Ppt Ағылшын 1-Тоқсан 11-Сынып Аспект

Lesson №1
Introduction
Learning objectives(s) that this lesson is contributing to:
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt
accurately
11.6.9 - use a wide variety of present and past forms, including a growing number of more nuanced
contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and
curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and
some unfamiliar general and curricular topics
Lesson objectives:
All learners will be able to: use some target vocabulary successfully in opinion tasks and
show some gist understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist understanding
of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and identify
all specific information
«Flexible pace learning» method was used to give students a
choice in order to make them interested in learning process.
Greeting
Give them different shapes and ask them to divide into 3groups.
I-circle
II -square
III–triangle
“The wish flower” method helps to start the lesson with good
wishes to each other.
«The praise» method is used to evaluate

with phrases like:
“Good job!
Well done!”
«Brainstorming» method
Ex. 1 p. 5 To revise/practise vocabulary related to extreme
weather conditions
• Read the types of extreme weather conditions aloud and elicit
an explanation for each one from various Ss around the class
(e.g. during a thunderstorm there are bright flashes of light in
the sky).
• Give Ss time to complete the task and then check Ss’ answers.
Ex. 2 p. 5 To revise/practise vocabulary related to the environment

• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
Ex. 3 p. 5 To revise/practise vocabulary related to means of transport
• Explain the task and give Ss time to circle the odd words.
• Check Ss’ answers around the class.
Ex. 4 p. 5 To revise/practise vocabulary related to the Solar System

• Read the vocabulary items aloud and elicit an explanation for each one from various Ss around the
class (e.g. a constellation is a group of stars that make a recognisable shape in the sky).
• Give Ss time to complete the task.
Ex. 5 p. 6 To revise/practise vocabulary related to entertainment
• Go through the vocabulary items and elicit an explanation for each one
from various Ss around the class (e.g. a cast is the group of people who act
in a film, etc).
• Give Ss time to complete the task.
Ex. 6 p. 6 To revise/practise vocabulary related to appearance & character

Reflection
Traffic light method is used to find out was the lesson
clear or not. Use the stickers.
«Conclusion» method is used to finish the lesson.
Ss use their stickers to show their

knowledge according to the lesson
Ss evaluate each other and
encourage classmate with Green- I understood
phrases like: Yellow-I have some questions
Well done! Brilliant! Good Red-I need a help.
job! I like it!
Thanks for your attention
Lesson №2
Making contact
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt
accurately
11.6.9 - use a wide variety of present and past forms, including a growing number of more nuanced
contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and
curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and
some unfamiliar general and curricular topics
Lesson objectives:
All learners will be able to: use some target vocabulary successfully in opinion tasks and show some
gist understanding of the appropriate situation
use most target vocabulary successfully inn opinion tasks and show some gist understanding of the
appropriate situation
use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all
specific information
Greeting
T give them different shapes and ask them to divide into 3groups.
I-circle
II -square
III–triangle
“I wish….” method helps to start the lesson with telling

supporting words to each other
“The wish flower” method helps to start

the lesson with good wishes to each other.
Ex. 7 p. 6 To revise/practise vocabulary related to holidays
• Explain the task and give Ss time to circle the odd words.
Ex. 8 p. 6 To revise/practise present and past tenses

• Explain the task and give Ss time to complete it. Ss can refer to the Grammar
Reference section for more information.
• Check Ss’ answers. Ss should identify the tenses and justify their use.
• Revise the tenses and their uses if necessary
Ex. 9 p. 6 To identify appropriate responses to everyday English
expressions
• As an extension, ask pairs of Ss to act out the exchanges.
Ex. 1 p. 7 a) To practise/personalise new vocabulary by talking about the topic

• Read out the question to Ss.
• Ask various Ss to tell the class.
T praise active Ss with phrases such as:

“Good job!
Well done!” “One more time, please”
Reflection
Traffic light method is used to find out was the lesson clear or
not. Use the stickers.
Ss show their knowledge according to the

lesson
5 fingers- I understood «Conclusion» method is used to finish the lesson.
4 fingers -I have some questions
2 fingers-I need a help.
encourage classmate with
phrases like:
Well done! Brilliant! Good
job! I like it!
Lesson №3
1a Countries & Cities (architecture)
• 11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
• 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately
• 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
• 11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk on
a wide range of general and curricular topics, including talk on a growing range of
unfamiliar topics
Lesson objectives:
All learners will be able to: use an increased variety of reported speech forms for statements, questions
and commands, including indirect and embedded questions with know, wonder on a range of familiar
general and curricular topics with support;
use an increased variety of reported speech forms for statements, questions and commands, including
indirect and embedded questions with know, wonder on a range of familiar general and curricular topics
with some support;
use an increased variety of reported speech forms for statements, questions and commands, including
indirect and embedded questions with know, wonder on a range of familiar general and curricular topics
without support;
Greeting
T give them different shapes and ask them to divide into
3groups.
I-circle
II -square
III–triangle
Before starting the lesson students say wishes to each other.

with phrases like:
“Good job!
Well done!”
Background information
Antoni Gaudi was a Catalan architect who had a very distinctive style. He was born in
1852 and died in 1926. He worked mostly in Barcelona, Spain. His masterpiece was La
Sagrada Familia. Barcelona is a city in the north east of Spain. It is a major Mediterranean
port and commercial centre and is famous for its culture, beauty and individuality. Dubai
is the capital city of the emirate of Dubai, one of the wealthiest of the seven emirates that
make up the United Arab Emirates. It is a city of skyscrapers and big business, as well as
beaches and tourism.
Ex. 2 p. 8 a) To present and practise topic-related vocabulary in context

Ex. 3 p. 8 To prepare for a reading task and read for specific information
(multiple matching)
• Read out the Study Skills box and explain the task.
• Give Ss time to complete it.
• Check Ss’ answers. T praise active Ss with phrases such as:
“Good job!
Well done!” “One more time, please”
Ex. 4 p. 9 To read for comprehension
• Give Ss time to read the text again and answer the questions in
their own words. • Check Ss’ answers around the class.
SB p. 9 Writing To expand on the topic and develop research

skills
• Explain the task and give Ss time to complete it. • Alternatively,
assign the task as HW and check Ss’ answers in the next lesson.
Reflection
Ss use their stickers to show their knowledge

according to the lesson «Conclusion» method is used to finish the lesson.
Green- I understood
Yellow-I have some questions
Red-I need a help. Ss evaluate each other and
phrases like:
job! I like it!
Lesson №4
Types of buildings
Learning objectives:
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is
spelt accurately
11.6.14 - use a growing variety of more complex prepositional phrases including those
relating to concession and respect;
use a variety of multi-word verbs of different syntactic types on a wide range of general and
curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend
understanding
Greeting
I-circle
II -square
III–triangle

Ex. 1 p. 10 To consolidate vocabulary from a text

Ex. 4 p. 10 To present vocabulary related to types of buildings

• Explain the task. Refer Ss to the Word List or their dictionaries to check any unknown
vocabulary. Give Ss time to complete the task.
Ex. 3 p. 10 To consolidate vocabulary from a text through collocations

• Explain the task and give Ss time to complete it. • Check Ss’ answers.
Ex. 5 p. 10 To present and practise vocabulary related to construction materials
• • Explain the task and give Ss time to complete it. • Check Ss’ answers.
Ex. 6 p. 10 To present and practise vocabulary related to types of roads/streets

Ex. 7 p. 11 a) To present architectural styles

• Explain the task and give Ss time to complete it. • Check Ss’ answers. • Alternatively, assign the task as HW and check Ss’
answers in the next lesson.
Ex. 10 p. 11 To practise forming adjectives from nouns

• Explain the task and give Ss time to fill in the gaps with the appropriate
adjective derived from the nouns given. • Check Ss’ answers.
Reflection

Ss answer the questions like :
What is the most important
issue discussed today? Ss evaluate each other and
What did you find difficult to encourage classmate with
comprehend? phrases like:
What are some questions you Well done! Brilliant! Good
would like to explore further? job! I like it!
Lesson №5
Present, Past Future Tenses
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of
general and curricular topics
11.6.9 - use a wide variety of present and past forms, including a growing number of more
nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide range
of general and curricular topics
spelt accurately
with phrases like:
Greeting “Good job!

Well done!”
I-circle
II -square
III–triangle
Creating a pcychological atmosphere by wishing each other wishes

Ex. 1 p. 12 a) To revise / practise tenses
• Ask Ss to read the text and choose the correct tenses. • Check Ss’ answers.
To practise the use of tenses

• Give Ss time to identify the tenses in bold and explain their uses. Refer Ss to the Grammar
Reference section for more information.
• Check Ss’ answers. Write them on the board.
• Revise the tenses and their uses if necessary.
Ex. 2 p. 12 To practise future tenses

• Explain the task and give Ss time to complete it. Remind Ss to justify their answers. •
Check Ss’ answers.
Reflection

Lesson №6
Adjectives
11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of
11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on a
wide range of general and curricular topics
11.6.2 - use a variety of determiners relating to nouns for generic uses, some appositional
uses and textual reference on a wide range of general and curricular topics 11.1.6 - organize
and present information clearly to others
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives
on the world
with phrases like:

Well done!”
I-circle
II -square
III–triangle
“wishes” method helps to start the lesson with good wishes to

each other.

Ex. 4 p. 13 b) To practise phrases expressing degrees of certainty
• Explain the task and give Ss time to replace the words in bold. • Check Ss’ answers.
To consolidate phrases expressing degrees of certainty; to make predictions about

the future.
• Explain the task and give Ss time to think about or write their ideas. • Ask various Ss to
tell the class.
Ex. 7 p. 13 To consolidate the grammar and vocabulary of the unit and develop research skills by
writing and speaking about buildings in the future/to develop research skills
• Explain the task and give Ss time to complete it. • Check Ss’ answers. • Alternatively, assign the task as HW
and check Ss’ answers in the next lesson.
• Explain to Ss that determiners are words that modify nouns and give them context.
Write different types on the board: indefinite article, definite article, demonstratives,
quantifiers, possessive adjectives.
• Elicit examples from Ss (e.g. indefinite article = a/an; definite article = the;
demonstratives = this/these, that/those; quantifiers = some/any/ a lot
of/many/much/(a) few/(a) little/all/none/ both/either/neither/every/each, etc.;
possessive adjectives = my, your, his, et c).
Refer Ss to the Grammar Reference section for more information. • Direct

Ss’ attention to the underlined words in Ex. 1a and give them time to
complete the task. • Check Ss’ answers.
Reflection

Lesson №7
Dealing with culture shock
11.1.3 - respect differing points of view
11.1.4 - evaluate and respond constructively to feedback from others
11.1.8 - develop intercultural awareness through reading and discussion
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a range of more complex
and abstract general and curricular topics
understanding
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 1 p. 14 To present the concept of culture shock and personalise the topic
• Ask Ss to read the definition and discuss it in pairs. • Ask various Ss to tell the
class about a time when they have experienced culture shock.
Ex. 2 p. 14 To present words/phrases that relate to the concept of culture shock

• Explain the task and give Ss time to complete it. • Ask Ss what they think the
words/phrases mean and how they relate to the concept of culture shock. • Play the
recording and ask Ss to listen to and read the text to check their answers.
Reflection

Lesson №8
Transitive/Intransitive verbs
11.6.5 - use a range of transitive and intransitive verb complementation patterns on a wide
range of general and curricular topics
11.2.1 - understand the main points in unsupported extended talk on a wide range of general
and curricular topics, including talk on a growing range of unfamiliar topics 11.2.2 -
understand specific information in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and
11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing range of unfamiliar
topics
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 5 p. 15 b) To practise transitive and intransitive verbs

• Explain the task and give Ss time to complete it. • Check Ss’ answer.
Ex. 6 p. 15 a) To prepare for a listening task
• Ask Ss to look up the words/phrases in the Word List or in their
dictionaries. • Check Ss’ answers.
To listen for specific information (T/F statements)

• Ask Ss to read the sentences and underline the key words. Explain that this
will help them to do the task.
• Play the recording twice and remind Ss to pay attention to the underlined
words as they listen.
• Ss listen and complete the task.
• Ex. 7 p. 15 To identify situational language for making contact •
Explain the task and give Ss time to replace the phrases. • Check Ss’
answers.
Ex. 8 p. 15 To act out a dialogue based on a model

• Explain the task and remind Ss to use the language box and the model dialogue to help them. •
Write this diagram on the board for Ss to follow. • Give Ss time to act out their dialogues in pairs. •
Monitor activity around the class and then ask some pairs to act out their dialogue in front of the
class.
T praise active Ss with phrases

such as: “Good job!
Well done!”
Reflection

Lesson №9
Formal/Informal emails
11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on
a wide range of general and curricular topics, including some unfamiliar topics
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide variety
of written genres on general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and
unfamiliar general and curricular topics
11.5.7 - use independently appropriate layout at text level on a wide range of general and
curricular topics
with phrases like:

Well done!”
I-circle
II -square
III–triangle
Creating a psychological atmosphere by wishing each other wishes

Ex. 1 p. 16 To analyse a rubric

• Ask Ss to read the rubric and look at the underlined words and then read
the student exchange programme advert. • Give Ss time to answer the
questions. Remind Ss to use the key words to help them. • Check Ss’
answers.
Ex. 2 p. 16 To present characteristics of formal and informal writing

• Explain the task and give Ss time to complete it in pairs. • Check Ss’ answers.
Reflection

Lesson №10
Writing an email
11.5.4 - use style and register to achieve an appropriate degree of formality in a wide variety
of written genres on general and curricular topics
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
groups
11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of
with phrases like:

Well done!”
I-circle
II -square
III–triangle
Creating a psychological atmosphere by wishing each other wishes

Ex. 5 p. 17 To match the beginnings and ending of formal/informal

emails
Ex. 6 p. 17 To analyse a rubric; to prepare to write an email

• Ask Ss to work in pairs, read the rubric and underline the key words. • Elicit
the key words and then give Ss time to answer the questions. • Check Ss’
answers.
Reflection

Lesson №11
SAT 1 Out into the World

11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.4.1 - understand complex and abstract main points in extended texts on a wide range of
11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in
groups
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers
11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives
on the world
Greeting
Give them different shapes and ask them to divide into 3groups.
I-circle
II -square
III–triangle
“The wish flower” method helps to start the lesson with good
wishes to each other.

with phrases like:
“Good job!
Well done!”
Ex. 1 p. 18 To introduce the topic; to read for specific information
• Read the rubric aloud and ask Ss to read the title of the text and the
subheadings. • Elicit ideas from Ss about what they think the text is about
and ways to succeed when you go ‘out into the world’ after leaving school.
• Play the recording. Ss listen and read to find out.
Ex. 2 p. 18 To read for specific information

• Give Ss time to read the text again and find words/ phrases from the text to fill
the gaps in the sentences. • Check Ss’ answers. • Give Ss time to put the statements
in order of importance and tell a partner. • Monitor the activity and then ask
various Ss to tell the class.
Reflection

Green- I understood
phrases like:
job! I like it!
Lesson №12
Progress Check
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
Greeting
I-circle
II -square
III–triangle
“wish” method helps to start the lesson with good wishes to

each other.

Ex. 1 p. 19 To read for specific information (multiple choice) • Ask Ss to
quickly read the text and the questions. • Give Ss time to read the text again and
underline the parts that answer the questions. • Tell Ss to choose which option
best answers each question. Remind them to support their choice with material
from the text. • Check Ss’ answers.
Ex. 2 p. 19 To revise everyday English expressions

Ex. 4 p. 20 To revise vocabulary from the module
• Explain the task and give Ss time to choose the correct words. • Check Ss’
answers.
Reflection
Ss show their knowledge according to the lesson

5 fingers- I understood
4 fingers -I have some questions «Conclusion» method is used to finish the lesson.
2 fingers-I need a help. Ss use their stickers to show

their knowledge according to
the lesson
encourage classmate with Green- I understood
phrases like: Yellow-I have some questions
Well done! Brilliant! Good Red-I need a help.
job! I like it!
Lesson №13
The Animal World
understanding
spelt accurately
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 2 p.21 a) To introduce new vocabulary in context
• Go through the words listed before each text A-C and explain/elicit the meanings. Ss
may look up the meanings of any unknown words in their dictionaries or in the Word
List. • Give Ss time to read the texts A-C and complete the descriptions with the words
provided. • Check Ss’ answers around the class.
Ex. 3 p.21 To talk about geographical features in your country

• Ask various Ss around the class to name some geographical features in their
country and then give Ss time to write a few sentences about them. • Ask
various Ss to read their sentences to the class.
Reflection

Green- I understood
phrases like:
job! I like it!
Lesson №14
Magnificent eagles
11.1.3 - respect differing points of view
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range
of familiar and some unfamiliar general and curricular topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
11.4.8 - select and evaluate paper and digital reference resources to check meaning and
extend understanding
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 1 p. 22 a) To introduce the topic

• Direct Ss’ attention to the picture and ask them to guess the type of bird.
• Then elicit what the students know (if anything) about this bird.
Ex. 1 p. 22 b) To describe an animal using key vocabulary

• Refer Ss to the Word List at the back of their books or their dictionaries and give
them time to look up the meanings of the words/phrases given. • Ask Ss to point to
the relevant parts of the body of the eagle in the picture and say the words in the
list which describe each body part. • Then ask various Ss around the class to
describe the eagle in the picture using the key vocabulary.
Ex. 2 p. 22 To read for gist
• Read out the Study Skills box. • Ask Ss to read the text quickly and then elicit
what the main idea in each paragraph is.

• Ask Ss to read the questions (1-5) and the possible answers and give them time to read the text again and choose the
correct answers. • Check Ss’ answers around the class and ask Ss to justify their answers with examples from the text.
Ex. 4 p. 23 To answer comprehension questions

• Play the recording and ask Ss to follow the text in their books. •
Give Ss time to answer the questions. Remind them not to copy
information from the text but use their own words.
Reflection
clear or not. Use the stickers

Lesson №15
Protection of golden eagles
11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of unfamiliar topics
11.3.1 - use formal and informal language registers in talk on a range of general and
curricular topics, including some unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order
thinking questions on a range of general and curricular topics, including some unfamiliar
topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of
familiar and some unfamiliar general and curricular topics
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 4 p. 23 To answer comprehension questions

• Play the recording and ask Ss to follow the text in their books. • Give
Ss time to answer the questions. Remind them not to copy information
from the text but use their own words. • Check Ss’ answers around the
class.
Ex. 5 p. 23 To consolidate new vocabulary through antonyms

• Read the words in the list and give Ss time to find their antonyms in the text.
• Elicit answers from various Ss around the class.
Reflection

Lesson №16
Specific features of animals
spelt accurately
11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives and
verbs on a wide range of general and curricular topics
with phrases like:

Well done!”
Give them numbers and ask them to divide into 3groups.

I-first group
II -second
III–third
“wish” method helps to start the lesson with good wishes to each other.


• Give Ss time to complete the task. • Check Ss’ answers.
Ex. 4 p. 24 To present topic related vocabulary

• Explain the task and give Ss time to complete it. Remind Ss to check the
unfamiliar words in their dictionaries. • Check Ss’ answers around the class.
Ex. 8 p. 25 To learn/practise phrasal verbs
• • Give Ss time to choose the correct particle. • Ask Ss to check their
answers in Appendix I. • Check Ss’ answers.
Ex. 9 p. 25 To learn/practise prepositional phrases
• • Give Ss time to choose the correct preposition. • Ask Ss to check
their answers in Appendix II at the back of their books.
Ex. 7 p. 25 To practise new vocabulary

• Explain the task and read out the example. • Give Ss time to match the
problems and solutions and then talk about it in pairs following the
example. • Monitor the activity around the class.
Reflection
Ss show their knowledge according to the

lesson
5 fingers- I understood «Conclusion» method is used to finish the lesson.
4 fingers -I have some questions
2 fingers-I need a help.
phrases like:
job! I like it!
Lesson №17
Reported speech
11.6.10 - use a wide variety of reported statement, command and question forms on a wide
spelt accurately
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 1 p. 26 To present/revise reported speech
• Ask the Ss to read the text and elicit that direct speech is a person’s actual words
whereas reported speech is the exact meaning of what a person said. • Explain/elicit
how tenses change in reported speech. Refer Ss to the Grammar Reference section
for more information. • Read the tables and the examples aloud. • Ask Ss to answer
the questions. • Check Ss’ answers.
Ex. 2 p. 26 a) To identify reported statements and questions

• Explain the task and give Ss time to complete it. • Check Ss’
answers.
Ex. 3 p. 27 To rewrite sentences in reported speech
Ex. 4 p. 27 To practise reporting questions/commands
Ex. 5 p. 27 a) To present reporting verbs

• Explain the task and refer Ss to the Grammar Reference section for more information. • Check Ss’ answers.
To rewrite sentences in reported speech using reporting verbs •

Explain the task and give Ss time to complete it. • Check Ss’ answers.
Reflection

Lesson №18
SA 2 Cleft sentences
11.6.6 - use a growing variety of impersonal and cleft structures 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
curricular topics, including some unfamiliar topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a
wide range of familiar and some unfamiliar general and curricular topics
11.6.10 - use a wide variety of reported statement, command and question forms on a wide
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 7 p. 27 a) To practise using impersonal structures

• Explain the task and give Ss time to rewrite the sentences. Refer Ss to the
Grammar Reference section for more information. • Check Ss’ answers.
Ex. 8 p. 27 To practise reported speech

Explain the task and divide the class into pairs. • Ask Ss to follow
the instructions and then monitor the task around the class
Reflection

Lesson №19
Dark side of Dolphins
11.1.5 - use feedback to set personal learning objectives
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 1 p. 28 To introduce the topic
• Direct Ss’ attention to the title and read out the question. • Elicit answers from
the Ss around the class. • Ask Ss to read the text and check.
Ex. 2 p. 28 To read for coherence and cohesion (missing sentences); to listen for
confirmation
• Ask Ss to read the text again and fill the gaps with the missing sentences.
• Remind Ss also to read through the whole text again when they have completed the
task to make sure it makes sense.
• Allow Ss time to complete the task.
• Play the recording. Ss listen and check their answers.
Reflection

Lesson №20
Passive Forms
11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of perfect
continuous forms on a wide range of general and curricular topics
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 5 p. 29 a) To identify the passive form
• Ask Ss to read the text again and underline the passive forms. • Check Ss’
answers around the class.
Ex. 6 p. 29 a) To prepare for a listening task

• Explain the task and ask Ss to check the words/ phrases in the Word List or their
dictionaries. • Ask Ss why they think the person quit her job at the sanctuary and
elicit responses around the class.
Ex. 7 p. 29 To listen for specific information (note taking)
• • Explain the task and ask Ss write down the headings ‘Threats’ and
‘Solutions’ in their notebooks. • Play the recording again and Ss take notes.
• Ask Ss to read their notes to the class.
Ex. 8 p. 29 a) To complete a dialogue

• • Explain the task and give Ss time to complete it. • Play the recording and Ss check their answers.
Ex. 9 p. 29 To practise making suggestions about how to save dolphins

• Explain the task and ask pairs of Ss to take roles and act out a dialogue
similar to the one in Ex. 8a. Remind Ss to use their notes from Ex. 7 and the
phrases in the language box to help them. • Write this diagram on the board for
Ss to follow. • Give Ss time to act out their dialogues in pairs. • Monitor T praise active Ss with phrases such as:
activity around the class and then ask some pairs to act out their dialogue in “Good job!
front of the class. Well done!” “One more time, please”
Reflection

Lesson №21
An opinion essay
11.5.7 - use independently appropriate layout at text level on a wide range of general and
curricular topics
11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a
wide range of familiar and some unfamiliar general and curricular topics
11.5.6 - write coherently at text level using a variety of connectors on a wide range of
familiar general and curricular topics
11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on
a wide range of general and curricular topics, including some unfamiliar topics
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 1 p. 30 To analyse a rubric
• Ask Ss to read the rubric and answer the questions. • Check Ss answers.
Ex. 2 p. 30 To analyse a model essay
Ask Ss to read the model and then elicit which paragraph matches what content from Ss
around the class.
Ex. 3 p. 30 To identify and practise using appropriate topic sentences

Ex. 4 p. 30 a) To categorise linkers according to their usage
• Ask Ss to copy the table into their notebooks and complete it with the
linkers in bold in the model. • Check Ss’ answers.
Ex. 6 p. 31 To expand notes into supporting sentences using appropriate
linkers
• • Explain the task and give Ss time to complete it using the prompts and
phrases from the Useful Language box. • Check Ss’ answers.
Ex. 7 p. 31 To practise expressing opinions

• Read out the statements and elicit sentences expressing opinion using the useful language from Ss around the class.
Ex. 8 p. 31 a) To match viewpoints to reasons/examples

• Give Ss time to read the viewpoints 1-5 and the reasons/examples
a-e and complete the task. • Elicit answers from various Ss around
the class.
Reflection
The One-Minute Papers method was used as a reflection.
It provides the opportunity to the students to provide a
quick reflection on what they learned by responding to
questions.
Lesson №21
Unbelievable bees
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
with phrases like:

Well done!”
I-circle
II -square
III–triangle

Ex. 1 p. 32 To introduce the topic/read & listen for gist
• Direct Ss’ attention to the picture and the title and elicit how the Ss think these numbers are
connected to bees. • Elicit answers from various Ss around the class.
• Play the recording and ask Ss to listen, read and check.
• Ask the Ss to read the sentences and then give them time to read the text again and complete the
sentences. • Check Ss’ answers.
Ex. 3 p. 32 To practise asking and answering questions based on a text

• Explain the task and give Ss time to discuss the text in pairs. • Monitor
around the class.
Reflection
The One-Minute Papers method was used as a reflection.
It provides the opportunity to the students to provide a
quick reflection on what they learned by responding to
questions.
Lesson №21
Progress Check
11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more
complex and abstract general and curricular topics
with phrases like:

Well done!”
I-circle
II -square
III–triangle

• Ask Ss to read the questions 1-5 and the possible answers and give them time to read the text and
choose the correct answers. • Check Ss’ answers around the class and ask Ss to justify their answers
with examples from the text.
Ex. 2 p. 33 To revise everyday English expressions
• Explain the task and give Ss time to complete it. • Check Ss answers.
Ex. 3 p. 34 To listen for specific information

• Explain the task and ask Ss to read the statements 1-5. • Play the recording.
Ss listen and mark the statements accordingly. • Check Ss’ answers.
Reflection


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Lesson №1

«The praise» method is used to evaluate

Ex. 2 p. 5 To revise/practise vocabulary related to the environment

Ex. 4 p. 5 To revise/practise vocabulary related to the Solar System

Ex. 6 p. 6 To revise/practise vocabulary related to appearance & character

«Conclusion» method is used to finish the lesson.

Ss use their stickers to show their

“I wish….” method helps to start the lesson with telling

“The wish flower” method helps to start

Ex. 8 p. 6 To revise/practise present and past tenses

Ex. 1 p. 7 a) To practise/personalise new vocabulary by talking about the topic

T praise active Ss with phrases such as:

Ss show their knowledge according to the

Before starting the lesson students say wishes to each other.

«The praise» method is used to evaluate

Ex. 2 p. 8 a) To present and practise topic-related vocabulary in context

SB p. 9 Writing To expand on the topic and develop research

Ss use their stickers to show their knowledge

Before starting the lesson students say wishes to each other.

«Flexible pace learning» method was used to give students a

Ex. 1 p. 10 To consolidate vocabulary from a text

Ex. 4 p. 10 To present vocabulary related to types of buildings

Ex. 3 p. 10 To consolidate vocabulary from a text through collocations

Ex. 6 p. 10 To present and practise vocabulary related to types of roads/streets

Ex. 7 p. 11 a) To present architectural styles

Ex. 10 p. 11 To practise forming adjectives from nouns

«Conclusion» method is used to finish the lesson.

Greeting “Good job!

Creating a pcychological atmosphere by wishing each other wishes

«Flexible pace learning» method was used to give students a

To practise the use of tenses

Ex. 2 p. 12 To practise future tenses

«Conclusion» method is used to finish the lesson.

Greeting “Good job!

“wishes” method helps to start the lesson with good wishes to

«Flexible pace learning» method was used to give students a

To consolidate phrases expressing degrees of certainty; to make predictions about

Refer Ss to the Grammar Reference section for more information. • Direct

«Conclusion» method is used to finish the lesson.

Greeting “Good job!

Before starting the lesson students say wishes to each other.

«Flexible pace learning» method was used to give students a

Ex. 2 p. 14 To present words/phrases that relate to the concept of culture shock

«Conclusion» method is used to finish the lesson.

Greeting “Good job!

Creating a pcychological atmosphere by wishing each other wishes

«Flexible pace learning» method was used to give students a

Ex. 5 p. 15 b) To practise transitive and intransitive verbs

To listen for specific information (T/F statements)

Ex. 8 p. 15 To act out a dialogue based on a model

T praise active Ss with phrases

«Conclusion» method is used to finish the lesson.

Greeting “Good job!

Creating a psychological atmosphere by wishing each other wishes

«Flexible pace learning» method was used to give students a

Ex. 1 p. 16 To analyse a rubric

Ex. 2 p. 16 To present characteristics of formal and informal writing

«Conclusion» method is used to finish the lesson.

Greeting “Good job!

Creating a psychological atmosphere by wishing each other wishes

«Flexible pace learning» method was used to give students a

Ex. 5 p. 17 To match the beginnings and ending of formal/informal

Ex. 6 p. 17 To analyse a rubric; to prepare to write an email

«Conclusion» method is used to finish the lesson.