11 Grade 2 Term

LESSON 29 School:
Unit 3: Human brain

Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Amazing human brain facts (based on the latest science)
Learning objectives 11.L1 - understand the main points in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics
11.L4 - implied meaning in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.S2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general and
curricular topics, including some unfamiliar topics
11.S7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics
Lesson objectives All learners will be able to:
develop listening skills through understanding information in the
context of the human brain.
apply topic related vocabulary with support.
discuss topic questions in simple sentences.
Most learners will be able to:
apply topic related vocabulary with some support.
discuss topic questions in extended sentences.
Some learners will be able to:
apply topic related vocabulary with no support.
discuss topic questions in complex sentences.
Previous lesson Unit revision
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings GREETINGS activities n
Begining The lesson greeting.
5 min The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Lead-in.
Exercise 1 page 24. Ask students Students
to discuss the questions in pairs. discuss the
Elicit students’ answers. questions
Middle Exercise 2 page 24. Focus on the Students Individual Presentation
30 min brain diagrams and the words focus on the avaluation
provided. Check meaning and brain diagrams
pronunciation. Check answers as a and the words
class. provided.
Exercise 3 page 24. (Audio 1.18) Video and
Tell students they are going to Students listen to images
listen to a lecture and then a lecture and then
complete the diagram. Check complete the
answers as a class. diagram
Exercise 4 page 24. Mutual Handouts

Focus attention on the photos. In Students describe avaluation with task
pairs, students describe the brain the brain
functions in different situations. functions in
different
situations
Exercise 5 page 25. Verbal
Ask students to read the quiz and Students read the evaluation
complete it. Students do the quiz quiz and
in pairs and then check their complete it
answers. Find out how well the
students did in the quiz.
Exercise 6 page 25. (Audio 1.19)

Play the recording for students to Students do the
check their answers. Check task
answers as a class.
Exercise 7 page 25.

Elicit any facts that surprised
students.
End REFLECTION Self-

5 min At the end of the lesson, learners assessment
reflect on their learning:
- What has been learned
- What remained unclear
- What is necessary to work
on
Home task: WB ex.1-2 p.24
Ask students: What have you

learned today? What can you do
now? And elicit answers: I can
talk about 21 century working.
Saying goodbye
LESSON 30 School:
Unit 3: Human brain
Date: Teacher name:
Learning objectives 11.S2 - ask and respond with appropriate syntax and vocabulary to
topics
11.R8 - select and evaluate paper and digital reference resources to
check meaning and extend understanding
11.UE7 - use a wide variety of simple perfect active and passive forms
and a variety of perfect continuous forms on a wide range of general
and curricular topics
use present continuous in the context properly with support.
use present continuous in the context properly with little support.
apply topic related vocabulary with minimal support.
use present continuous in the context properly without support.
apply topic related vocabulary without support.
Previous lesson Amazing human brain facts (based on the latest science)
Plan
timings activities n
Beginin The lesson greeting.
g The teacher sets the lesson
5 min objectives, letting students know
Lead-in.
Engage students with the topic by Students group Verbal
asking: What are some words that the words into evaluation
are related to the brain? List categories
students’ responses on the board.
After creating a list, ask students to
group the words into categories, such
as Parts of the Brain or Brain
Powers. Create a concept map by
writing Brain on the board and
circling it.
Write the categories around the

circle and draw lines between the
ideas to show connections. Then
write the words from the list around
the appropriate categories.
Middle Exercise 8 page 25. Students Mutual Presentation

30 min Go through the Recycle! box and the identify what avaluation
sentences together. Students identify questions are
what questions are referring to. referring to. Video and
images
Exercise 9 page 25. Individual
Students decide if the adjectives Students do the avaluation
have a positive or negative meaning, task Handouts
or both. Check answers as a class. with task
Exercise 10 page 25.

Students read the situations and Individual
choose one or two appropriate Students read avaluation
adjectives from exercise 9. Check the situations
answers as a class. and choose
Exercise 11 page 25.

In pairs, students ask and answer the Mutual
questions. Monitor and check students ask and avaluation
pronunciation and grammar. Ask a answer the
few pairs to share their ideas with the questions
class.

5 min Ask students: What have you learned assessment
today? What can you do now? and
elicit answers: I can describe
feelings and emotions with
adjectives, understand the different
uses of the present continuous.
Saying goodbye
LESSON 31 School:
Unit 3: Human brain
Date: Teacher name:
11.S3 - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
11.UE3 - use a variety of adjectives complemented by that, infinitive
and wh- clauses on a wide range of general and curricular topics
produce accurate comparative structures with support.
produce accurate comparative structures with little support.
discuss topic questions in expanded sentences.
produce accurate comparative structures with no support.
Plan
5 min The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Lead-in.
Write on the board: finding some
money in the street / getting an Students Verbal
answer right which you didn’t know / answer evaluation
arriving at the bus stop just as the bus
comes. Ask: What are these examples
of? (luck) Elicit a few more examples
of lucky events.
Middle Exercise 1 page 26. Students Individual Presentation
30 min Tell students whether you feel luckier describe the avaluation
or unluckier than other people and luckiest or
describe the luckiest or unluckiest unluckiest
thing that has ever happened to you. thing that has
In pairs, students do the same. Ask ever Video and
one or two students to share their happened to images
stories. you
Exercise 2 page 26.

Elicit the rules for forming Students
comparative and superlative study the
adjectives. rules
Mutual Handouts
Students read avaluation with task
Exercise 3 page 26. the text and
Ask students to read the text and choose the
choose the correct words. Check correct words
answers as a class. Individual
Students find avaluation
Exercise 4 page 26. a sentence in
Go through the Learn this! box the text to
together. Students find a sentence in match each
the text to match each rule. Check rule
answers as a class. Verbal
Students evaluation
Exercise 5 page 26. complete the
Ask students to complete the sentences
sentences. Check answers as a class.
Exercise 6 page 26. Students

complete the
Go through the Look out! box facts with the
together. Ask students to find three correct word
sentences in the text that contain
qualifying comparatives. They then
complete the facts with the correct
word. Check answers as a class.
Exercise 7 page 26. Students

Students complete the second complete the
sentences. Check answers as a class. sentences
Mutual
Exercise 8 page 26. Students avaluation
In pairs, students discuss how they discuss
feel about the statements in exercise 7
and why. Monitor and help with
vocabulary and grammar where
necessary.
5 min Home task: WB p.25 assessment
Ask students: What have you learned
elicit answers: I can make
comparisons. I can qualify
comparatives. I can agree and
disagree with statements.
Saying goodbye
LESSON 32 School:
Unit 3: Human brain
Date: Teacher name:
Theme of the lesson: Giving and following instructions (How to use a device)
Learning objectives 11.L1 - understand the main points in unsupported extended talk on a
11.S3 - explain and justify own and others’ point of view on a range of
develop reading skills through understanding information in the context
of what to do in a crisis.
figure out the content of a conversation with support.
produce accurate comparative structures with little support.
figure out the content of a conversation with some support.
produce accurate comparative structures with no support.
figure out the content of a conversation without support.
Plan
Lead-in.
Focus attention on the signpost and Students do
ask for examples of a crisis. If the task
necessary, give a few examples
yourself, e.g. losing your car keys,
forgetting your passport, running out
of petrol.
Ask: How do you usually feel in a
crisis? Elicit appropriate adjectives
from 2A, e.g. alarmed, anxious,
frustrated, hysterical, irritated,
stressed.
Middle Exercise 1 page 27.
30 min Go through the situations together. In Students Verbal Presentation
pairs, students discuss how they discuss evaluation
would react. Remind them to use
would to talk about their feelings and
actions in unlikely situations. Ask a
few students for their reactions.
Exercise 2 page 27. Students read Mutual Video and
Students read the text. Help with any the text and avaluation images
decide on the
unknown vocabulary. Ask them to best advice
decide on the best advice for the for the
situations in exercise 1. Check situations
answers as a class. Then ask students
which technique(s) they might use
and why.
Exercise 3 page 27. (Audio 1.20) Students Individual Handouts
Go through the Listening Strategy write their avaluation with task
together. Play the recording. Pause answers
after each speaker to give students
time to write their answers. Check
answers as a class. Individual
Exercise 5 page 27. (Audio 1.21) Students take avaluation
Play the recording for students to turns to say
check their answers. Check answers the sentences
as a class. Elicit the reasons for the with the
emphasis. In pairs, students take turns correct
to say the sentences with the correct emphasis.
emphasis. Verbal
Exercise 6 page 27. (Audio 1.22) Students time evaluation
to read the
Give students time to read the sentences and
sentences and options before you play answer the
the recording. Play the recording for questions
students to answer the questions.
Check answers as a class.
Exercise 7 page 27. Mutual
Students discuss the questions in Students avaluation
pairs. Monitor their grammar and discuss the
vocabulary. Ask a few pairs to share questions
their ideas with the class.
5 min Home task: WB p.26 assessment
elicit answers: I can talk about what I
would do in a crisis. I can understand
emphasis
Saying goodbye
LESSON 33 School:
Unit 3: Human brain
Date: Teacher name:
Learning objectives 11.S6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics
11.UE6 - use a growing variety of impersonal and cleft structures on a
wide range of general and curricular topics
differentiate between usage of infinitive and gerund forms after a
limited variety of verbs, adjectives and prepositions with support.
limited variety of verbs, adjectives and prepositions with some support.
limited variety of verbs, adjectives and prepositions without support.
Previous lesson Giving and following instructions (How to use a device)
Plan
Begining The lesson greeting. Presentation
QUIZ Students do the Verbal

Students do the quiz and read their quiz and read evaluation
results. Elicit some reactions to find their results.
out if they agree or not.
Middle Exercise 2 page 28. Students find Mutual Video and

30 min Go through the Learn this! box examples for avaluation images
together. Students find examples each rule in the
for each rule in the text. text
Extension: Fast finishers

Write the following on the board: Individual
threaten / offer / avoid / pretend / avaluation
keep.
Ask fast finishers what follows Students find Individual Handouts

these verbs, the infinitive or -ing the verbs in the avaluation with task
form? Students find the verbs in the quiz to check
quiz to check their answers. their answers
Exercise 3 page 28.

Students choose the correct words Students choose Verbal
to complete the sentences. Check the correct evaluation
answers as a class. Ask for an words to
explanation when both answers are complete the
correct. sentences
Exercise 4 page 28.

Go through the Look out! box Students correct Mutual
together. With a weaker class, ask the sentences avaluation
students to find examples of the
structures in the quiz. Students
correct the sentences. Check
answers as a class.
Exercise 5 page 28.

Students complete the sentences. Students
With a weaker class, do the first complete the
two items together. Check answers sentences
as a class.

5 min Students express their attitude to assessment
the lesson and give self- assessment
using the method: “Six thinking
hats”:
Green: How can you use today's
learning in different subjects?
Red: How do you feel about your
work today?
White: What have you leant today?
Black: What were the weaknesses
of your work?
Blue: How much progress have you
made in this lesson? (Now I can, I
still need to work on, I've improved
in, today I learnt...)
Yellow: What did you like about
today's lesson?
Saying goodbye
LESSON 34 School:
Unit 3: Human brain
Date: Teacher name:
Learning objectives 11.C6 - organize and present information clearly to others

11.S6 - navigate talk and modify language through paraphrase and
11.UE6 - use a growing variety of impersonal and cleft structures on a
make distinctions in using infinitive and gerund and produce accurate
grammatical structures with support.
grammatical structures with little support.
grammatical structures with no support.
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining The lesson greeting. Individual Presentation
5 min The teacher sets the lesson objectives, avaluation
letting students know what to anticipate
from the lesson.
Lead-in. Students put
the words
about into the
appropriate
columns
Put the words about into the appropriate below and
columns below write 5
Write 5 sentences using the words sentences
above. using the
words above.
Middle Divide the students into pairs (A and Students Mutual Video and
30 min B). Give each student a corresponding follow the avaluation images
part of the worksheet. Student A starts instructions
by asking Student B to tell him or her
about the things listed on the
worksheet,
e.g. 'Tell me about something you want
to do in the future'. Each response
Student B gives requires a gerund or
infinitive in the answer. To keep the
conversation going, Student A is
encouraged to ask follow-up questions
where possible. When all the questions
have been asked, the students swap
roles. Afterwards, students give
feedback to the class on what they
found out about their partner.
Ask your partner to tell you about the Students Verbal Handouts
following things. Ask follow-up discuss evaluation with task
questions where possible.
Tell me about...
…something you want to do in the
future.
…something you are not very good at
doing.
…something you must remember to do
this week.
…something you would like to learn to
do.
…something you love doing at the
weekend.
…something you were encouraged to
do as a child.
…something you avoid doing.
…something you are thinking of doing
next weekend.
…something you try to do every day.
Now, respond to what your partner asks
you. Use a gerund or infinitive in each
answer.
Respond to what your partner asks you.
Use a gerund or infinitive in each
answer.
Ask your partner to tell you about the
following things. Ask follow-up
questions where possible.
Tell me about...
...something you need to do tomorrow.
...something you enjoy doing on
holiday.
...something you don’t like watching on
TV.
...something you forgot to do recently.
...something you are afraid of doing.
...something you plan on doing this
year.
...something you wish to do in the
future
...something you are very bad at doing.
...something you are too old to do.
5 min What have you learned today? assessment
What can you do now?
Home task: WB ex.4-6 p.27.
Saying goodbye
LESSON 35 School:
Unit 3: Human brain
Date: Teacher name:
Theme of the lesson: Using memory techniques
Learning objectives 11.S3 - explain and justify own and others’ point of view on a range of
11.R1 - understand complex and abstract main points in extended texts
on a wide range of familiar and unfamiliar general and curricular topics
11.UE1 - use a variety of pre- and post- modifying noun structures on a
11.UE13 - use a variety of dependent prepositions with less common
nouns, adjectives and verbs on a wide range of general and curricular
topics
differentiate between usage of prepositions + noun phrases with
support.
differentiate between usage of prepositions + noun phrases with some
support.
differentiate between usage of prepositions + noun phrases with no
support.
Plan
Begining The lesson greeting. Verbal Video and
5 min The teacher sets the lesson objectives, evaluation images
Lead-in.
Ask students: What do you usually do Students
when you’re worried about answer
something? (e.g. talk to a friend
/parent / teacher, go to an online
forum).
Middle Exercise 1 page 29. Students read Mutual Presentation
30 min Ask students to read the forum post the forum avaluation Handouts
and find out what Marco is worried post and find with task
about. Elicit students’ answers in their out what
own words. Marco is
Exercise 2 page 29. worried about
Go through the Learn this! box
together and explain any unknown Students find Individual
phrases. Students then find the nouns the nouns in avaluation
in the forum post and write the the forum
prepositions. Check answers as a class post and
and check meaning. write the
prepositions
Exercise 3 page 29. Students Individual
Students complete the sentences with complete the avaluation
a preposition. Tell stronger students sentences
to do the exercise without referring to with a
the Learn this! box. Check answers as preposition
a class.
Extra activity
Books closed, say a noun, e.g. Students say Mutual
purpose, control, trouble, doubt, the correct avaluation
mistake. Students say the correct preposition
preposition and the noun. You: and the noun
purpose Student: on purpose
Exercise 4 page 29.
Students complete the sentences with Students
nouns from exercise 2 and the Learn complete the
this! box. Check answers as a class. sentences 2
Exercise 5 page 29.
In pairs, students say which comments Students say
and advice in exercises 3 and 4 they which
agree with. Encourage them to give comments
reasons and to suggest another piece and advice in
of advice for Marco. Monitor and help exercises 3
with vocabulary and grammar where and 4 they
necessary. agree with.
Exercise 6 page 29.
Ask students to read the entries and Students read
then choose the correct prepositions. the entries
Check answers as a class. and then
Extra activity: Fast finishers choose the
Ask fast finishers to write a short correct
paragraph describing a problem they prepositions
had getting to school. They must
include these phrases: on time, by the
time, at the time, in the end and in
time.
5 min Home task: WB p.28. assessment
today? What
can you do now? and elicit answers: I
can use preposition + noun phrases. I
can discuss advice
Saying goodbye
LESSON 36 School:
Unit 3: Human brain
Date: Teacher name:
11.S5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics
topics
11.R2 - understand specific information and detail in extended texts on
a wide range of familiar and unfamiliar general and curricular topics
apply reading skills to comprehend the reading passage.
recognize new target vocabulary using semantic and syntactic clues
such as synonyms, antonyms, examples, definitions.
apply reading skills to analyze the reading passage.
apply reading skills to evaluate the reading passage.
Previous lesson Using memory techniques
Plan
Lead-in.
Exercise 1 page 30. Students ask Verbal
Focus attention on the photo. In and answer the evaluation
pairs, students ask and answer the questions
questions. Ask a few students to
share their ideas with the class.
Middle Exercise 2 page 30. Presentation
30 min Ask students to skim-read the article Students to Mutual
for gist to see if their guess in skim-read the avaluation
exercise 1 was correct. article
Video and
Exercise 3 page 31. Students find Individual images
Go through the Reading Strategy the words in avaluation
together. Then ask students to find the text
the words in the text (they are
underlined) and decide what they
are. Tell students not to worry about
meaning at this stage. Check answers
as a class.
Exercise 4 page 31.

Explain that only one option in each Students Verbal
pair is correct in the context of the choose the evaluation
text. Ask students to choose the correct
correct definitions. Check the definitions
answers as a class.
Exercise 5 page 31.

Students read the sentences and the Students Mutual
read the text
options. They then read the text again and avaluation
again and choose the correct answer. choose the
Check answers as a class. correct answer
Exercise 6 page 31. Handouts

Students read the sentences and Students read Individual with task
match the underlined words with the the sentences avaluation
highlighted words in the article. and match the
underlined
Check answers as a class. word
Exercise 7 page 31.
Focus attention on the statements Students
and ask students, in pairs, to decide decide on their
on their opinion. Allow time for opinion
them to think of at least three
arguments to support their opinion.
Monitor and help where necessary.
And elicit answers: I can react to an
article about social media against
crimes.
I can have a debate about social
media, crime and modern
technology.
Home task: WB p.29.
Saying goodbye
LESSON 37 School:
Unit 3: Human brain
Date: Teacher name:
SA
Learning objectives 11.2.4 Understand implied meaning in unsupported extended talk on a
11.3.3 Explain and justify own and others’ point of view on a range of
apply topic related vocabulary accurately.
Plan
Middle Lead-in. Students Verbal Handouts
15 min What springs to mind when you hear answer evaluation with task
the word ‘mathematics’?
Are you good at maths?
Are you good at mental arithmetic
now?
What is maths useful for nowadays if
we have computers and calculators?
Why is maths so important at schools?
SA LISTENING Students listen Individual
20 min Task 1. Listen and choose True or and choose avaluation
False for the statements. True or False
for the
TRUE / FALSE: Read the statements
headline. Guess if a-h below are
true (T) or false (F).
The article asks if you can
remember lists of vocabulary easily.
A study said we can train ourselves

to become memory athletes.
Scientist said two weeks of training
can help people remember many
things.
The doctor said people could train
their brain to enter the World Memory
Championships.
The doctor looked at brain scans of
23 world memory champions.
The brains of memory champions
and normal people were different.
People did 30 days of 40-minute
brain training sessions.
Mnemonics is a new method that
helps people remember things,
especially in list.
SPEAKING Students
Task 2. You are given questions to speak about
speak about for 1-2 minutes. for 1-2
1. How is the brain structured? minutes
2. What is the most amazing thing
about the brain?
3. How many different functions
does the brain perform?
4. Do you know what Left Brain,
Right Brain means?
5. Is the ability to memorize lots
of things important? Why or
why not?
6. What happens to your brain
when you learn something
new?
7. Why do you think some people
remember the same events
differently?
8. What do you do to help you
remember things when you’re
studying?
And elicit answers: I can react to an
article about social media against
crimes.
I can have a debate about social
media, crime and modern technology.
Home task:
Saying goodbye
LESSON 38 School:
Unit 3: Human brain
Date: Teacher name:
Theme of the lesson: Unit revision
Learning objectives 11.S5 - interact with peers to make hypotheses and evaluate alternative
curricular topics
11.R7 - recognize patterns of development in lengthy texts [inter-
paragraph level] on a range of more complex and abstract general and
curricular topics 11.W2 - use a wide range of vocabulary, which is
appropriate to topic and genre, and which is spelt accurately
11.W5 - develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics
11.W6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics
outline an argument essay by stating a claim, listing reasons, and
providing evidence with support.
providing evidence with minimal support.
providing evidence with no support.
Plan
timings activities
Lead-in.
Focus attention on the photos and Students do the
ask: What is the problem? task
What is she doing about it?
Elicit some ideas.
Middle Exercise 1 page 33. Students discuss Individual Presentation
30 min In pairs, students discuss the the different avaluation
different options for advice. Elicit options for
some opinions and try to find out advice
if there is one particular option
that most students use.
Exercise 2 page 33. Students work Mutual Video and
Go through the task together. Give with a partner. avaluation images
them a minute to think of one Handouts
advantage and one disadvantage with task
of using the internet for advice.
Exercise 3 page 33.
Tell students to read the essay Students read Verbal
quickly. Elicit their reaction to the the essay evaluation
conclusion. Ask for reasons. quickly
Exercise 4 page 33.
Go through the Writing Strategy Students
together. Ask students whether the whether the
essay has the same structure. writer includes
(yes). Ask some students whether their argument
the writer includes their argument for and
for and argument against from argument
exercise 2. against
Exercise 5 page 33.
Go through the key phrases Students
together. Students identify the identify
ones used in paragraphs 2 and 3 of
the essay.
Exercise 6 page 33.
Go through the Learn this! box Students find
together. Students find examples examples of the
of the structures in the text. structures in the
Exercise 7 page 33. text.
Go through the task together. Give Mutual
students time to think of two or Students write avaluation
three advantages and their essay
disadvantages of always being in
contact. With a weaker class, do
this together and write ideas on
the board.
Exercise 8 page 33.
Students write their essay. Students write
Monitor and help with grammar their essay
and vocabulary where necessary.
Encourage students to check their
work when they have finished.
Ask students: What have you
learned today? What can you do
now?
Saying goodbye
LESSON 39 School:
Unit 4: Investigate and report on
timekeeping devices/ Science video
Date: Teacher name:
Theme of the lesson: Introduction to the lesson
Learning objectives 11.L4 - implied meaning in unsupported extended talk on a wide range
unfamiliar topics
11.L8 - recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects, including some unfamiliar
topics
topics
11.R5 - deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
develop listening skills through understanding information in the
context of timekeeping devices.
apply topic related vocabulary with some support.
apply topic related vocabulary with no support.
Previous lesson Unit revision
Plan
timings activities
Lead-in. Students Individual
Exercise 1 page 34. match the avaluation
Focus attention on the pictures. Check timekeeping
the meaning of the words. Students devices with
then match the timekeeping devices the images.
with the images. Check the answer as
a
class. Then ask students to discuss the
question.
30 min Ask students to read the quiz quickly read the avaluation
and complete it with words from quiz quickly
exercise 1. Check answers as a class. and
Exercise 3 page 35. (Audio 2.02) complete it
Play the recording for students to Video and
check their answers. Check answers images
as a class.
Exercise 4 page 35. (Audio 2.02) Verbal

Allows students a minute to read the Students evaluation
questions. Gives students time to read compare
through the sentences. Play the answers and
recording again. Students compare correct the
answers and correct the sentences sentences
which are false.
Exercise 5 page 35.

Go through the words together. Check Mutual Handouts
meaning and pronunciation. Ask Students to avaluation with task
students to read the text read the text
and complete it. Check answers as a and
class. complete it
Exercise 6 p.35. (Audio 2.03)

Go through the questions together and Individual
they play the recording for students to Students avaluation
answer the questions. Check answers answer the
as a class. questions
Exercise 7 p.35. (Audio 2.04)
Go through the Recycle! box together. Verbal
With a stronger class, ask students to Students try evaluation
try to complete the sentences before to complete
you play the recording again. Play the the
recording again, pausing after each sentences
section for students to complete the
sentences. Check answers as a class.
Exercise 8 p.35.
In pairs, students ask and answers the Mutual
questions. Monitor and check their Students ask avaluation
grammar, vocabulary and and answers
pronunciation. the
questions
5 min Home task: WB ex.4-5 p.34. assessment
elicit answers: I can talk about
timekeeping devices.
Saying goodbye
LESSON 40 School:
Date: Teacher name:
Theme of the lesson: Introduction to the lesson
curricular topics
11.R3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
11.UE12 - use a wide variety of past modal forms to express
appropriate functions; use a variety of near modal structures including
supposed to, bound to, due, willing to on a wide range of general and
curricular topics
demonstrate correct use of modals to talk about present and future
possibly with support.
possibly with little support.
possibly with no support.
Previous lesson Introduction to the lesson
Plan
timings activities
Begining The lesson greeting. Verbal Presentation
5 min The teacher sets the lesson objectives, evaluation
Lead-in.
Ask: If you were travelling abroad, Students
what would you research before you descuss
go? Elicit a few ideas and ask
students for their reasons, e.g. the
weather, so that you have the right
clothes; places to visit, so that you
know the best places to go.
Middle Exercise 1 page 36. students talk Mutual Video and
30 min In pairs, students talk about cultural about avaluation images
problems people might have when cultural
travelling abroad. Ask some students problems
for their ideas.
Students Individual Handouts
Exercise 2 page 36. read the text avaluation with task
Tell students to read the text quickly and decide
and decide on the best piece of advice. on the best
Elicit some answers and the reasons piece of
why. advice
Exercise 3 page 36. Students Verbal

Complete the rules in the Learn this! find evaluation
box together. Students can then find examples in
examples in the text. Check answers the text
as a class.
Exercise 4 page 36. Students Individual

Students complete the sentences. complete avaluation
Check answers as a class. the
sentences.
Go through the Learn this! box Students evaluation
together. Students can then find find
examples in the text. Check answers examples in
as a class. the text
Exercise 6 page 36.

Go through the example together and
then ask students to rewrite the Students to
sentences. Check answers as a class. rewrite the
sentences
In pairs, students discuss the correct Students avaluation
behaviour in the different situations. discuss the
Monitor and help with vocabulary and correct
grammar where necessary. behaviour in
the different
situations
elicit answers: I can use modals to
talk about present and future
possibility. I can give tips on behaving
correctly in my country
Saying goodbye
LESSON 41 School:
Date: Teacher name:
Theme of the lesson: The history of timekeeping devices
Learning objectives 11.C8 - develop intercultural awareness through reading and discussion
11.L1 - understand the main points in unsupported extended talk on a
range of unfamiliar topic
11.L2 - understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics
11.S1 - use formal and informal language registers in talk on a range of
identify different types of listening texts with support.
role-play meeting people in formal and informal situations with
support.
identify different types of listening texts with some support.
role-play meeting people in formal and informal situations with little
support.
identify different types of listening texts with no support.
role-play meeting people in formal and informal situations without
support.
Previous lesson Introduction to the lesson
Plan
timings activities
Begining The lesson greeting. Video and
5 min The teacher sets the lesson objectives, images
Lead-in.
Focus attention on the two photos and Students Verbal
ask: What are the people doing? answer evaluation
(introducing / greeting each other)
What’s the difference between the
gestures? (A: they are formal; B: they
are informal). Then ask: How do
people greet each other for the first
time in your country? What about
people who are friends?
30 min Go through the questions together and discuss avaluation
ask students to discuss them with a questions
partner. Ask a few students for their
answers.
Exercise 2 page 37.

Explain the task and play the Students to Verbal
recording for students to match the match the evaluation
extracts with the photos. Check extracts
answers as a class. with the
photos
Exercise 3 page 37. Individual Handouts
Play the recording again for students Students avaluation with task
to write the formal version of the write the
sentences. With a stronger class, ask formal
students to try to write the formal version of
sentences before you play the the
recording. Check answers as a class. sentences

Go through the Listening Strategy Students avaluation
together. Play the recording, pausing write their
after each speaker to give students answers
time to write their answers. Check
answers as a class.

Give students time to read the Students avaluation
questions before you play the answer the
recording again. With a stronger questions
class, ask students to answer the before
questions before listening again. listening
Check answers as a class. again

elicit answers: I can identify different
types of listening text. I can role-play
meeting people in formal and
informal situations.
Home task: WB p.36.
Saying goodbye
LESSON 42 School:
Date: Teacher name:
Learning objectives 11.L4 - implied meaning in unsupported extended talk on a wide range
unfamiliar topics
11.UE12 - use a wide variety of past modal forms to express
appropriate functions; use a variety of near modal structures including
supposed to, bound to, due, willing to on a wide range of general and
curricular topics
use modal verbs to talk about past actions with support.
use modal verbs to talk about past actions with little support.
use modal verbs to talk about past actions with no support.
Previous lesson The history of timekeeping devices
Plan
Lead-in.Tell students to imagine they Students Verbal
are staying with a family in a foreign answer evaluation
country when they do or say
something culturally wrong. Ask:
How would you feel in this situation?
(e.g. embarrassed / ashamed) What
should you do to avoid a situation like
this?
(e.g. You should read about the
culture of the country before you go.)
Middle Exercise 1 page 34. Students do Mutual Presentation
20 min Focus attention on the photo and elicit the task avaluation
ideas about where it is.
Exercise 2 page 34. (Audio 2.08) Students read Individual
Play the recording while students read the dialogue avaluation
and listen to the dialogue and and complete
complete it. Check answers as a class. it.
Exercise 3 page 34. Video and
Go through the Learn this! box Students find Verbal images
together. With a weaker class, revise examples of evaluation Handouts
the structure of modals in the past: the rules in with task
modal + have + past participle. Ask the dialogue
students to find examples of the rules
in the dialogue. Check answers as a
class.
Extra activity: Fast finishers
Ask fast finishers to imagine this
situation: Their friend Emma had a
party last night, but they were not
invited. Tell them to speculate why,
e.g. She may have forgotten to invite
me. My invitation could have got lost.
She can’t have forgotten about me.
Exercise 4 page 34.
Explain that the modal verbs in the Students Individual
sentences are wrong and students write their avaluation
must correct them. With a weaker answers in
class, do the first two items together. their
Tell students to write their answers in notebooks
their notebooks. Check answers as a
class. Mutual
Exercise 5 page 34. students find avaluation
Go through the Look out! box examples of
together. Ask students to find the structures
examples of the structures in the in the
dialogue. Check answers as a class. dialogue
Exercise 6 page 34. Individual
Students choose the correct verbs in Students avaluation
the sentences. Remind them that choose the
sometimes both verbs are correct. correct verbs
Check answers as a class.
Exercise 7 page 34.
Students complete the sentences with Students
a modal in the past or didn’t need to complete the
+ infinitive. Check sentences
answers as a class.
elicit answers: I can use modal verbs
to talk about past actions. I can use
‘needn’t have’ and ‘didn’t need to’
correctly.
Home task: WB p.37.
Saying goodbye
LESSON 43 School:
Date: Teacher name:
11.L6 - deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics, including talk on a
Lesson objectives All learners will be able to: differentiate between usage of American
and British English with support.
Most learners will be able to: differentiate between usage of
American and British English with some support.
Some learners will be able to: differentiate between usage of
American and British English with no support.
Plan
Lead-in. Students do Verbal

Elicit some of the differences between the task evaluation
British and American English (e.g.
vocabulary, spelling, pronunciation,
grammar). Elicit any American
words the students know and write
them on the board with their British
English equivalent.
Middle Exercise 2 page 35. Students read Individual Presentation
30 min Go through the Learn this! box the email and avaluation
together. Students read the email and find
find examples for each point. Check examples
answers as a class and elicit the
British English equivalents and
meanings.
Mutual Video and
Exercise 3 page 35. Students avaluation images
Go through the Dictionary Strategy answer the
together. Then ask students to read the questions.
dictionary entry and answer the
questions.
Students match the British and Students do evaluation
American English equivalents using a the task
dictionary if necessary. Tell them to
label the words with the correct
abbreviations too. Check answers as a
class. Mutual
Exercise 5 page 35. Students avaluation
Students write the British English write the
equivalent of the words in bold, using British
a dictionary if necessary. Check English
answers as a class. equivalent of Handouts
Exercise 7 page 35. (Audio 2.10) the words in with task
Read out rule 3 in the Look out! box. bold Individual
Then tell students they will hear both avaluation
versions of the words. Play the Students
recording for students to write the write the
correct abbreviation. Check answers correct
as a class. Play the recording again, abbreviation
pausing after each pair of words for
students to practise the different
pronunciation Individual
Exercise 8 page 35. (Audio 2.11) avaluation
Tell students they will hear six
speakers. They must decide whether Students
they are American or British. Play the choose
recording. Check answers as a class. American or
Extra activity. British
Give students the transcript from
exercise 8 and ask them to convert the
dialogues spoken by an American to
British English and vice versa.
Remind them to think about
pronunciation, spelling and
vocabulary.
today? What can you do now?
Home task: WB p.38.
Saying goodbye
Unit 4: Investigate and report on timekeeping devices/ Science

video
Teacher Enlik Meyrambekkyzy
Date: Teacher name:
Grade: 11
Number present: Number absent:
Learning objectives 11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of
11.S5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar
11.S7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general
and curricular topics
11.R2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and
curricular topics
identify topic sentences, main ideas, and supporting details in an article about science.
discuss important global problems and suggest possible solutions with support.
discuss important global problems and suggest possible solutions with little support.
discuss important global problems and suggest possible solutions with no support.
Plan
Planned timings Planned activities Learners’ activities Evaluation Resources
Begining The lesson greeting. Video and images

5 min The teacher sets the lesson objectives, letting students know what
to anticipate from the lesson.
Lead-in.
Exercise 1 page 40.
Focus attention on the pictures. Check the meaning of the words.
Students then match the measuring devices with the images. Check Students discuss the Mutual avaluation
the answer as a class. Then ask students to discuss the question. question
Middle Exercise 2 page 40. Students scan the text Individual Presentation
35 min Focus attention on the title of the text and check understanding of quickly and find the avaluation
the abbreviation GPS (/dʒiːpiːˈes/: Global Positioning System. answers
Focus attention on the two questions. Ask students to scan the text
quickly and find the answers.
Exercise 3 page 40. Students read the text

Students read the text again more slowly and answer the questions. and answer the
Check answers as a class. questions Verbal evaluation Handouts with task
Exercise 4 page 40. Students use the

Go through the Reading strategy together. Then ask students to use strategy to match the
the strategy to match the sentences with the gaps. Check answers sentences with the gaps Individual
as a class. avaluation
Exercise 5 page 40. Students do the task

In pairs, students go through the problems and decide on the best
one for the Longitude Prize. Elicit a few ideas and ask students to
give reasons for their choice.
Mutual avaluation
Exercise 7 page 40.
Students work in pairs. Give them time to prepare a short dialogue. Students
Monitor and help as necessary. Students role-play their dialogues.
Ask a few pairs to prepare a short dialogue
perform their role-plays for the class. The class vote on the best
role-plays.
End REFLECTION Self-assessment

5 min Ask students: What have you learned today? What can you do
now?
and elicit answers: I have learned about the Longitude Prize. I can
talk about important global problems and suggest possible
solutions.
Home task: WB p.39.
Saying goodbye
LESSON 45 School:
Date: Teacher name:
Theme of the lesson: Presenting the information through the PPT
Learning objectives 11.L2 - understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
curricular topics
identify and formulate the main idea of the listening segment with
support.
identify and formulate the main idea of the listening segment with
some support.
discuss topic questions in extended sentences.
identify and formulate the main idea of the listening segment with no
support.
Plan
Lead-in. Student fill in

Give students a hand out that has the blanks to
different types of measuring devices. label each
Have the student fill in the blanks to device.
label each device.
Middle Exercise 6 page 41. (Audio 2.13) Students do Mutual Presentation

30 min Play the recording for students to the task avaluation
identify the challenge. Elicit the
answer.
Exercise 7 page 41. (Audio 2.13) Students Individual Handouts
Allow time for students to read the choose the avaluation with task
sentences and options. With a correct
stronger class, ask students to try to answers or
answer the questions before listening check their
to the recording again. Play the answers
recording again for students to choose
the correct answers or check their
answers. Check answers as a class.
Exercise 8 page 41. Students Verbal Video and

In pairs, students decide on another decide on evaluation images
challenge for the new Longitude Prize another
and discuss possible solutions. challenge for
Monitor and help with grammar and the new
vocabulary where necessary. Ask a Longitude
few students to share their ideas with Prize and
the class. discuss
possible
solutions
Each pair Mutual

Extra activity present their avaluation
Each pair present their ideas and ideas and
arguments from exercise 7 to the arguments
class. Have a class vote to choose the
most important challenge.
Exercise 9 page 41. Students do Mutual

Students work in pairs to make a list the task avaluation
of American English words and
phrases and their British English
equivalents. If students are finding
this difficult, give them the following
categories as prompts: clothes, food,
cars. Encourage them to think about
spelling as well as words. Ask a few
students to
share their ideas with the class.

elicit answers: I have learned about
the Longitude Prize. I can talk about
important global problems and
suggest possible solutions.
Home task: Presentation.
Saying goodbye
LESSON 46 School:
Date: Teacher name:
Theme of the lesson: Presenting the information through the PPT
11.L4 - implied meaning in unsupported extended talk on a wide range
unfamiliar topics
topics
give a topic-based presentation describing annual celebrations in
Kazakhstan with support.
Kazakhstan with some support.
Kazakhstan with some no support.
Previous lesson Presenting the information through the PPT
Plan
timings activities
Lead-in.
Ask: What is your favourite annual Students Verbal
celebration? What does it celebrate? answer evaluation
When does it take place? How is it
celebrated? Why is it your favourite
celebration? Encourage students to
give detailed answers.

30 min Students work in pairs to discuss the discuss the avaluation
questions. Circulate and monitor, questions
helping where necessary. Ask a few
pairs of students to share their ideas
with the class.
Exercise 3 page 42. (Audio 2.14) Students Individual Video and

Students look at the photos in exercise complete avaluation images
2 again. Focus attention on the task the task
and read through the bullet points.
Students listen to the student doing
the task and say if they completed the
task fully. Check answers as a class.
Exercise 4 page 42. Students Verbal Handouts
Go through Speaking Strategy 1 follow the evaluation with task
together. Then focus attention on the instruction
key phrases for moving onto another
topic or point and ask students to
complete them. Check answers as a
class.
Exercise 5 page 42. (Audio 2.14) Students Individual
Play the recording again for students identify the avaluation
to identify the phrases from exercise phrases
3. Check answers as a class. Exercise from
6 page 42. exercise
Go through Speaking Strategy 2
together. Stress to students that this Students do
will help them to communicate the exercise.
effectively even if they do not know
the exact words. Circulate and
monitor, helping where necessary.
Ask a few pairs of students to share
their ideas with the class.
Exercise 7 page 42.
Go through the task together and give
students time to make notes. With a Students
weaker class, you could do this make notes
together and write ideas on the board.
Extra activity: Fast finishers
Ask pairs of fast finishers to choose a
different annual celebration and talk
for one minute about it.
Students could work with different
partners to complete this activity.
elicit answers: I can explain and
describe annual celebrations. I can
use paraphrasing phrases when I do
not know the correct word in English.
Home task: WB p.40.
Saying goodbye
LESSON 47 School:
Date: Teacher name:
Theme of the lesson: Summative control work for the 2nd term
11.2.7 Understand speaker viewpoints and extent of explicit agreement between speakers
Learning objectives on a range of general and curricular topics, including some unfamiliar topics
11.4.3 Skim a range of lengthy texts with speed to identify content meriting closer reading
on a range of more complex and abstract, general and curricular topics
11.5.1 Plan, write, edit and proofread work at text level independently on a wide range of
11.5.7 Use independently appropriate layout at text level on a wide range of general and
curricular topics
11.3.1 Use formal and informal language registers in talk on a range of general and
11.3.6 Navigate talk and modify language through paraphrase and correction in talk on a
wide range of familiar and some unfamiliar general and curricular topics
Learners
Lesson objectives should have 2-3 minutes extra after the second time to write down the answers and check
them; read a text and choose the correct answer; should produce the article in academic
writing format.
Previous lesson Presenting the information through the PPT
Plan
Begining GREETINGS
letting students know what to anticipate
from the lesson.
SA LISTENING Students Individual
35 min Task 1. Listen to the recording twice answer the avaluation
and answer the questions: questions
Transcript
1. What timekeeping devices did the
Egyptians use for timekeeping?
2. For how many parts did the Egyptians
divide the day?
3. what was discovered in the Valley of
the Kings in 2013?
4. What were the shadow clocks?
5. With the help of which tool could the
Egyptians calculate time at night?
6. What was Shadow clocks major
innovation?
READING Students
Task 2. Read the text and choose the read the text
correct answer: A, B or C. and choose
Secrets of a Happy Brain the correct
1. The writer probably believes that answer: A,
_____ can help someone experiencing B or C.
depression.
2. How does the author explain
spirituality?
3. What is not mentioned in the reading
as being part of a quality relationship?
4. What would the author think is not a
way of caring for the well-being of
others?
practicing yoga or meditation
5. What is not given as a way people can
include spirituality in their daily lives?
6. Things we cannot control that affect
our level of happiness are _______ .
WRITING
Task 3. Write an article for your Students
school newspaper in which you write an
present advantages and disadvantages article for
of always being in contact using a your school
mobile phone. (130 – 150 words). newspaper
Follow the Structure of an article:
Beginning - Engage the reader and make
them want to read more, you can begin with a
question
Middle - State your main points and
relate them to personal experiences and
opinions
Ending - Summarize your main points
but make an overall point to make the reader
think they have learned something from
reading the article
Students
SPEAKING choose a
Task 4. Choose a card and provide card and
your answer on topic. You will have 1 provide
minute to prepare your talk. You your answer
should speak at least 2 minutes. on topic
End Self-reflection.
3 min Most ……. thing Self-
Hometask: revise the words from the assessment
units
Saying goodbye
LESSON 48 School:
Unit 7: Reading for Pleasure
Date: Teacher name:
Theme of the lesson: Unit Revision
11.R7 - recognize patterns of development in lengthy texts [inter-
paragraph level] on a range of more complex and abstract general and
curricular topics 11.W1 - plan, write, edit and proofread work at text
level independently on a wide range of general and curricular topics
11.W5 - develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics
write a blog post on the given topic using appropriate style and plan of
a given genre with support.
a given genre with some support.
a given genre with no support.
Previous lesson Summative control work for the 3d term
Plan
timings activities
Begining The lesson greeting. Video and
5 min The teacher sets the lesson images
Lead-in.
Ask students to describe the photo. Students Verbal
Remind them to speculate if they describe the evaluation
are not sure what is happening. photo

40 min In pairs, students discuss the discuss the avaluation
questions. Elicit different answers. questions.
Exercise 2 page 43. Students do Mutual Handouts

Go through the task together and the task avaluation with task
check that students know what they
have to include in their blog post
(the advantages of the festival and a
personal experience of the festival).
Exercise 4 page 43.
Go through the Learn this! box Students find Individual
together. Students find examples of examples avaluation
the structures in the text.
Exercise 5 page 43.
Go through the example together Students
before students rewrite the rewrite the
remaining sentences individually. remaining
Check answers as a class. sentences
individually
Exercise 6 page 43.
Go through the task together. Allow Students do
students time to think of three the task
advantages of a long summer
holiday and the details of a holiday
they enjoyed. With a weaker class,
brainstorm advantages together.
Exercise 7 page 43.
If students did exercise 6 Students
individually, tell them to compare compare notes
notes with a partner. with a partner.
Exercise 8 page 43.
Before students start writing, Students write Individual
remind them to include an their blog post. avaluation
introduction and conclusion, and
two paragraphs of equal length for
the main body, one for the
advantages and one for the
description. Remind them to write a
heading for the article too.
Monitor and help with grammar
and vocabulary where necessary.
End REFLECTION
5 min Ask students: What have you Self-
learned today? What can you do assessment
now? and elicit answers: I can use
sequencing clauses for describing
past events. I can write a blog post.
Home task:
Saying goodbye….

11 Grade 2 Term

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LESSON 29 School:

Unit 3: Human brain

Exercise 4 page 24. Mutual Handouts

Exercise 6 page 25. (Audio 1.19)

Exercise 7 page 25.

End REFLECTION Self-

Ask students: What have you

Write the categories around the

Middle Exercise 8 page 25. Students Mutual Presentation

Exercise 10 page 25.

Exercise 11 page 25.

End REFLECTION Self-

Exercise 2 page 26.

Exercise 6 page 26. Students

Exercise 7 page 26. Students

QUIZ Students do the Verbal

Middle Exercise 2 page 28. Students find Mutual Video and

Extension: Fast finishers

Ask fast finishers what follows Students find Individual Handouts

Exercise 3 page 28.

Exercise 4 page 28.

Exercise 5 page 28.

End REFLECTION Self-

Learning objectives 11.C6 - organize and present information clearly to others

Exercise 4 page 31.

Exercise 5 page 31.

Exercise 6 page 31. Handouts

A study said we can train ourselves

Exercise 4 page 35. (Audio 2.02) Verbal

Exercise 5 page 35.

Exercise 6 p.35. (Audio 2.03)

Exercise 3 page 36. Students Verbal

Exercise 4 page 36. Students Individual

Exercise 6 page 36.

Exercise 2 page 37.

Exercise 4 page 37. Mutual

Exercise 6 page 37. Mutual

End REFLECTION Self-

Lead-in. Students do Verbal

Unit 4: Investigate and report on timekeeping devices/ Science

Teacher Enlik Meyrambekkyzy

Date: Teacher name:

Theme of the lesson: The history of timekeeping devices

Planned timings Planned activities Learners’ activities Evaluation Resources

Begining The lesson greeting. Video and images

Exercise 3 page 40. Students read the text

Exercise 4 page 40. Students use the

Exercise 5 page 40. Students do the task

End REFLECTION Self-assessment

Lead-in. Student fill in

Middle Exercise 6 page 41. (Audio 2.13) Students do Mutual Presentation

Exercise 8 page 41. Students Verbal Video and

Each pair Mutual

Exercise 9 page 41. Students do Mutual

End REFLECTION Self-

Middle Exercise 1 page 42. Students Mutual Presentation

Exercise 3 page 42. (Audio 2.14) Students Individual Video and

Middle Exercise 1 page 43. Students Individual Presentation

Exercise 2 page 43. Students do Mutual Handouts

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