number 9 pp95 +
of lessons depending on your
Activity 1 learners (suggestions are given
122
range of unfamiliar general and
curricular topics, including some
extended texts
8.5.2.1 write with minimal support
about real and imaginary past
events, activities and experiences
on a range of familiar general
topics and some curricular topics
8.5.3.1 write with moderate
grammatical accuracy on a
growing range of familiar general
and curricular topics
8.6.8.1 use a growing variety of
future forms including present
continuous and present simple with
future meaning on a range of
familiar general and curricular
topics
8.6.10.1 use present continuous
forms for present and future
meaning and past continuous,
including some passive forms, on a
range of familiar general and
curricular topics
8.1.1.1 use speaking and listening Pre-learning
skills to solve problems creatively (P) Learners identify the topics The teacher’s role here is to independently,
(G, f) Learners: under the instructions – see
3. equip themselves as agents learning resources). Feel free to
4. investigate a disappearance reduce the sections for your
5. receive a coded message learners if necessary.
6. find a murder victim
7. interrogate local witnesses
8. find out about a kidnapping Learners answer the question future forms
9. get to the base above. Monitor for correct usage http://learnenglish.britishcouncil.org
10. rescue the victim of future forms. /en/english-grammar/verbs/talking-
If necessary, revisit and review about-future
Activity 2 future forms so learners are clear
(P, f) Students share ideas with and any gaps in their knowledge or
each other answering the question: understanding can be filled.
What are you going to do when you
leave school?
Plenary
Neighbours
(P) Ask students to review the
lesson through their neighbour. For
example:
What three things has your
neighbour learnt today?
What would your neighbour like to
find out more about?
What does your neighbour think
about….
What answer to the overall question
can your neighbour give?
Set targets with your neighbour by
sharing your work
Introduce the project. As learners are working
they will be
123
and cooperatively in groups
8.1.6.1 organise and present
information clearly to others
8.3.2.1 ask more complex
questions to get information about
a growing range of general topics
and some curricular topics
8.3.4.1 respond with some
flexibility at both sentence and
discourse level to unexpected
comments on a range of general
and curricular topics
8.3.5.1 interact with peers to
negotiate, agree and organise
priorities and plans for completing
classroom tasks
8.3.7.1 use appropriate subject-
specific vocabulary and syntax to
talk about a range of general
topics, and some curricular topics
learnt by them during the term and
the teacher writes down all of them
on the board for the students to
choose the most suitable one to
investigate
Activity
(I) Learners choose as aspect of the
topics from this term’s work.
It does not matter if they all choose
the same topic as the point here is
encouraging making decisions and
independent choice.
 (P) learners begin by
brainstorming their ideas about the
topic and the format.
 (I, f) they plan, research and
create their mini individual project
 (I, f) they may be able to
continue for homework
 (W) they present their work to
the class for peer review
Plenary
(I) Everyday People
How can you link today’s lesson to
your everyday life?
In what contexts would you
encounter what we have learned
about today in your day-to-day life?
How can you use what we have
learned to day in your life inside
and outside of school?
124
facilitate, guide and monitor. responsible for many of their own
They can choose either: resources.
However, make sure they have
 Food and Drink – this could be enough scissors, glue, pictures, pens,
a demonstration, though be aware dictionaries etc.
of health and safety issues. They
could research a specific cuisine or
health issues.
Or
 The World of Work – learners
could research a particular career or
career path that they are interested
in.
Make sure they only choose one
specific aspect of the topic as the
topics themselves are very broad.
Learners choose from one of the
following formats or one of your
own suggestions:
 a PowerPoint presentation
 a leaflet
 an information display board
 a demonstration.
Monitor for any extra help the
learners might need. Monitor for
realistic time targets: quality is
more important than quantity!
Provide language support,
encourage peer feedback within
groups.
 Suggested vocabulary list
Grade 8
Passive words and
Unit Active words Structures/patterns
phrases
Choose (v) What do you like Become reality….
Decide (v) better? (What pleases (e.x.. a dream becomes
Expect (v) you more?) reality)
Forget (v) I'm keen on… Take sweat (v)
Hate (v) (cooking) Determination (n)
Hope (v) I'm addicted Withstand dream (adj,
Intend (v) to… (dancing) n)
Learn (v) I have a passion Damn (adj)
Like (v) for….. (tango) Miraculous (adj)
Love (v) I don't mind… Disassociate (v)
Mean (v) (doing the housework) Accomplish (v)
Plan (v) I can't stand House- proud (adj)
Prefer (v) (judgmental people) Bring the house down
Remember (v) It makes me (laugh, Short drive from store
would like (v) cry, sad, sleepy and
would love (v) etc.)
pollution (n) I am interested
cycle (v) in…(reading)
walk (v) I am really into…
scenery (n) (playing football)
1. Our World
explore (v) I am keen on..
tough (adj) (collecting coins)
fear (n) I adore… (driving a
failure (n) car)
lose (v) I am fond of.. (riding a
gain (v) horse)
absurd (adj) I am addicted to…
pen-friend (n) (playing computer
houseboat (n) games)
enormous (adj) I prefer …. (playing
magnificent (adj) the piano)
breathtaking (adj) A dream of mine that I
ceiling (adj) commit to making real
cramped (adj) is…(to help stop
fabulous (adj) pollution).
luxurious (adj) To make a decision
posh (adj) To make up
Special features
To be well equipped

Snack (n) Lie in bed Have friends for dinner

Bother (v) Get to sleep Get dressed
Feed (v) Fall asleep Petshop (n)
2. Daily Life and Fortunately (adv) Oversleep Unbeatable offer
Shopping Cleaner (n) Have a late night Give-away price
Fit (v) Have a nap Snap up a bargain
A top (n) Have a lie-in Share tips
A skirt (n) On somebody’ own Outlet mail

125
 A belt (n) Make breakfast (lunch,
A suit (n) supper, dinner)
A scarf (n) Have a bath (shave,
A tracksuit (n) wash, and etc.)
Tights (n) Leave home
Socks (n) Get to work
Boots (n) Stay in
Trainers (n) Have a rest
Shop window (n) Go out
Department store (n) Come around
Newsagent’s (n) Do the shopping
Butcher’s (n) Do ironing
Greengrocer’s (n) Do washing
Chemist’s (n) Put on
Boutique (n) Take off
Household goods (n) Window shopping
Stationery (n) Look for
jewelry (n) Be being served
Envelope (n) What size are you
Changing room/ fitting looking for?
room (n) Pay by cheque/ credit
Cash desk/ till (n) card
Would you like to try it
on?
I am sorry, we are out
of stock.

3. Entertainment and act, v A great deal of Adventurous, adj

Media actor, n A large amount of Amateur, adj
actress, n Plenty of Animation, n
admission, n Passive: be+PP Attractive, adj
advertisement, n Conditionals with if, Bravery, n
audience, n unless, if only CD-Rom, noun
ballet, n I wish… Charity, n
camera, n As / like: Chase, v
cartoon, n I feel great, I slept like Cheat, v
channel, n a baby. Climax, n
circus, n I failed my English Complicated, adj
classical music, n test, as I expected.(as + Confusing, adj
comedian, n subject + verb) Consumer, n
comedy, n Gerund / infinitive Courage, n
commercial, n Connectors: but, and, Creepy, adj
concert, n so, because, however, Curious, adj
costume, n although Detective, n
display, n Opinion+comparison: Embarrassing, adj
documentary, n I like… but not as Exclaim, v
drama, n much as… Failure, n
entrance, n I like … much more Faith, n
exhibition, n than… Freedom, n

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 festival, n compound adjectives: Frightening, adj
folk music, n full-length, cold- Honesty, n
hero, n blooded Identification, n
interview, n Illustrate, v
jazz music, n Investigation, n
magazine, n Landscape, n
magic, n Leisure, n
news, n Location, n
opera, n Loyalty, n
orchestra, n Murder, v
performance, n Performance, n
play, n Pixel, n
poem, n Plot, n
quiz, n Production, n
recording, n Ransom, n
review, n Reply, v
rock music, n Scene, n
romantic, adj Storyboard, n
row, n Success, n
scene, n Suspect
screen, n Victim
series, n Vast
stage, n Western, n
star, n
studio, n
thriller, n
venue, n
4. Sport, Health and accident, n Comparative degree Ankle, n
Exercise ache, n adverb structures: aspirin, n
ambulance, n not as quickly as / far balance, v
arm, n less quickly bandage, n
diet, v belly button, n
emergency, n Present continuous and bend, v
fever, n present simple with chest, n
flu, n future meaning: chin, n
gym, n We are playing earache, n
headache, n football next weekend. elbow, n
hurt, v We are going to play heel, n
injure, v football next weekend hip, n
knee, n shin, n
medicine, n if / unless/ if only in thigh, n
Mouth, n second conditional toe, n
neck, n clauses wish clauses waist, n
operate, v wrist, n
pill, n Second conditionals:
recover, v If I lived to 200, I
shoulder, n would have the time to
sore, n do everything!
wound, n Compare with the first
conditional:
If I exercise, I will live
longer.

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 Phrasal verbs:
Sort out, break down,
bump into
5. Reading for subtitles n Who is (…)? alliteration n
Pleasure predict n Where does (…) live? metaphor n
scheme n Does (…) act personification n
allows adj correctly? simile n
key words What is the advantage allusion n
ability n of (…)?
to reduce v The main character of
summarising n the (…) is (…).
paraphrasing n Do you agree that
to capture v (…)?
to focus v I do not think that (…)
features n is a good idea for (…) .
headings n I would like to warn
comprehension n (…)
survey n I would like to suggest
opinion n (...).
treatment n Where does the (…)
sympathetic adj take place?
selection n At what temperature
to involve v (…) becomes a (…)
phenomena n (water, solid)
universal adj I want my liquid to be
to provide v between 80 and 90
degrees.
We need (…) to
improve our (…)
6. Natural World habitat n adj v Who has ever been to ornithologist
steppe (…) huntsman
semi-desert I have! I went there arid
shrubbery (…) rainforest
grass I think my father has coral reefs
limestone been to (…). the tundra
plateau What is important terrestrial
seas about world heritage grasslands
wetlands sites? woodland
swamps One of the world marine
mountain range heritage sites, which
river uses Google Street
vegetation View, is (…).
forest (…) helps people all
shrub over the world to view
meadow world heritage sites.
pastures This area includes the
mountainous picturesque (…)
taiga national Park, with
glaciers (…).
heritage My friends and I have
started a campaign to

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 save (…)
7. Travel and street lights They don’t have to intersection
Transport roundabout (must not, have to go round-trip flight
pavement to school. walking in the aisle
crossing I have to go now signpost
traffic lights (because …) layover
direct flight You must not use (…) buffet-car
depart while driving. be cancelled
arrive Have you ever (…) to fine for speeding
return London? work out a route
environmentally I have never (…) to rickshaw
friendly transport London. huscies
to be stuck in the (…) you (…) been to
traffic jam (…)?
be delayed I’d like to (…) to the
buy tickets in advance station
fasten the seatbelt How many (…) are
speed limit checking in?
imaginary tour Can I (…) your
check in passport?
gate\platform
return ticket
in advance
8. Food and Drink colour n not as…as bland adj
taste n much …than savory adj
texture n I like… but not as rancid adj
smell n, v much as … stale adj
cuisine n There’s plenty of connoisseur n
salty adj (meat) stir v
spicy adj There are several whisk v
tasteless adj plates of (apples) peel v
bitter adj There are several pour v
sour adj (apples) sticky adj
creamy adj There is a large slippery adj
fruity adj amount of (meat) lumpy adj
delicacy n All the meals contain
fry v (meat)
boil v Both dishes are made
ingredients n with (milk)
heat v Both of them contain
shape v (meat)
bake v
consistency n
oily adj
rubbery adj
crunchy adj
chewy adj
fatty adj
slimy adj
recipe n
order v
serve v

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9. The World of character traits if / unless/ if only in studious adj
Work logical adj second conditional meticulous adj
methodical adj clauses compassionate adj
loyal adj (eg. If you saw some empathetic adj
imaginative adj money on a desk, what incorruptible adj
inventive adj would you do?/ If only courageous adj
charismatic adj I had studied harder!) persuasive adj
honorable adj pacifist n
high-principled adj wish [that] clauses ( naughty adj
moral adj eg. I wish I could cunning adj
behavior n change the world)
generous adj
bossy adj I wish to apply for a
moody adj position of …
rude adj
jealous adj If you are interested in
messy adj meeting with me ,…
violent adj
no experience required I look forward to
employee n hearing from you.
part time position
employer n Thank you for your
applicant n consideration.
scholarship n
notice board
apply for v

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Short term plan (Lesson plan)

Before beginning, refer to your medium term plan. Your lesson plans should be
developed from this, making any adjustments necessary in the light of recent teaching
and learning.

Long-term plan unit: 1. Our World School:

Date: Teacher name:
Grade: 8 Number present: absent:
Theme of the lesson
Learning 8.1.7.1 develop and sustain a consistent argument when speaking or writing
objectives(s) that 8.5.1.1 plan, write, edit and proofread work at text level with some support
this lesson is on a range of general and curricular topics
contributing to 8.3.6.1 link comments with some flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges
Lesson objectives All learners will be able to:
1. come up with a definition of social media
2. list at least five forms of social media technologies
3. say whether they think the statement given is right or wrong.
Most learners will be able to:
4. say why they think the statement given is wrong/right in their opinion
5. give one example to explain their answer.
Some learners will be able to:
6. critically analyse a statement about the internet and social media and its
implications
7. say whether it is justified or scaremongering
Assessment
criteria

Value links Specify the values of the Programme as well as national, universal values,
which are aimed to be instilled at this lesson.
Values are instilled by/through ... (description of activities and / or content)
Cross curricular Discuss possible cross-curricular link with a colleague or refer to primary
links sources of other subjects
Indicate how the cross-curricular integration is implemented in the
classroom (through activities and/or content)
ICT skills Computer science: developing vocabulary range to communicate knowledge
of social media
1. reflecting on the role of technology in our lives
2. respecting diversity of opinion
Previous learning none necessary for this lesson

Plan

Planned Planned activities (replace the notes Resources

timings below with your planned activities)

5 minutes 3. Learners brainstorm as many words

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 associated with social media as they can.
(G)
4. Learners move one place clockwise and
look at the next group’s brainstorm. They
add to that brainstorm (peer assessment).
(G)
5. Repeat this until learners get back to
their own brainstorm. (Repeat only for the
next four students if you have a large class
and going all the way round would take
too long.)(G)
6. Display brainstorms around the
classroom.
Middle Learners share their experiences of social Definition
5mins media. (G) “Social media refers to the means
10mins In pairs, learners come up with their own of interactions among people in
definition of social media. which they create, share, and
Does social media and examples of social exchange information and ideas
media have different names in Kazakh and in virtual communities and
Russian? networks.” Wikipedia
5mins Two pairs come together and analyse their
definitions. Using both examples, the List:
group comes up with a refined definition. This is not an exhaustive list, and
Learners compare their definition with that learners are not expected to know
of Wikipedia (self-assessment) them all.
Learners critically analyse the following emagazines, Internet forums,
10mins statement. weblogs, social blogs,
microblogging, wikis, social
How far do you agree with this statement? networks, podcasts, photographs
or pictures, video, rating and
“fast (Internet/social) media and deep slow social bookmarking.
thought don’t mix well.” Nicholas G.Carr Technologies include: blogs,
http://en.wikipedia.org/wiki/Nicholas_G._ picture-sharing, vlogs, wall-
Carr postings, email, instant
messaging, music-sharing,
Can you give examples to explain your crowdsourcing,
answer? social networking sites (for
example, Facebook), virtual game
worlds (e.g., World of Warcraft),
and virtual social worlds (e.g.
Second Life)
End 7. Find out:
5mins What did they learn during the lesson: e.g.
new vocabulary, similar words in L1, L2
and English, facts and opinions about
social media
What skills did they develop? e.g. critical
analysis, reflecting on social media
Has this made them look at social media
in a new light? (reflection)
Additional information

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Differentiation – how do you Assessment – how are you Health and safety check
plan to give more support? planning to check learners’ ICT links
How do you plan to learning?
challenge the more able
learners?
More support: Monitor learners as they share their Health promoting
Provide less-able learners with experiences to check for recurring techniques
a less dense definition written errors for future planning. Breaks and physical
on a worksheet so they can Monitor learners’ definitions and activities used.
read. offer differentiation by support. Points from Safety rules
Allow thinking time. Monitor for correct spelling of used at this lesson.
Create mixed-ability groups specific vocabulary and if
for part of the discussion. necessary ask them to peer assess
Offer differentiation by or check online (self-assessment).
support. Observe learners when
participating in discussion. Did the
More-able learners: group dynamics work? Did each
List in bullet point form their learner contribute to the
answers to the critical discussion? If not, why not? (e.g.
thinking exercise. didn’t understand what to do; not
Summarise the group’s so confident speaking English; not
findings. interested in topic; other)
Encourage them to justify Record what they considered they
their opinions. had learned from the lesson. Could
All groups they express what they had learned
Change groups to change about content and language? Could
group dynamics if necessary. they express which skills they had
developed?
Reflection Use the space below to reflect on your lesson. Answer the most relevant
Were the lesson questions from the box on the left about your lesson.
objectives/learning
objectives
realistic? Did all
learners achieve
the LO?
If not, why?
Did my planned
differentiation
work well?
Did I stick to
timings?
What changes did
I make from my
plan and why?

133
Summary evaluation

What two things went really well (consider both teaching and learning)?
1:

2:

What two things would have improved the lesson (consider both teaching and learning)?
1:

2:

What have I learned from this lesson about the class or achievements/difficulties of
individuals that will inform my next lesson?

134