Short term plan: term 4

Unit 8: Recent advances in technology Lesson 79

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Living with technology
Learning objectives [Link] - use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately
[Link] - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics
Lesson objectives Learners will be able to:
 Practice expressing personal attitudes toward the topic;
 Consider how technology has both improved our lives and created new threats to
environmental and human health.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
Lead – In support of others
3 min.
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Assessment
Teacher tells values of this month.
method •Learners remember criteria
The ability to value work, the
7 min. previous lesson make basic
results of one’s own and others’
work, the ability to assess the vocabulary statements related to Picture
contribution of work results to the communication style
development of the country and •Learners answer the
society. questions
Middle of
the lesson Ex:1 P:74 • Learners work in pairs. Descriptor:
Presentat • Go through the Speaking Strategy Discuss the questions - work in pairs.
ion part. together. Work in pairs. Discuss the ANSWERS - answer the Card
30 min questions. Check answers as a class. Student’s own answer questions Worksheet
• Learners check the Total: 2 point
Ex: 2 P: 74 meaning of the words
• In pairs, students check the meaning below. Then match the
of the words below. Then match the words to the photos.
Students
words to the photos. Elicit responses ANSWERS
and encourage discussion A games console
book
Differentiation: «Verbal B power bank
C VR headset
support» method is used to help D drone
Ss use new words in the sentences. E robot assistant
F fitness tracker Self assessment
Ex: 3 P: 74 G action camera Descriptor:
H smart speaker - check the meaning
• Ask the work in pairs. Take turns to
• Learners work in pairs. - match the words to
describe one of the gadgets without
Take turns to describe one the photos
saying the name. Your partner must
of the gadgets without Total: 2 point
guess the gadget.
saying the name. Your
Check answers as a class
partner must guess the Descriptor:
gadget. - work in pairs
ANSWERS - describe one of the
Student’s own answer gadgets
Ex: 4 P: 74
• Learners listen to four Total: 2 point
• Ask the students listen to four people talking about
people talking about different different gadgets. Match
gadgets. Match the speakers (1-4) to the speakers.
the gadgets from exercise 2
ANSWERS Descriptor:
Check answers as a class
1 smart speaker - listen to four people
2 fitness tracker - Match each speaker
3 action camera to a job
4 power bank
Total: 2 point
Conclusion during the lesson
some tasks differentiated by -Make CCQ
outcomes of the students and by questions Yes / No
their abilities.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 80

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Living with technology
Learning objectives [Link] - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar general
and curricular topics
[Link] - use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately
Lesson objectives Learners will be able to:
 Practice expressing personal attitudes toward the topic;
 Consider how technology has both improved our lives and created new threats to
environmental and human health.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Assessment
method Lead – In •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month. vocabulary statements related to Picture
The ability to treat the results of communication style
other people's work with care. •Learners answer the
questions
Middle of • Learners listen again and
the lesson Ex: 5 P: 74 complete the sentences in Descriptor:
Presentat • Ask the students listen again and your own words. - listen again and
ion part. complete the sentences in your own ANSWERS complete the Card
30 min words. 1 might hear his conversations if sentences Worksheet
Check answers as a class he leaves his smartphone on.
2 her company may be able to Total: 2 point
know where she is all the time.
3 not ever watch the videos he's
Ex: 6 P: 74 made.
4 that she was always looking at Students
• In pairs, students work in groups.
her phone book
Choose three gadgets from exercise 2.
Discuss some of the different ways of • Learners work in groups.
using them at home, at school and at Choose three gadgets.
work. Make notes. Elicit responses ANSWERS
and encourage discussion Student’s own answer Self assessment
Descriptor:
Differentiation: «Verbal • Learners read the article - work in groups
support» method is used to help about how technology is - choose three
Ss use new words in the sentences. changing the world. gadgets.
ANSWERS Total: 2 point
Ex: 7 P: 74 Student’s own answer
• Ask the students read the article • Learners complete the Descriptor:
about how technology is changing the article with the verbs in the - read the article
world. Were any of your ideas in box about how
exercise 6 mentioned? ANSWERS technology is
Check answers as a class 1 identify changing the world.
2 locate Total: 2 point
3 capture
Ex: 8 P: 74 4 inspect
5 stream
• Ask the students complete the
6 explore Descriptor:
article with the verbs in the box
7 immerse - complete the article
Check answers as a class
8 connect with the verbs
Conclusion during the lesson Total: 2 point
some tasks differentiated by
outcomes of the students and by -Make CCQ
their abilities. questions Yes / No
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 81

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Past Perfect Simple and Past Perfect Continuous
Learning objectives [Link] - write with grammatical accuracy on a wide range of general and
curricular topics
[Link] use if / if only in third conditional structures use a variety of
relative clauses including with which [whole previous clause reference] on a
wide range of familiar general and curricular topics
Lesson objectives Learners will be able to:
 Discuss topic questions in complex sentences.
 Identify and use Past Perfect Simple and Past Perfect Continuous without support
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. Teacher tells values of this month.
previous lesson make basic
The ability to effectively plan your
vocabulary statements related to Picture
time and invest efforts to achieve communication style
and improve the results of any •Learners answer the
activity. questions
Middle of • Learners read the text. What
the lesson Ex: 1 P: 76 is a stunt double? Who might Descriptor:
Presentat • Ask the students read the text. What have one and why?
- read the text
is a stunt double? Who might have ANSWERS
ion part. A stunt double is a person who -answer the question Card
30 min one and why? looks like an actor and who Total: 2 point Worksheet
Check answers as a class performs dangerous stunts
(dangerous and difficult actions
that somebody does to entertain
people especially as part of a
Ex: 2 P: 76 film) instead of the actor in a Students
• In pairs, students read the Learn film. An actor does not usually
perform dangerous stunts book
this! box. Find all the examples of the
because they might get hurt,
past perfect simple and past perfect whereas the stunt double is
continuous in the text and match them trained to do such stunts.
with rules a–d. Elicit responses and Self assessment
• Learners students read the
encourage discussion Learn this! box. Find all the Descriptor:
examples of the past perfect - read the Learn this!
Differentiation: «Verbal simple and past perfect box
support» method is used to help continuous in the text - find all the
Ss use new words in the sentences. ANSWERS examples
a he'd spent; His maths had
never been good enough;
Total: 2 point
Ex: 3 P: 76 he had won; had received
• Ask the students complete the b he had been learning Descriptor:
Paul had (always) wanted - Complete the
sentences with the verbs in brackets. d He hadn't been doing
Use the past perfect simple or past • Learners complete the sentences with
perfect continuous. Then match each sentences with the verbs in - use the past perfect
sentence with a rule in the Learn this! brackets. Use the past perfect simple or past perfect
box simple or past perfect continuous
Check answers as a class continuous Total: 2 point
ANSWERS
1 had finished – a
2 had been planning - d
Ex: 4 P: 76 3 hadn't been waiting-b 4 had
• Ask the students use of English been queuing - d
Complete the sentences with the 5 had known-c Descriptor:
correct form of the words in brackets. 6 hadn't been wearing-b - complete the article
7 had been trying-d
Use the past perfect simple or past 8 had won - a with the verbs
perfect continuous. Use no more than • Learners Complete the Total: 2 point
five words, including the words sentences with the correct
provided. form of the words in -Make CCQ
Check answers as a class brackets. Use the past questions Yes / No
perfect simple or past
Conclusion during the lesson perfect continuous
some tasks differentiated by ANSWERS
outcomes of the students and by 1 had been acting for years
their abilities. 2 hadn't visited the USA
3 had been watching television
4 had wanted to see
5 hadn't managed to buy
6 hadn't been working for
7 Had you left university
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 82

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Press intrusion
Learning objectives [Link] - write with grammatical accuracy on a wide range of general and
curricular topics
[Link] use perfect continuous forms and a variety of simple perfect active
and passive forms including time adverbials so far, lately, all my life, on a
wide range of familiar general and curricular topics
Lesson objectives Learners will be able to:
 Use skills such as brainstorming, discussion to gather information and use active
vocabulary.
 Practice expressing personal attitudes toward the topic.
Value links Freedom: Freedom is the major value of the civil society being formed in
Kazakhstan. This must provide everyone with the possibility of creative self-
realization.

Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
The ability to value work, the vocabulary statements related to Picture
communication style
results of one’s own and others’
•Learners answer the
work.
questions
Middle of • Learners work in pairs.
the lesson Ex: 1 P: 77 Answer the question. Descriptor:
Presentat Speak about the function of a drone. ANSWERS
- work in pairs
ion part. How is drone connected with press Student’s own answer
-answer the question Card
30 min intrusion? In pairs, students ask and
Total: 2 point Worksheet
answer the questions. Monitor and
check their vocabulary, pronunciation
and grammar.

Students
Ex: 2 P: 77 book
• In pairs, students read the magazine
article. Do you think that the
paparazzi should be able to use • Learners read the Self assessment
drones? Elicit responses and magazine article. Do you Descriptor:
encourage discussion think that the paparazzi - read the magazine
should be able to use article
Differentiation: «Verbal drones? - answer the
support» method is used to help ANSWERS question
Ss use new words in the sentences. Student’s own answer Total: 2 point

Ex: 3 P: 77 • Learners In pairs, check Descriptor:

• Ask the students In pairs, check the the meaning of the words - In pairs, check the
meaning of the words and phrases and phrases below. How meaning of the
below. How many can you find in the many can you find in the words
text? text? - answer the
Check answers as a class ANSWERS question
Six: paparazzi, be in the public Total: 2 point
Ex: 4 P: 77 eye, invade someone's privacy,
celebrities, press regulators,
• Ask the students read the Listening privacy laws
Strategy. Then listen and underline • Learners read the
the correct words to complete the Listening Strategy. Then
sentences. listen and underline the
Check answers as a class correct words to complete
the sentences -Make CCQ
Conclusion during the lesson ANSWERS questions Yes / No
some tasks differentiated by 1 packed
outcomes of the students and by 2 spied on
their abilities. 3 determined
4 generous
5 gossip

End of FEEDBACK Poster

the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 83

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Press intrusion
Learning objectives [Link] - 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
[Link] - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
Lesson objectives Learners will be able to:
 Use skills such as brainstorming, discussion to gather information and use active
vocabulary.
 Practice expressing personal attitudes toward the topic.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
Awareness of the importance of vocabulary statements related to Picture
communication style
hard work, learning to work, and
•Learners answer the
accumulating work skills for
questions
successful professional self-
realization
Middle of
the lesson Ex: 5 P: 77 • Learners check the Descriptor:
Presentat Ask the students check the meaning meaning of all the - check the meaning
ion part. of all the adjectives. Choose the adjectives Card
of all the adjectives
30 min adjective describing the attitude of ANSWERS Total: 2 point Worksheet
each speaker (a, b or c). Then listen 1a
again and check. Use your answers to 2b
exercise 4 to help you. Check 3b
answers as a class 4c
5a Students
Ex: 6 P: 77 book
• In pairs, Listen and match the
speakers (1–4) with sentences A–E.
• Learners match the
Write the correct number. There is
speakers (1–4) with Self assessment
one extra sentence Elicit responses
sentences A–E.
and encourage discussion ANSWERS
Descriptor:
Student’s own answer - match the speakers
Differentiation: «Verbal - complete the task
support» method is used to help Total: 2 point
Ss use new words in the sentences.
Descriptor:
Ex: 7 P: 77 - work In pairs,
• Ask the students work in pairs. - Discuss the
Discuss the questions. • Learners work in pairs. questions,
Check answers as a class Discuss the questions, Total: 2 point
ANSWERS
Student’s own answer -Make CCQ
Conclusion during the lesson questions Yes / No
some tasks differentiated by
outcomes of the students and by
their abilities.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 84

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Used to and would
Learning objectives [Link] - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
[Link] - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract, general
and curricular topics
Lesson objectives Learners will be able to:
 Practice expressing personal attitudes toward the topic.
 Demonstrate correct use of the taught structures without support.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
The ability to value work, the vocabulary statements related to Picture
communication style
results of one’s own and others’
•Learners answer the
work. The teacher says to work
questions
hard on knowledge yourself.
Middle of • Learners read the text.
the lesson Ex: 1 P: 78 What is unusual about Descriptor:
Presentat Ask the students read the text. What Akrit Jaswal? - read the text
ion part. is unusual about Akrit Jaswa. Check ANSWERS Card
- answer the question
30 min answers as a class He is extremely intelligent Total: 2 point Worksheet
and he did unusual things
at a very young age.
Ex: 2 P: 78 • Learners 2 read the Learn
• In pairs, read the Learn this! box. this! box. Then find all the
Students
Then find all the examples of used to examples of used to and
and would in the text. Elicit responses would in the text book
and encourage discussion ANSWERS
He didn't use to play; he used
to read a lot; And what did he
Differentiation: «Verbal use to read... ?; He... would Self assessment
read everything
support» method is used to help
• Learners 2 read the Learn
Ss use new words in the sentences.
this! box. Then find all the
examples of used to and
Ex: 3 P: 78 would in the text Descriptor:
• Ask the student complete the ANSWERS - read the Learn
sentences with the correct form of 1 used to work this! Box
used to or would. In which sentences 2 used to go/would go - complete the task
is either possible? 3 used to have Total: 2 point
4 Did/Didn't she use to wear
5 used to follow / would
Ex: 4 P: 78 follow
• Ask the students read the text and • Learners 2 read the Learn Descriptor:
correct any mistakes with used to, this! box. Then find all the
- read the Learn
would or the past examples of used to and
this! box
Check answers as a class would in the text
- Discuss the
ANSWERS questions,
1 correct
2 used to own Total: 2 point
3 correct
4 enjoyed
5 lasted
6 used to be
Descriptor:
Ex: 5 P: 78 - complete the
7 correct
• Ask the students complete the • Learners complete the sentences with the
sentences with the correct form of the sentences with the correct correct form
words in brackets. Do not change the form of the words in Total: 2 point
order of the words. You can add up to brackets.
three other words ANSWERS -Make CCQ
Check answers as a class 1 used to want to 2 did you use questions Yes / No
to have 3 he would do
Conclusion during the lesson 4 Didn't she use to 5 would let
some tasks differentiated by
outcomes of the students and by
their abilities.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 85

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Verb patterns
Learning objectives [Link] - 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
[Link] - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
Lesson objectives Learners will be able to:
 Discuss topic questions in simple phrases and sentences.
 Apply comprehension strategies to the text about the attitude to celebrities. 
Identify and use verb patterns with support.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
Willingness to participate in vocabulary statements related to Picture
communication style
various types of age-appropriate
•Learners answer the
work and work activities. The
questions
teacher says to work hard on
knowledge yourself.
Middle of • Learners read the
the lesson Ex: 1 P: 79 message board. Do you Descriptor:
Presentat Ask the students read the message agree with any of the - read the message
ion part. board. Do you agree with any of the opinions? Card
- answer the question
30 min opinions? Check answers as a class ANSWERS Total: 2 point Worksheet
Student’s own answer

Ex: 2 P: 79 • Learners read the Learn

• In pairs, read the read the Learn this! box. Find all the
Students
this! box. Find all the adjectives in adjectives in exercise 1. Do
exercise 1. Do they come before a they come before a noun or book
noun or after a linking verb? Elicit after a linking verb?
responses and encourage discussion ANSWERS
Before a noun talented young
(actress); selfless (charity Self assessment
Differentiation: «Verbal work); huge (movie fan);
baggy white (trousers); silver
support» method is used to help (shoes); self-satisfied
Ss use new words in the sentences. (celebrities); huge modern
(homes); young (children) Descriptor:
After a linking verb (she's) - read the Learn
great; (looks) stunning; (she's) this! Box
Amazing!; (get really) - complete the task
Ex: 3 P: 78 annoyed Total: 2 point
• Ask the student look again at the • Learners look again at the
adjectives that come before a noun in adjectives that come before
exercise 1. Match them with the a noun in exercise 1. Match
categories (size, age, colour, etc.) in them with the categories
(size, age, colour, etc.) in Descriptor:
the Learn this! box In which - look again
sentences is either possible? the Learn this! box.
ANSWERS - match them with
talented - opinion; young - the categories
age; selfless - opinion; huge- Total: 2 point
size; baggy - size; white -
colour; silver - colour; self-
Ex: 4 P: 78 satisfied - opinion; huge - Descriptor:
• Ask the students complete the size; modern - age; - complete the
sentences with the adjectives in • Learners complete the sentences with the
brackets in the correct order sentences with the adjectives
Check answers as a class adjectives in brackets in Total: 2 point
the correct order
ANSWERS -Make CCQ
1 vain young Portuguese
Conclusion during the lesson questions Yes / No
2 long white Japanese
some tasks differentiated by 3 ridiculous massive red
outcomes of the students and by 4 1960s black Italian
their abilities. 5 ugly modern
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 86

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Verb patterns
Learning objectives [Link] - 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
[Link] - read a wide range of extended fiction and non -fiction texts on a
variety of more complex and abstract general and curricular topics
Lesson objectives Learners will be able to:
 Discuss topic questions in simple phrases and sentences.
 Apply comprehension strategies to the text about the attitude to celebrities. 
Identify and use verb patterns with support.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
The ability to value work, the vocabulary statements related to Picture
communication style
results of one’s own and others’
•Learners answer the
work, the ability to assess the
questions
contribution of work results to the
development of the country and
society.
Middle of • Learners match the
the lesson Ex: 5 P: 79 adjectives with similar Descriptor:
Presentat Ask the students match the adjectives meanings to make pairs.
- match the
ion part. with similar meanings to make pairs. ANSWERS Card
adjectives
30 min Check answers as a class afraid - frightened; - make pairs Worksheet
alive - living; Total: 2 point
alone - lonely;
angry - annoyed;
Ex: 6 P: 79 asleep - sleeping;
Students
• In pairs, read the Look out! box. glad - happy
book
Which adjective in each pair from
exercise 5 can go a) before a noun • Learners read the Look
and b) only after a linking verb? Use out! box. Which adjective
a dictionary to help you. Elicit in each pair from exercise
responses and encourage discussion 5 can go a) before a noun
and b) only after a linking Self assessment
verb? Use a dictionary to Descriptor:
Differentiation: «Verbal help you. - read the Look out!
support» method is used to help ANSWERS box
Ss use new words in the sentences. a angry, frightened, happy, - use a dictionary to
living, lonely, sleeping afraid, help you.
alive, alone, annoyed, asleep,
Ex: 7 P: 78 Total: 2 point
glad
• Ask the student choose the correct
words to complete the sentences. • Learners choose the Descriptor:
Sometimes both are possible. In correct words to complete - choose the correct
which sentences is either possible? the sentences. Sometimes word
Ex: 8 P: 78 both are possible. - complete the
• Ask the students work in pairs. ANSWERS sentences
Using adjectives and linking verbs, Student’s own answer Total: 2 point
tell your partner about a famous
person you would like to meet. • Learners work in pairs.
Check answers as a class Using adjectives and Descriptor:
Conclusion during the lesson linking verbs, tell your - work in pairs
some tasks differentiated by partner about a famous - Use adjectives and
outcomes of the students and by person you would like to linking verbs
their abilities. meet Total: 2 point
ANSWERS
Student’s own answer -Make CCQ
questions Yes / No
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 87

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Vloggers
Learning objectives [Link] - 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;
[Link] - read a wide range of extended fiction and non -fiction texts on a
variety of more complex and abstract general and curricular topics
Lesson objectives Learners will be able to:
 Practice expressing personal attitudes toward the topic.
 Use a wide range of topic-specific vocabulary.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. Teacher tells values of this month.
previous lesson make basic
The ability to value work, the
vocabulary statements related to Picture
results of one’s own and others’ communication style
work, the ability to assess the •Learners answer the
contribution of work results to the questions
development of the country and
society.
Middle of • Learners look at the
the lesson Ex: 1 P: 80 headlines. Do you think Descriptor:
Presentat Focus attention on the photo and they could appear in the - look at the
ion part. elicit ideas about where it is. A media in your country? Card
headlines
30 min person who regularly posts short Why? / Why not? Which - answer the question Worksheet
videos to a vlog. A vlog is designed type of media do you Total: 2 point
to share experiences, thoughts, and prefer to use, TV or the
ideas with an audience. It is a form of internet? Why?.
communication which is used to ANSWERS
engage an audience in a personal Students
Student’s own answer
fashion book

Ex: 2 P: 80
• Ask the student read the text and • Learners read the text and
answer the questions answer the questions
Students can compare answers in ANSWERS
Self assessment
pairs before you check answers with 1B 2C 3 E Descriptor:
the class - read the text
Ex: 3 P: 80 - answer the
Ask the student read Read the questions
Reading Strategy. Then read the first Total: 2 point
question in exercise 4, followed by
paragraph A. When you have chosen • Learners read the text and
answer the questions
Descriptor:
the correct answer (a, b, c or d), read - answer the
the paragraph again and decide why ANSWERS
questions
the other options are wrong 1b 2a 3d 4c 5 b
- complete the
sentences
Differentiation: «Verbal Total: 2 point
support» method is used to help
Ss use new words in the sentences.

Ex: 4 P: 80 -Make CCQ

• In pairs, read the text. For questions questions Yes / No
2–5, circle the correct options (a–d).
Elicit responses and encourage
discussion

Conclusion during the lesson

some tasks differentiated by
outcomes of the students and by
their abilities.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 88

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Vloggers
Learning objectives [Link] - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
[Link] - 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
[Link] - ask and respond with appropriate syntax and vocabulary to open - ended
higher -order thinking questions on a range of general and curricular topics,
including some unfamiliar topics
Lesson objectives Learners will be able to:
 Practice expressing personal attitudes toward the topic.
 Use a wide range of topic-specific vocabulary.
Value links Freedom: Freedom is the major value of the civil society being formed in
Kazakhstan. This must provide everyone with the possibility of creative self-
realization.

Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. Teacher tells values of this month.
previous lesson make basic
The ability to value work, the
vocabulary statements related to Picture
results of one’s own and others’ communication style
work, the ability to assess the •Learners answer the
contribution of work results to the questions
development of the country and
society.
Middle of • Learners read the text
the lesson Ex: 5 P: 80 again. Are the sentences Descriptor:
Presentat • Ask the students work in pairs. true or false? Write T or F. - read the text
ion part. Read the text again. Are the sentences Correct the false sentences. - correct the false Card
30 min true or false? Write T or F. Correct ANSWERS sentences.. Worksheet
the false sentences.. 1 F He attracted many Total: 2 point
Check answers as a class more fans.
2T
3T
Ex: 6 P: 81 Students
4T
• Ask the student match the 5 F Most of Zoella's fans book
highlighted nouns in the text with forgave her, but many
definitions 1–8 media experts saw her
book controversy as a sign
that the media corporations
Differentiation: «Verbal were taking control of Self assessment
support» method is used to help vloggers. Descriptor:
Ss use new words in the sentences. - match the
• Learners match the highlighted nouns
Ex: 7 P: 81 highlighted nouns in the - complete the task
• In pairs, read the text. For questions text with definitions 1–8. Total: 2 point
ANSWERS
2–5, circle the correct options (a–d). 1 providers
Elicit responses and encourage 2 platform Descriptor:
discussion 3 accessibility - work in pairs
4 channel - discuss the
5 content questions
6 subscribers Total: 2 point
7 feedback
8 interaction
Conclusion during the lesson
• Learners work in pairs.
some tasks differentiated by -Make CCQ
Discuss the questions.
outcomes of the students and by questions Yes / No
ANSWERS
their abilities. Student’s own answer
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 89

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson title Photo comparison
Summative assessment for the unit 8
Learning objectives [Link] - recognise the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics
[Link] - ask and respond with appropriate syntax and vocabulary to open -
ended higher -order thinking questions on a range of general and curricular
topics, including some unfamiliar topics
Lesson objectives Learners will be able to:
● Students will be able to compare and contrast photos at a discourse level using
sentence frames and partner support.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
Awareness of the importance of vocabulary statements related to Picture
communication style
hard work, learning to work, and
•Learners answer the
accumulating work skills for
questions
successful professional self-
realization
Middle of • Learners work in pairs.
the lesson Ex: 1 P: 82 Describe one photo. use the Descriptor:
Presentat • Ask the students work in pairs. phrases below to help you. - work in pairs
ion part. Describe one photo each (A or B). ANSWERS - describe one photo Card
30 min What do you think is happening? Use Student’s own answer Total: 2 point Worksheet
the phrases below to help you.
Check answers as a class

• Learners put the

Ex: 2 P: 82 adjectives below into two Students
• Ask the student read the Speaking groups: positive and book
Strategy. Then put the adjectives negative. .
below into two groups: positive and ANSWERS
negative. Positive delighted, ecstatic,
fascinated, hilarious, thrilled, Self assessment
wonderful Negative awful, Descriptor:
exhausted, miserable,
Differentiation: «Verbal starving, terrible, terrified - put the adjectives
support» method is used to help below into two
Ss use new words in the sentences. groups:
- complete the task
Ex: 3 P: 82 • Learners read the Learn Total: 2 point
• In pairs, read the Learn this! box this! box below. Answer
below. Which adverb can be used to the question Descriptor:
modify both ordinary and extreme ANSWERS - read the Learn this!
adjectives? Elicit responses and absolutely, totally box
encourage discussion - answer the question
Total: 2 point
Ex: 4 P: 82 • Learners read the task
Ask the student read the task above. above. Then listen to a
Then listen to a student doing the student doing the task.
task. Answer the questions. Answer the questions -Make CCQ
Summative assessment for the unit 8 ANSWERS questions Yes / No
Conclusion during the lesson 1 really glamorous,
some tasks differentiated by absolutely wonderful,
outcomes of the students and by totally fascinated, thrilled
their abilities. 2 the advantages
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Recent advances in technology Lesson 90

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson titl A formal letter
Learning objectives [Link] - 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
[Link] - write with grammatical accuracy on a wide range of general and
curricular topics
Lesson objectives Learners will be able to:
 Write a formal letter on the given topic using appropriate style and plan of a
given genre with no support.
 Identify situations that require formal business letter writing
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. Teacher tells values of this month.
previous lesson make basic
The ability to value work, the
vocabulary statements related to Picture
results of one’s own and others’ communication style
work, the ability to assess the •Learners answer the
contribution of work results to the questions
development of the country and
society.
Middle of • Learners work in pairs.
the lesson Ex: 1 P: 83 Discuss the questions Descriptor:
Presentat • Ask the students work in pairs. ANSWERS - work in pairs
ion part. Work in pairs. Discuss the questions. Student’s own answer - discuss the Card
30 min Check answers as a class • Learners read the task questions Worksheet
above and the letter below. Total: 2 point
Answer the question
Ex: 2 P: 83 ANSWERS
• Ask the student read the task above Paragraph 1 a proposal Paragraph
2 a description Students
and the letter below. In which
paragraph does the letter include a) a
Paragraph 3 some suggestion book
• Learners read the Writing
description, b) a proposal, and c) Strategy. Find formal
some suggestions? expressions in the letter for
the informal words and
phrases below Self assessment
Differentiation: «Verbal ANSWERS
support» method is used to help a I would like to suggest that we
Descriptor:
Ss use new words in the sentences. b put forward my proposal - read the Writing
c is due to take place Strategy
d overcome many obstacles - find formal
Ex: 3 P: 83 e achieve his goals
• Explain the task and then give Ss f My suggestions are as follows expressions in the
time to complete it. g made rapid progress letter for the informal
Ask read the Writing Strategy. Find h suffered words
formal expressions in the letter for the i would be of the same Total: 2 point
informal words and phrases below opinion
Reference section. • Learners rewrite the
Check Ss answers around the class. informal sentences in an
Ss justify their answers. appropriate formal style
using the words in brackets
ANSWERS
1 l am writing to offer my
Ex: 4 P: 83 suggestions for the school
Descriptor:
• Explain the task and read out the leavers' speech. - rewrite the informal
example. Give 2 I would like to recommend sentences
Ss time to complete the task. that you invite our MP to make a - use the words in
speech.
Check Ss' answers around the class. brackets
3 These are my reasons for
inviting her. Total: 2 point
4 In my view, her career is an
inspiring one.
5 Furthermore, she has also
contributed a great deal to
charity. -Make CCQ
6 I have no doubt that we would questions Yes / No
benefit from hearing her views.
Conclusion during the lesson 7 I would be grateful if you
some tasks differentiated by would consider my suggestions.
outcomes of the students and by 8 I look forward to hearing from
you at your earliest convenience.
their abilities.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9: The science of clothes Lesson 91

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson titl We are what we wear
Learning objectives [Link] - use a wide range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately
11.6.8;1 - use a wide variety of future forms, including future perfect forms
on a wide range of general and curricular topics
Lesson objectives Learners will be able to:
 Identify the functional, social, and psychological aspects that influence clothing
choice.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
Understanding the value of work vocabulary statements related to Picture
communication style
in the life of a person, family, and
•Learners answer the
society.
questions
Middle of • Learners work in pairs.
the lesson Ex: 1 P: 84 Discuss the questions Descriptor:
Presentat • Ask the students work in pairs. ANSWERS - work in pairs
ion part. Work in pairs. Discuss the questions Student’s own answer - discuss the Card
30 min Check answers as a class questions Worksheet
Total: 2 point
Ex: 2 P: 84
• Ask the student check the meaning • Learners below
Students
of the words below. Then match the ANSWERS
words to the photos B leather shoes book
C nylon stockings
D denim jeans
Differentiation: «Verbal E fur coat
support» method is used to help F wool(en) scarf
Ss use new words in the sentences. G silk tie Self assessment
H polyester tracksuit Descriptor:
Ex: 3 P: 84 - check the meaning
• Explain the task and then give Ss of the words
time to complete it. Total: 2 point
• Learners complete the
Ask complete the sentences with the
sentences with the Descriptor:
materials from exercise 2
materials from exercise 2
Reference section. - answer the
Check Ss answers around the class.
ANSWERS question.
1 Wool
2 Cotton
Total: 2 point
Ex: 4 P: 84 3 Silk
• Explain the task and read out the 4 Leather
example. Give 5 Nylon
Ss time to complete the task. Check 6 Denim -Make CCQ
the labels if you aren’t sure. questions Yes / No
Check Ss' answers around the class.
Conclusion during the lesson • Learners answer the
some tasks differentiated by question.
outcomes of the students and by ANSWERS
Student’s own answer
their abilities.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9: The science of clothes Lesson 92

Teacher name:

Date:
Grade: 11 Number present: absent:
Lesson titl We are what we wear
Learning objectives [Link] - use speaking and listening skills to provide sensitive feedback to
peers
[Link] - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
[Link] - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics
[Link] - recognise the attitude, opinion or tone of the writer in extended
texts on a range of more complex and abstract general and curricular topics
Lesson objectives Learners will be able to:
 Understand that clothing choices are based on several factors including
functionality, personal tastes, and social/psychological needs.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
The teacher emphasizes the vocabulary statements related to Picture
communication style
importance of respecting others'
•Learners answer the
opinions and emotions during
questions
collaborative activities and
interactions.
Middle of • Learners look at the
the lesson Ex: 5 P: 85 diagram of the Descriptor:
Presentat • Ask the students look at the manufacturing process - look at the diagram
ion part. diagram of the manufacturing process below. Answer the - answer the question Card
30 min below. Which fabric do you think it question Total: 2 point Worksheet
refers to? ANSWERS
Check answers as a class cotton

Students
book
Ex: 6 P: 85 • Learners complete the
• Ask the student complete the article article with the passive
with the passive form of the verbs in form of the verbs in the
the box. Then listen to two experts box Self assessment
talking about how this fabric is ANSWERS Descriptor:
produced in Kazakhstan and check 1 planted - complete the
your answers. 2 harvested article
3 transported - match the
Differentiation: «Verbal 4 separated Total: 2 point
support» method is used to help 5 compressed
Ss use new words in the sentences. 6 processed
7 saturated
8 applied
Ex: 7 P: 85 • Learners listen again and
match the words to the
• Explain the task and then give Ss
definitions Descriptor:
time to complete it.
Ask listen again and match the words
ANSWERS - listen again and
1 crops
to the definitions. match the words
2 bolls
Check Ss answers around the class. 3 Total: 2 point
4 gin
5 bales
6 yarn
• Learners read the -Make CCQ
Recycle! box. Then listen questions Yes / No
again and write complete
Ex: 8 P: 85 sentences using the
• Explain the task and read out the prompts
example. Give Ss time to complete ANSWERS
the task. Read the Recycle! box. Then 1 The Better Cotton Initiative
listen again and write complete organisation have been working
with 43 farmers in Kazakhstan
sentences using the prompts. since 2016.
Check Ss' answers around the class. 2 This year the farmers have
Conclusion during the lesson produced over 1,000 tonnes of
cotton.
some tasks differentiated by 3 They have had cotton-picking
outcomes of the students and by machines for about five years.
their abilities. 4 The machines have increased
efficiency.
5 Sarah has worked in the cotton
industry for many years.
6 A factory has recently opened
in the area.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9: The science of clothes Lesson 93

Teacher name:

Date:
Grade: 11
Lesson titl Emphasis

Learning objectives [Link] - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics
[Link] - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
Lesson objectives Learners will be able to:
 Use skills such as brainstorming, discussion to gather information
 Practice expressing structures with emphasis without support
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method Teacher tells values of this month. •Learners remember criteria
7 min. The teacher emphasizes the previous lesson make basic
importance of respecting others' vocabulary statements related to Picture
opinions and emotions during communication style
collaborative activities and •Learners answer the
interactions. questions
.
Middle of • Learners read the
the lesson Ex: 1 P: 86 opinions below and answer Descriptor:
Presentat • Ask the students read the opinions the question - read the opinions
ion part. below. Who do you think should be ANSWERS - answer the question Card
30 min responsible for reducing litter? Student’s own answer. Total: 2 point Worksheet
Check answers as a class • Learners read the Learn
this! box. Then find
examples of each rule in
exercise 1.
ANSWERS
Students
Ex: 2 P: 86 1 a... it's them who cause book
• Ask the student read the Learn this! all the problems. b What
box. Then find examples of each rule they should do is employ
in exercise 1. extra staff to help clean up
the streets. Self assessment
Differentiation: «Verbal 2 All the government needs Descriptor:
support» method is used to help to do is force companies to - read the Learn
Ss use new words in the sentences. use this! box
• Learners find examples of - find examples of
each rule to make a each rule
Ex: 3 P: 86 contrast. Begin with It and Total: 2 point
emphasise the underlined
• Explain the task and then give Ss
words
time to complete it.
Ask read the Learn this! box. Then
ANSWERS Descriptor:
2 It's a debit card which / that - find examples of
find two examples in exercise 1. How I've got, not a credit card.
would the sentences read without the each rule
3 It was in 1916 when / that
emphatic structure? the first supermarket opened,
- to make a contrast
Check Ss answers around the class. not 1920. Total: 2 point
4 It's her aunt who/ that works
in a store, not her mum.
Ex: 4 P: 86 5 It's low prices which / that
• Explain the task and rewrite the many people want, not
sentences to make a contrast. Begin quality.
6 It's on Friday when / that the
with It and emphasise the underlined
sales start, not today.
words. Give Ss time to complete the 7 It's teenagers who / that I
task. blame for the litter, not the Descriptor:
Check Ss' answers around the class. restaurants. - read the Learn this!
• Learners read the Learn box
this! box. Then find two - answer the
examples in exercise 1. question
How would the sentences Total: 2 point
read without the emphatic
structure? -Make CCQ
ANSWERS questions Yes / No
Conclusion during the lesson One thing I can't stand is all the
some tasks differentiated by litter outside fast food
restaurants. - I can't stand all the
outcomes of the students and by litter outside fast food
their abilities. restaurants.
The people I blame are the
teenagers - I blame the teenagers
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9: The science of clothes Lesson 94

Teacher name:

Date:
Grade: 11
Lesson titl Moneyless living

Learning objectives [Link] - use appropriate subject -specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics
[Link] - 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;
[Link] - use a wide variety of pre -verbal, post -verbal and end -position
adverbs/adverbial phrases on a wide range of general and curricular topics
Lesson objectives Learners will be able to:
 Synthesize information from the reading passage about moneyless living.
 Demonstrate the correct use of money idioms.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. Teacher tells values of this month.
previous lesson make basic
The ability to develop strong
vocabulary statements related to Picture
relationships with others and communication style
actively participate in community •Learners answer the
life. questions
Middle of • Learners work in pairs.
the lesson Ex: 1 P: 87 Describe the photo. Then Descriptor:
Presentat • Ask the students work in pairs. answer the questions - work in pairs
ion part. Describe the photo. Then answer the ANSWERS - answer the question Card
30 min questions Student’s own answer Total: 2 point Worksheet
Check answers as a class .
• Learners in pairs, read the
Ex: 2 P: 87 text and give your opinions
• Ask the student in pairs, read the on the people’s lifestyles
text and give your opinions on the ANSWERS
Students
people’s lifestyles Student’s own answer book

Differentiation: «Verbal
support» method is used to help
Ss use new words in the sentences. • Learners read the Self assessment
Listening Strategy and the Descriptor:
Ex: 3 P: 87 key phrases. Which do you - read the text
• Explain the task and then give Ss use most often? - give your opinions
time to complete it. ANSWERS Total: 2 point
Ask read the Listening Strategy and Student’s own answer
the key phrases. Which do you use
most often? Descriptor:
Check Ss answers around the class. • Learners listen to the - listen to the
information about Daniel information about
and Heidemarie and decide Daniel
Ex: 4 P: 87 if each sentence is fact - decide if each
• Explain the task and listen to the ANSWERS sentence is fact
information about Daniel and 1 fact (... it's true that...) Total: 2 point
Heidemarie and decide if each 2 opinion (... in Daniel's
sentence is fact (F) or opinion (O). view...)
Write F or O. What words were used 3 fact (The truth is)
Descriptor:
to introduce the sentences?. 4 fact (In fact)
5 fact (Undeniably)
- listen to three
Check Ss' answers around the class. recordings
6 opinion (She believed
- listen to three
Ex: 5 P: 87 • Learners listen to three
recordings
recordings and choose the
• Ask the student listen to three Total: 2 point
correct answers
recordings and choose the correct
answers (a, b or c).
ANSWERS
1b 2b3a -Make CCQ
questions Yes / No
Conclusion during the lesson
some tasks differentiated by
outcomes of the students and by
their abilities.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9: The science of clothes Lesson 95

Teacher name:

Date:
Grade: 11
Lesson titl Participle clauses
Summative assessment for the unit 9
Learning objectives [Link] - 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;
[Link] - use a growing variety of impersonal and cleft structures on a wide
range of general and curricular topics
Lesson objectives Learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative and
creative thinking skills.
 Make a presentation about shopping online using Participle clauses.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. Teacher tells values of this month.
The ability to develop strong previous lesson make basic
relationships with others and vocabulary statements related to Picture
actively participate in community communication style
life. •Learners answer the
questions
Middle of • Learners answer the
the lesson Ex: 1 P: 88 questions. Descriptor:
Presentat • Ask the students what are some of ANSWERS - answer the question
ion part. the advantages and disadvantages of Student’s own answer Total: 2 point Card
30 min shopping online? . Worksheet
Check answers as a class • Learners read the text.
Answer the question.
Ex: 2 P: 88 ANSWERS
• Ask the student read the text. Does Student’s own answer
it mention any of your ideas in Students
exercise 1? • Learners read the Learn book
this! box. Match the
Differentiation: «Verbal highlighted examples.
support» method is used to help Then rewrite them Self assessment
Ss use new words in the sentences. expanding participle Descriptor:
clauses. - read the text
Ex: 3 P: 88 ANSWERS - answer the
• Explain the task and then give Ss 1 high street stores question
time to complete it. struggling to compete - Total: 2 point
Ask Ss read the Learn this! box. high street stores
Match the highlighted examples in which/that are struggling to
exercise 2 with rules 1–5. Then compete
rewrite them expanding participle 2 enjoying the convenience
clauses like example 1–5 below. and cheapness of online Descriptor:
Check Ss answers around the class. shopping - while they are - read the Learn this!
enjoying the convenience box
and cheapness of online - match the
shopping highlighted
3 Having made an online examples.
order - After they have Total: 2 point
Conclusion during the lesson made an online order
some tasks differentiated by 4 knowing that only one -Make CCQ
outcomes of the students and by will fit - because they questions Yes / No
know that only one will fit
their abilities.
5 Used sensibly - If it is
used sensibly
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9: The science of clothes Lesson 96

Teacher name:

Date:
Grade: 11
Lesson title Participle clauses

Learning objectives [Link] - 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
[Link] - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics
Lesson objectives Learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative and
creative thinking skills.
 Make a presentation about shopping online using Participle clauses.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
Ability to build trusting vocabulary statements related to Picture
communication style
relationships and maintain a
•Learners answer the
positive climate in the team.
questions
Middle of
the lesson Ex: 4 P: 88 .• Learners complete the Descriptor:
Presentat • Explain the task and complete the participle clauses. - complete the
ion part. participle clauses (1–6) with the ANSWERS Card
participle clauses
30 min correct form of the verbs below. 1 Having paid Total: 2 point Worksheet
Check Ss' answers around the class. 2 Realising
3 spending
Differentiation: «Verbal 4 Having been
support» method is used to help charged/Charged
Ss use new words in the sentences. 5 Not being Students
6 Kept book
Ex: 5 P: 878• Ask the student • Learners rewrite the
rewrite the sentences. Start each one sentences. Start each one
with a participle clause. with a participle clause.
ANSWERS
2 Having been open for Self assessment
just six months, the
bookshop closed in
November. Descriptor:
3 Not having any money, I - rewrite the
couldn't afford a cab. sentences.
4 Opened in 1905, Berlin's - start each one with
KaDaWe is the biggest a participle
department store in Total: 2 point
Europe.
Ex: 6 P: 88 5 Bringing some benefits,
• Ask the student read the Learn this! online shopping also has
box. Then complete the second disadvantages.
sentence so that it has the same 6 Not being free that
meaning as the first. Use participle evening, we didn't go to the
clauses. party
Check Ss' answers around the class. • Learners read the Learn
this! box. Then complete Descriptor:
the second sentence - read the Learn this!
ANSWERS Box
1 switching to a newer - complete the
Conclusion during the lesson
mobile second sentence
some tasks differentiated by Total: 2 point
outcomes of the students and by 2 buying a bike
3 looking for bargains
their abilities.
4 reading the guarantee
5 spending ten minutes -Make CCQ
looking for the store questions Yes / No
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9: The science of clothes Lesson 97

Teacher name:

Date:
Grade: 11
Lesson title Money idioms

Learning objectives [Link] - 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
[Link] - use appropriate subject -specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics
Lesson objectives Learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of money idioms speaking about money.
Transfer information from the given information into a graphic organizer.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
Ability to build trusting vocabulary statements related to Picture
communication style
relationships and maintain a
•Learners answer the
positive climate in the team.
questions
Middle of
the lesson Ex: 4 P: 89 .• Learners read the Descriptor:
Presentat • Ask the student read the Dictionary Dictionary Strategy. Then - read the Dictionary
ion part. Strategy. Then find an idiom related find an idiom related to Card
Strategy
30 min to money in the dictionary entry money. - find an idiom Worksheet
below. ANSWERS Total: 2 point
Differentiation: «Verbal
support» method is used to help
Ss use new words in the sentences. Students
book
Ex: 5 P: 89 • Learners underline the
• Explain the task and underline the words you would look up
words you would look up to find the to find the meanings of
meanings of these idioms 1–7. Match these idioms 1–7. Match Self assessment
idioms 1–7 with definitions a–g. Use idioms 1–7 with definitions Descriptor:
a dictionary to help you. a–g - underline the words
Check Ss' answers around the class. ANSWERS - find the meanings
1g 2 b 3d 4c 5e 6a 7f of these idioms
Ex: 6 P: 89 - Match idioms with
• Ask the student complete the • Learners complete the definitions
sentences. Use each idiom from sentences. Use each idiom Total: 2 point
exercise 5 once from exercise 5 once
Check Ss' answers around the class. ANSWERS Descriptor:
Summative assessment for the unit 9 1 make ends meet - complete the
Conclusion during the lesson 2 be in the red sentence
some tasks differentiated by 3 tightening my belt - use each idiom
4 made a fortune Total: 2 point
outcomes of the students and by
5 living hand to mouth
their abilities. 6 live in the lap of luxury
7 paid through the nose
-Make CCQ
questions Yes / No
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9: The science of clothes Lesson 98

Teacher name:

Date:
Grade: 11
Lesson title Playing with our emotions

Learning objectives [Link] - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics
[Link] - use a variety of determiners relating to nouns for generic uses,
some appositional uses and textual reference on a wide range of general and
curricular topics
Lesson objectives Learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative and
creative thinking skills.
 Make a presentation about the benefits of advertising techniques.
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
The ability to listen and vocabulary statements related to Picture
communication style
understand the interlocutor, to
•Learners answer the
conduct a dialogue.
questions
Middle of
the lesson Ex: 1 P: 90 .• Learners work in pairs. Descriptor:
Presentat • Ask the student work in pairs. Discuss the questions - work in pairs
ion part. Discuss the questions. ANSWERS Card
- discuss the
30 min Check Ss' answers around the class. Student’s own answer questions Worksheet
Total: 2 point
Differentiation: «Verbal
support» method is used to help • Learners read the article
Ss use new words in the sentences. and answer the question Students
ANSWERS book
Ex: 2 P: 90 Student’s own answer
• Explain the task and read the article.
Do you agree with the conclusion of
the article? Self assessment
Check Ss' answers around the class. Descriptor:
- read the article
Ex: 3 P: 90 - answer the
• Ask the student read the Reading question
Strategy and the article again. Match • Learners read the Total: 2 point
sentences A–F with gaps 1–4. There Reading Strategy and the
are two extra sentences. article again. Match Descriptor:
Check Ss' answers around the class. sentences A–F with gaps - read the Reading
1–4. Strategy
Ex: 4 P: 90 ANSWERS - Match sentences
• Explain the task and read the article 1d2c3f4a with gaps
again and tick ✓ the advertising Total: 2 point
• Learners read the article
techniques which are mentioned.
again and tick ✓ the
Then number them in the order they Descriptor:
advertising techniques
are mentioned? - read the article
which are mentioned.
Check Ss' answers around the class. again
ANSWERS
The following techniques - tick ✓ the
Ex: 5 P: 90 advertising
are mentioned: 1, 3 and 5.
• Ask the student complete the They are mentioned in the Total: 2 point
sentences (1–8) with the highlighted following order: 5, 1, 3.
words from the article in the correct • Learners complete the Descriptor:
form. Advertising sentences (1–8) with the - complete the
Check Ss' answers around the class. highlighted words from the sentences
article in the correct form Total: 2 point
ANSWERS
Conclusion during the lesson 1 slogan -Make CCQ
some tasks differentiated by 2 consumers questions Yes / No
outcomes of the students and by 3 jingle
their abilities. 4 endorsements
5 commercials
6 brands
7 launch
8 logo
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9: The science of clothes Lesson 99

Teacher name:

Date:
Grade: 11
Lesson title Photo comparison

Learning objectives [Link] - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
[Link] - use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and curricular
topics
Lesson objectives Learners will be able to:
 Develop listening skills for gist and specific information in the context to
describe two photos.
 Recognize and use key phrases for talking about two pictures
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
Ability to work effectively in a vocabulary statements related to Picture
communication style
team, contributing to the
•Learners answer the
achievement of common goals.
questions
Middle of • Learners work in pairs. Descriptor:
the lesson Ex: 1 P: 92 Compare the photos and - work in pairs
Presentat • Ask the student work in pairs. say what you might buy in - сompare the photos
ion part. Compare the photos and say what you each place. Total: 2 point Card
30 min might buy in each place. ANSWERS Worksheet
Check Ss' answers around the class. Student’s own answer
Differentiation: «Verbal • Learners read the task
support» method is used to help above. Then listen to a
Ss use new words in the sentences. student doing the task and
Ex: 2 her answer to the Students
P: 92 examiner’s follow-up book
• Explain the task and read the task question. Answer the
above. Then listen to a student doing questions Self assessment
the task and her answer to the ANSWERS Descriptor:
examiner’s follow-up question. 1 A, the flea market - read the task
2 Her friend Sally likes above.
Answer the questions individual things and prefers
Check Ss' answers around the class. things that no one else has. She - answer the
Ex: 3 P: 92 doesn't wear many brands or question
• Ask the student work in pairs. designer clothes apart from jeans Total: 2 point
so the shopping centre isn't her
Answer the questions. taste.
Check Ss' answers around the class. 3 She's asked which place she
Ex: 4 P: 92 would prefer to go shopping. Descriptor:
4 B, the shopping centre - work in pairs
• Explain the task and read the
• Learners work in pairs. - answer the question
Speaking Strategy. How many more
Answer the questions. Total: 2 point
formulaic phrases can you think of
for each function?
ANSWERS
Student’s own answer Descriptor:
Check Ss' answers around the class.
• Learners read the
Ex: 5 P: 92 - read the Speaking
Speaking Strategy. How
• Ask the student listen again and Strategy
many more formulaic
answer the question. - answer the question
phrases can you think of
Check Ss' answers around the class. Total: 2 point
for each function?
Ex: 7 P: 92 ANSWERS
• Ask the student listen to another Introducing opinions In my
student doing the task on his own. opinion, ...; as I see it, ...; to my
Answer the questions in exercise 2 mind, ...; I think ...; I believe...
Making additional points also; As
about him. well as that, ...; In addition,...
Check Ss' answers around the class. Giving examples for example;
such as; like Contrasting points
but; although; even though; in
contrast Gaining time Let me
consider that for a moment.
Descriptor:
Conclusion during the lesson Hmm, let me think. - listen to another
some tasks differentiated by • Learners listen to another student
outcomes of the students and by student doing the task on - answer the question
their abilities. his own. Answer the Total: 2 point
questions in exercise 2
about him. -Make CCQ
ANSWERS questions Yes / No
1 think 2 main 3 thing
4 Another 5 top
6 definitely 7 reasons
8 opinions 9 sure
10 argued 11 arguing
12 suppose
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9: The science of clothes Lesson 100

Teacher name:

Date:
Grade: 11
Lesson title Photo comparison

Learning objectives [Link] - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
[Link] - recognise patterns of development in lengthy texts [inter-paragraph level]
on a range of more complex and abstract general and curricular topics
[Link] - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
Lesson objectives Learners will be able to:
 Develop listening skills for gist and specific information in the context to
describe two photos.
 Recognize and use key phrases for talking about two pictures
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. previous lesson make basic
Teacher tells values of this month.
Ability to work effectively in a vocabulary statements related to Picture
communication style
team, contributing to the
•Learners answer the
achievement of common goals.
questions
Middle of • Learners work in pairs. Descriptor:
the lesson Ex: 1 P: 92 Compare the photos and - work in pairs
Presentat • Ask the student work in pairs. say what you might buy in - сompare the photos
ion part. Compare the photos and say what you each place. Total: 2 point Card
30 min might buy in each place. ANSWERS Worksheet
Check Ss' answers around the class. Student’s own answer
Differentiation: «Verbal • Learners read the task
support» method is used to help above. Then listen to a
Ss use new words in the sentences. student doing the task and
Ex: 2 her answer to the Students
P: 92 examiner’s follow-up book
• Explain the task and read the task question. Answer the
above. Then listen to a student doing questions Self assessment
the task and her answer to the ANSWERS Descriptor:
examiner’s follow-up question. 1 A, the flea market - read the task
2 Her friend Sally likes above.
Answer the questions individual things and prefers
Check Ss' answers around the class. things that no one else has. She - answer the
Ex: 3 P: 92 doesn't wear many brands or question
• Ask the student work in pairs. designer clothes apart from jeans Total: 2 point
so the shopping centre isn't her
Answer the questions. taste.
Check Ss' answers around the class. 3 She's asked which place she
Ex: 4 P: 92 would prefer to go shopping. Descriptor:
4 B, the shopping centre - work in pairs
• Explain the task and read the
• Learners work in pairs. - answer the question
Speaking Strategy. How many more
Answer the questions. Total: 2 point
formulaic phrases can you think of
for each function?
ANSWERS
Student’s own answer Descriptor:
Check Ss' answers around the class.
• Learners read the
Ex: 5 P: 92 - read the Speaking
Speaking Strategy. How
• Ask the student listen again and Strategy
many more formulaic
answer the question. - answer the question
phrases can you think of
Check Ss' answers around the class. Total: 2 point
for each function?
Ex: 7 P: 92 ANSWERS
• Ask the student listen to another Introducing opinions In my
student doing the task on his own. opinion, ...; as I see it, ...; to my
Answer the questions in exercise 2 mind, ...; I think ...; I believe...
Making additional points also; As
about him. well as that, ...; In addition,...
Check Ss' answers around the class. Giving examples for example;
such as; like Contrasting points
but; although; even though; in
contrast Gaining time Let me
consider that for a moment.
Descriptor:
Conclusion during the lesson Hmm, let me think. - listen to another
some tasks differentiated by • Learners listen to another student
outcomes of the students and by student doing the task on - answer the question
their abilities. his own. Answer the Total: 2 point
questions in exercise 2
about him. -Make CCQ
ANSWERS questions Yes / No
1 think 2 main 3 thing
4 Another 5 top
6 definitely 7 reasons
8 opinions 9 sure
10 argued 11 arguing
12 suppose
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 9 The science of clothes School:

Date: Teacher name:

Grade: 11 Number present: absent:
Lesson title Summative Control work for the 4th term.
Learning objectives [Link] - 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
[Link] - recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics
[Link] - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
[Link] - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
Lesson objectives Learners will be able to:
-identify language style, tone and voice of the speaker
- compile personal vocabulary lists
-use different points of view and roles retelling stories and events
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of [Link]. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
pictures in pairs.

Warm-up
Method speaking phone was used to develop Determines the topic Student’s
speaking skills. and aim of the lesson Good job! book

Students say
different words from Assessment criteria
the picture -Identify detailed
information in
extended
conversation with
support

Teacher tells values of this month.

Willingness to take responsibility not only
for yourself, but also for the team as a
whole
Middle LISTENING Students listen to a Descriptor:
of the Task. Listen to a science programme about science programme - listen to a science
lesson smart homes and choose the best answers. about smart homes and programme
Present choose the best - choose the best
ation answers. answers.
part. READING Answers: Total: 6 point
35 min Task. Read the text and answer the questions
Cards
Students read the text Descriptor:
and answer the - read the text
WRITING questions - answer the
Write an essay expressing your opinion about Answers: questions
teenage fashion in Kazakhstan. Is your opinion Total: 6 point
more positive or negative? Write 200-250 Students write an Worksheet
words. essay expressing your - write an essay s
opinion about teenage Total: 6 point
fashion in Kazakhstan.
Answers:
SPEAKING
Task. You are given a card with a topic and Students are given a
questions to speak about for 1-2 minutes. card with a topic and
Before you speak you have one minute to think questions to speak
about what you are going to say. Card 1. The about for 1-2 minutes. Descriptor:
two pictures show people dealing with Before you speak you -can answer the
information in different ways. Find the have one minute to question
similarities and differences using the ideas think about what you Total: 6 point
given below. are going to say.
Answers:
Conclusion during the lesson some tasks
differentiated by outcomes of the students and
by their abilities.
End of FEEDBACK Students evaluate each Poster
other and encourage
the Learners provide feedback on what they classmate with phrases
lesson have learned at the lesson. like:
5 min Well done! Brilliant!
 Short term plan: term 4

Unit 9: The science of clothes Lesson 102

Teacher name:

Date:
Grade: 11
Lesson title A letter to a newspaper

Learning objectives [Link] - interact with peers to make hypotheses and evaluate alternative proposals
on a range of familiar and some unfamiliar general and curricular topics
[Link] - recognise patterns of development in lengthy texts [inter-paragraph level]
on a range of more complex and abstract general and curricular topics
[Link] - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
Lesson objectives Learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative and
creative thinking skills.
 Make a presentation about what you would like to write in a letter to a
newspaper.
Value links Freedom: Freedom is the major value of the civil society being formed in
Kazakhstan. This must provide everyone with the possibility of creative self-
realization.

Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the [Link]. pupils speaking skills assess learners for
lesson Ask about the weather. and create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Well done!”
what to anticipate from the Efficiency: By wishing Formative
lesson. each other they feel Assessment
better and feel the
3 min. support of others
Students of the class are
listed.
Good job!
Students' attention is Descriptor:
Pre- drawn to the lesson. - remembers the
learning Students say different lesson passed worksheet
«Brainsto words from the picture Point 1
rming» Lead – In
Assessment
method •Learners remember criteria
7 min. Teacher tells values of this month.
previous lesson make basic
Willingness to take responsibility
vocabulary statements related to Picture
not only for yourself, but also for communication style
the team as a whole •Learners answer the
questions
Middle of • Learners work in pairs. Descriptor:
the lesson Ex: 1 P: 93 Discuss the questions. - work in pairs
Presentat • Ask the student work in pairs. ANSWERS - discuss the
ion part. Discuss the questions. Student’s own answer questions Card
30 min Check Ss' answers around the class. Total: 2 point Worksheet
Differentiation: «Verbal • Learners read the task
support» method is used to help above. How would you
Ss use new words in the sentences. answer the question? Make
Ex: 2 notes on your ideas.
P: 93 ANSWERS Students
• Explain the task and read the task book
above. How would you answer the • Learners read the letter
question? Make notes on your ideas. and answer the questions.
Check Ss' answers around the class. ANSWERS Self assessment
2 Paragraph 1: reasons for Descriptor:
Ex: 3 P: 93 writing; - read the task above.
• Ask the student read the letter and Paragraph 2: opinion and - make notes on your
reasons; ideas
answer the questions.
Paragraph 3: suggestions; Total: 2 point
Check Ss' answers around the class.
Paragraph 4: statement of
faith in the measures 3
Ex: 4 P: 93
Students' own answers. Descriptor:
• Explain the task and read the • Learners read the Writing
Writing Strategy. Match the - read the letter
Strategy. Match the - answer the
highlighted words in the text with highlighted words in the
pairs of words below that have a questions.
text with pairs of words
similar meaning Total: 2 point
below that have a similar
Check Ss' answers around the class. meaning
ANSWERS Descriptor:
Ex: 5 P: 93 1 suggest - read the Writing
• Ask the student find words from 2 reduced Strategy.
exercise 4 that the writer uses in order 3 stated - match the
to avoid repeating each of the 4 increase highlighted words
highlighted words 5 true Total: 2 point
Check Ss' answers around the class. • Learners find words
from exercise 4 that the
writer uses in order to Descriptor:
avoid repeating each of the - find words from
Conclusion during the lesson highlighted words exercise
some tasks differentiated by ANSWERS Total: 2 point
outcomes of the students and by stated claimed
their abilities. increase-rise -Make CCQ
true- undeniable questions Yes / No
reduced - cut
suggest - put forward
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.