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Жариялаған:
Бакытжанова Айнара
21 Қаңтар 2025
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Түсінікті
11 сынып Action КМЖ
Материал туралы қысқаша түсінік
3 токсан 11 сынып Action КМЖ
Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады
Short term plan: term 3
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Unit: 5 Work and inventions |
Lesson 49 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Investigating the world of work |
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Learning objectives |
11.1.1.8 - develop intercultural awareness through reading and discussion 11.2.4.1 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce vocabulary related to investigating the world of work - listen for specific information personalise the topic; to express an opinion |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:63 • Direct Ss' attention to the pictures and the speech bubbles, have Ss read what they say and then match the people to the office personalities in the list. Check Ss' answers. Ex: 2 P: 63 • Ask Ss to read the list of job benefits and then play the recording. Ss listen and decide which benefits each speaker's job offers. Check Ss' answers. Over to you • Read out the question and elicit answers from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the pictures and read what each person says. ANSWERS 1A 2E 3C 4B 5D 6 F • Learners listen and say what benefits each person says their jobs offers. ANSWERS 1 working environment, creativity, general job satisfaction 2 collaborative work environment, general job satisfaction 3 level of responsibility, general job satisfaction • Learners think about the factors ANSWERS The most important factor for me in a career is having general job satisfaction. It's true that having a large salary is very nice, but if you don't enjoy the work or hate the working environment then what's the point? Personally, I think it's much better to be happy with what you're doing, and to have positive working relationships with your colleagues. I can't think of anything better than a job you love that has a nice collaborative work environment where you feel satisfied and part of a winning team! |
Descriptor: - look at the pictures - read what each person says Total: 3 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - listen and say - benefits each speaker's job offers Total: 3 point Descriptor: - think about the factors Total: 1 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 50 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Considering success in business |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.4.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - listen and read for gist - read for specific information (multiple matching) - consolidate new vocabulary through antonyms |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson •Learners remember previous lesson vocabulary Students say different words from the picture Answer the question. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - know daily routines vocabulary Assessment criteria - Learners have met the learning objectives if they can talk about brain technology |
Pictures worksheet |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:64 • Ask Ss to look at the title and the subheadings and elicit which of the young entrepreneurs stands out from various Ss around the class. Then play the recording. Ss listen and read the text and find out more about them. Ex: 2 P: 64 • Give Ss time to read the questions and the read the text again and complete the task. Check Ss' answers around the class. Ex: 3a P: 64 • Read out the list of words and then give Ss time to find the antonyms in the text. Check Ss' answers. Ex: 3b P: 64 • Ask Ss to work in pairs and explain the meaning of the highlighted phrases in the text using their dictionaries to help them. Elicit answers from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils look at the title and subheadings of the text. Answer the question. ANSWERS Arman Toskanbayev stands out for me because he started more than one business. • Pupils read the text and for questions choose from the people. ANSWERS 1 B 2 B 3 A 4 C 5 C 6 A 7 C • Pupils find the antonyms of the following words in the texts ANSWERS Text A: unambitious ≠ aspiring poverty-stricken ≠ wealthy Text B: order ≠ chaos loss ≠ profit Text C: immovable ≠ portable increasing & reducing • Pupils in pairs explain the meaning of the highlighted phrases in the text. ANSWERS to get stuck in a rut = to be unable to break a pattern or routine see the bigger picture = to have a clear overview |
Descriptor: - look at the title - answer the question Total: 2 point Descriptor: - read the text - complete the task. Total: 2 point Descriptor: - find the antonyms Total: 2 point Descriptor: - work in pairs - in pairs Total: 2 point Self assessment
-Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 3 Work and inventions |
Lesson 51 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Grammar: Verb complementation |
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Learning objectives |
11.4.1.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.6.5.1 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics 11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - learn/revise verb complementation - find specific information in a text - personalise the topic |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In |
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 4 P: 65 • Ask Ss to look at the underlined examples in the text and elicit the type of verb complementation pattern. Refer Ss to the Grammar Reference section to check their answers. Ex: 5 P: 65 •Ask Ss to work in pairs and discuss what they think are the advantages/disadvantages of the jobs in the texts. Then ask various Ss to share their answers with the class. .. Ex:6 P: 65 • Refer to the four young entrepreneurs and read out the questions. Give Ss a few minutes to think of their answers, then ask various Ss to tell the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils look the underlined examples in the text. ANSWERS has a luxurious home: transitive verb + direct object enjoyed learning about computers: transitive verb+ ing phrase •Pupils discuss in pairs answer the question ANSWERS A: I think that in text A, the advantages are that his businesses are successful and he is making money. B: Yes, and he is also making a difference to Kazakhstan by introducing new technology that will have a positive impact. However, he didn't get any help in the beginning. What about the advantages in text B? A: I think the advantages are that he received lots of investment from his friends and family and created a carbon-neutral taxi business and made a lot of profit. But what about the disadvantages •Pupils answer the question. Explain in your own language. ANSWERS Arman Toskanbayev's inspiration for starting his business was that he understood his talent was related to computers and technology. Nicko Williamson's inspiration for his company was his love of cars and seeing a garage that offered environmentally-friendly car conversions. Edwin Broni-Mensah's inspiration was the realisation that he was spending a lot of money on bottled water when tap water is free |
Descriptor: - look the underlined examples in the text. Total: 1 point
Self assessment Descriptor: - discuss in pairs - answer the question Total: 1 point
Descriptor: - answer the question - explain in your own language. Total: 1 point -Make CCQ questions Yes / No pupils are evaluated by collecting pencils |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 52 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Special talents and inventions |
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Learning objectives |
11.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings 11.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics 11.2.2.1 - 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 |
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Lesson objectives |
Learners will be able to: - introduce vocabulary related to special talents - read for specific information - consolidate new vocabulary and practise collocations |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 66 Direct Ss to the pictures and read out the verbs in the list. Give Ss time to complete the phrases under the pictures. Check Ss' answers and elicit which talents Leonardo da Vinci possessed. Ex: 2 P: 66 Elicit what else, if anything, Ss know about Leonardo da Vinci and elicit questions about him from Ss around the class. Write four of them on the board. Ss read the text to see if they can answer them. Ex:3 P: 67 Ask Ss to read the sentences 1-5 and then give them time to read the text again and decide on their answers. Check Ss' answers around the class. Ex:4 P: 67 Explain the task and give Ss time to fill in the words to make phrases. Then give Ss time to use the phrases to write sentences based on the text. Elicit answers from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils fill the gaps. ANSWERS 1 painted 2 invented 3 designed 4 sketched 5 studied 6 drew •Pupils write four questions. ANSWERS 1 What is Leonardo da Vinci's most famous painting? ('Mona Lisa') 2 What sorts of things did Leonardo da Vinci invent? (a robotic knight, a parachute, a calculator, musical instruments, a bicycle and flying machines) 3 What was the name of the famous sketch of the human body that he drew? ('Vitruvian Man) 4 What subjects did Leonardo da Vinci study? (art. human anatomy, engineering, botany, geology. music and more) •Pupils read the text again and mark the statements. ANSWERS 1 DS 2T 3 F 4 DS 5 F •Pupils fill the gaps. ANSWERS 1 dissections 2 Renaissance 3 intellectual 4 accurate 5 detailed 6 seek |
Descriptor: - fill the gaps - complete the phrases under the pictures. Total: 2 point
Self assessment Descriptor: - write four questions. - read the text Total: 2 point
Descriptor: - read the text - mark the statements. Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit5 Work and inventions |
Lesson 53 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Grammar: Clauses of concession |
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Learning objectives |
11.2.4.1 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics 11.5.8.1 - communicate and respond to news and feelings in correspondence through a variety of functions on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - identify what has been communicated - identify, compare and contrast thesis statements and arguments - proofread own and other’s works for spelling |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
Ex: 6 P: 67 • Refer to revise the theory of concession and multi-word verbs. Then Ss time find examples the text Elicit answers from Ss around class. |
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture • Pupils find examples of clauses of concession and multi-word verbs in the text ANSWERS clauses of concession: But, despite the fact that, Although multi-word verbs: came up with, carry out |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about Descriptor: -read the text - find examples of clauses Total: 2 point |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 7a P: 67 • Explain the task and give Ss time to complete it. Elicit answers from Ss around the class. Ex:7b P: 67 • Explain the task and give Ss time to complete it. Check Ss' answers. Ex:8a P: 67 • Explain the task and give Ss time to read the summary and find and underline examples. Check Ss' answers. Ex:8b P: 67 Read out the list of types of pre-/post-modifying noun structures and have Ss match the underlined ones from Ex. 7a to them. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils write sentences based on the text. ANSWERS 1 Leonardo da Vinci designed a lot of machines, though few were ever actually built. 2 15 of da Vinci's works can still be seen today, but most of them have been lost. 3 Da Vinci was a successful engineer and architect, yet he is mainly remembered as a painter. 4 Even though he lived over 500 years ago, da Vinci is still one of the world's most famous artists. 5 While few of da Vinci's designs were built in his lifetime, several have been built in the 21st century •Pupils fill the gaps. ANSWERS 1 did away with 2 got round to 3 came up with 4 fell back on 5 brought about •Pupils read the summary and underline four pre- modifying and two post modifying noun structures. ANSWERS Pre-modifying noun structures: Renaissance period, fourteen-year-old boy, painting apprenticeship, leather notebooks, Post-modifying noun structures: woman with a haunting smile, people who come from all over the world •Pupils match the pre/post modifying noun structures. ANSWERS 1 (woman) with a haunting smile 2 painting apprenticeship 3 fourteen-year-old boy 4 people who come from all over the world 5 Renaissance period 6 leather notebooks |
Descriptor: - write sentences based on the text -complete the sentences Total: 2 point
Self assessment
Descriptor: - fill the gaps Total: 1 point Descriptor: - read the summary -underline the noun structures Total: 2 point Descriptor: - read out the list of types noun structures - match the noun structures Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 54 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Big ideas |
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Learning objectives |
11.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings 1 1.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.4.1.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.6.1.1 - use a variety of pre - and post - modifying noun structures on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - identify and present comparing and contrasting ideas and cause/effect patterns - identify differences and similarities in the main ideas of two or more extended text |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 68 • Ask Ss to read the introduction and the titles and look at the pictures. Elicit why each person may be described as a 'bright spark'. Play the recording. Ss listen and read the text and find out. Ex:2 P: 69 • Ask Ss to read the questions. Then give them time to read the text and match the people to the questions. Check Ss' answers. Ex:3 P: 69 • Read out the words in bold in the text and the words/phrases in the list and ask Ss to match them using their dictionaries if necessary. Check Ss' answers. Ex:4 P: 69 • Give Ss time to consider their answers and then write a few sentences in response. Ask various Ss to share their answer with the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the introduction to the text and look at the titles and the pictures. Answer the question. ANSWERS I think each person can be described as a bright spark because they are all intelligent in different ways: Angela Zhang is a scientist, Emily Cummins is an inventor and Derreck Kayango is a community project leader Pupils read the text again. For questions choose from the people. Compare with a partner. ANSWERS 1 B 2 A 3 C 4 A 5 B 6 B 7 A •Pupils match the words in bold with their meaning ANSWERS stunned shocked decode = solve promising = likely to be successful portable = easily moved potential = capability sanitise = clean •Pupils choose one of the people in the text and think about why your admire them. ANSWERS I admire Derreck Kayongo. He is successful because he heard something that shocked him and tried to do something about it and make a difference. We can be inspired by him to make a change in world, to help others and to be more resourceful by trying to reuse or recycle materials rather than being wasteful and throwing them away |
Descriptor: - read the introduction - answer the question. Total: 2 point
Self assessment Descriptor: - read the text again. - match the people to the questions Total: 2 point
Descriptor: - read out the words in bold - match the words Total: 2 point Descriptor: - choose one of the people - write a few sentences in response Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 55 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Grammar: Adjective complements |
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Learning objectives |
11.1.7.1 - develop and sustain a consistent argument when speaking or writing 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: - create a logical, well-structured argument - summarize and interpret the position of the author - conduct and deliver independent research |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5a P: 69 • Refer Ss to the Grammar Reference section to revise adjective complements. Then elicit examples in the text and have Ss check in the Grammar Reference section. Ex:5b P: 69 • Explain the task and give Ss time to match the two columns. Check Ss' answers. Ex:6 P: 69 • Ask Ss to read the questions 1-5 and the possible answers and think about what they key words might be. Play the recording. Ss listen and complete the task. Check Ss' answers. Ex:7 P: 69 • Ask Ss to work in small groups and compare and contrast the projects in the text in Ex. 2 and then rank them in order of importance. Ask various 5s to share their answers with the class and give justification. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils find an example of an adjective complement in text. Answer the question. ANSWERS was very shocked to be told 'to be told' is the passive form of the infinitive 'to tell' Pupils match two columns. ANSWERS 1 c 2 e 3 a 4 F 5 d 6 b •Pupils listen to an interview which a woman about her business. For questions, choose the best answer. ANSWERS 1 A 2 C 3 B 4 C 5 A •Pupils compare and contrast the ideas in the text . ANSWERS A: I think the idea to cure cancer is probably the most important one. It will save many lives if it works. B: Yes, I agree. And I think the least important one is the recycled soap. I mean it's useful, but not as important as curing cancer. C: I see what you're saying. But wouldn't it be great for people in developing countries to have access to better hygiene? It could prevent a lot of diseases. A: Hmmm, I see your point. Do you think it is more important than the portable fridge? |
Descriptor: - find an example of an adjective - answer the question. ANSWERS Total: 2 point
Self assessment Descriptor: - match two columns. Total: 1 point
Descriptor: - listen to an interview - choose the best answer Total: 2 point Descriptor: - compare and contrast the ideas Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 56 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
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Lesson title |
Writing: Letters to the editor |
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Learning objectives |
11.2.7.2 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics 11.3.3,1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.5.4.1 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics |
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Lesson objectives |
Learners will be able to: -identify why the speakers used particular words or phrase -perform a persuasive discourse based on cause-effect pattern |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 70 • Give Ss time to read through the Writing Tip and tell them that this information will help them to write a letter to the editor successfully. Then ask Ss to read the rubric and underline the key words. Then elicit answers to the questions from Ss around the class. Ex:2 P: 70 • Give Ss time to read the model and the list of phrases A-H. Then have Ss replace the underlined phrases in the model with suitable alternatives from the list. Check Ss' answers. Ex:3 P: 71 • Ask various Ss to express their opinions on job fairs using the ideas in the model letter and their own ideas as well as the useful language. Ex:4 P: 71 • Ask Ss to read the rubric and answer the questions. Check Ss' answers around the class. Ex:5 P: 71 • Explain the task and give Ss time to match the reasons and the examples/results. Then ask Ss to expand their answers into full sentences using phrases from the Useful Language box. Elicit answers from Ss around the Class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the rubric and underline the key words. ANSWERS 1 the editor and readers of the science magazine 2 to explain my views on the points raised in the article and give reasons for my opinions 3 formal style 4 2-3-first second/third viewpoints with examples/ reasons/results Pupils read the model. The underlined phrases are in the wrong register. Replace them with their correct formal equivalents. ANSWERS 1 F 2 H 3 A 4 G 5 D 6 C 7 B 8 E •Pupils answer the question. Tell the class ANSWERS Personally, I don't think that job fairs have become obsolete. Considering the fact that the provide an excellent opportunity for jobseek... to make connections and for employers to evaluate potential candidates, it's obvious that they have value. I say this because we all know the value of a first impression and human interaction. •Pupils read the rubric and underline the key words. ANSWERS 1 I am writing to the editor of a science magazine. 2 I will write in a formal style because I am writing to someone I do not know. 3 B because it is the most formal and polite •Pupils match the viewpoints to the result. ANSWERS 1 b 2 c 3 a |
Descriptor: - read the rubric - underline the key words. Total: 2 point
Self assessment Descriptor: - read the model text. - underlined phrases are in the wrong register Total: 2 point
Descriptor: - answer the question - tell the class Total: 2 point Descriptor: - read the rubric - underline the key words Total: 2 point Descriptor: - match the viewpoints to the result Total: 1 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 57 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Culture corner Summative assessment for the unit «Work and inventions» |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.6.14.1 -use a growing variety of more complex prepositional phrases including those relating to concession and respect use a variety of multi - word verbs of different syntactic types on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - recognize and evaluate certain points that will help comprehend the main points effectively -perform a persuasive discourse based on cause-effect pattern |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 72 • Ask Ss to look at the pictures and the headings. Then elicit what, if anything, Ss know about these inventions. Elicit various questions about them from Ss and write two of them on the board. Then give Ss time to read the text and see if they can answer them. Ex:2 P: 72 • Ask Ss to read the text again and give them time to complete the gaps with an appropriate word. Check Ss' answers. Ex:3 P: 72 • Ask Ss to work in small groups. Give Ss time to consider the questions and discuss their answers and rank the inventions in order of importance. Then ask various groups to tell the class. Summative assessment for the unit «Work and inventions» Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the pictures and the headings. Answer the questions. Write down two questions. ANSWERS I know that reflecting telescopes allowed astronomers to see into space. I also know that Alexander Graham Bell invented the telephone. 1 What were the first bicycles like? (They had one large wheel and one small one and were very dangerous.) 2 Who invented the ATM? (James Goodfellow) Pupils read again and fill the gaps with an appropriate words. ANSWERS 1 since 2 by 3 instead 4 the 5 made 6 This 7 the/its 8 last/past 9 such 10 took 11 addition 12 which/that 13 was 14 order •Pupils answer the questions. Discuss in groups. ANSWERS The invention that impressed us the most is the jet engine because the inventor was only 22 years old. 1 Telephone 2 ATM 3 Jet engine 4 Bicycle 5 Reflecting telescope |
Descriptor: - look at the pictures - answer the questions. Total: 2 point
Self assessment Descriptor: - read again - fill the gaps Total: 2 point
Descriptor: - answer the questions - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 58 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Curricular: PSHE |
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Learning objectives |
11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.5.4.1 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - summarize main information from graphs/charts/maps - present findings based on independent research |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 73 • Direct Ss to the title and the subheadings in the text and elicit what they think it is about and what some ways of standing out from the crowd are. Play the recording. Ss listen and read and find out. Ex:2 P: 73 • Ask Ss to read the pieces of advice and then give them time to read the text again and decide which ones are true. Elicit answers from Ss around the class and ask them to justify their answers. Ex:3 P: 73 • Ask Ss to read the text again and make notes. Then have Ss work in pairs and tell their partner how to stand out from the crowd when looking for a job. Monitor the activity around the class. Ex:4 P: 73 • Give Ss time to research online and collect more information about how to stand out from the crowd when job-hunting and prepare a presentation. Ask various Ss to present their information to the class. Alternatively, assign the task as HW and ask Ss to give their presentations in the next lesson Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the title of the text and the subheadings. Answer the question. ANSWERS I think the text is obout how to be noticed more than other applicants when applying for a job. Some ways of standing out from the crowd are by having an interesting CV that shows your skills clearly, by getting some relevant work experience or by having a good reputation online with business social networks Pupils answer the question. Justify your answer. ANSWERS 1 False - You should tailor your CV to the job. 2 False - You should avoid using jargon and cliched wording. 3 True - You should be able to prove you claims with concrete examples. 4 False-The article does not mention volunteering or other unpaid work. 5 True - You should market yourself and you can showcase your work •Pupils make notes on the text. Then use them to tell your partner. ANSWERS You can stand out from the crowd by creating an interesting CV that demonstrates your skills clearly. Remember to adapt it to the job you are applying for. You can also stand out from other applicants by proving yourself by getting some relevant work experience or even by finding a way to showcase your skills. Another tip is to boost your reputation •Pupils do some research on more ways to stand out from the crowd when job-hunting. ANSWERS Students own answer. |
Descriptor: - read the - answer the question. Total: 3 point
Self assessment Descriptor: - answer the question - justify your answer. Total: 2 point
Descriptor: - make notes on the text. - use them to tell your partner Total: 2 point Descriptor: - do some research - collect more information Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 59 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Language in use |
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Learning objectives |
11.2.1.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter -paragraph level] on a range of more complex and abstract general and curricular topics |
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Lesson objectives |
Learners will be able to: - discuss\debate on a range of local, national and global issues - identify the main idea ignoring minor details |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 74 • To present and practice phrasal verbs Explain the task and ask Ss to use the phrasal verbs in the diagram to complete it. Give Ss time to complete the task and then check Ss' answers. Ex:2 P: 74 • To practise prepositional phrases Explain the task and give Ss time to complete it and then check Ss' answers. Ex:3 P: 74 •To practise collocations Explain the task and give Ss time to complete and then check Ss' answers. Ex:4 P: 74 • To practise word formation Explain the task and give Ss time to complete it and then check Ss' answers Ex:5 P: 74 • To consolidate words which are often confused Explain the task and give Ss time to complete it and then check Ss' answers. Kazakhstan in Action! Aim To present interesting information relating to inventions and simulated job interviews in Kazakhstan Have Ss read the text and fill the gaps with the correct words. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils complete the sentences with the phrasal verbs in the diagram in the correct form. ANSWERS 1 carried over 2 blow over 3 win over 4 sign over 5 get over Pupils choose the correct preposition. ANSWERS 1 in 2 from 3 to 4 to •Pupils fill the gaps. ANSWERS 1 potential 2 aspiring 3 joint 4 collaborative •Pupils complete the sentences with a word formed from the word in capitals. ANSWERS 1 evaporation 2 conversion 3 wasteful 4 perseverance •Pupils choose the correct word. ANSWERS 1 survive 2 rejection 3 achieve 4 proportions •Pupils read and fill in the correct word. ANSWERS 1 at 2 Their 3 for 4 of 5 been 6 by 7 have 8 which/ that 9 their 10 has 11 from 12 with 13 which 14 of 15 In 16 won/ earned |
Descriptor: - present and practice phrasal verbs - complete the sentences Total: 3 point
Self assessment Descriptor: - practise prepositional phrases - choose the correct preposition Total: 2 point
Descriptor: - practise collocations - fill the gaps Total: 2 point Descriptor: - practise word formation - complete the sentences Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 60 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Progress check. Reading |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.5.1.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - recognize and evaluate certain points that will help comprehend the main points effectively - perform a persuasive discourse based on cause-effect pattern |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 75 • To read for cohesion and coherence (missing sentences) Ask Ss to read the statements A-F and think about the key words. Give Ss time to read the text and choose the correct sentence for each gap. • Check Ss' answers. Ex:2 P: 75 • To listen for specific information (multiple choice) Ask Ss to read the questions 1-5 and the possible answers. Play the recording. Ss listen and choose their answers. Check Ss' answers. Ex:3 P: 76 •To consolidate vocabulary from the module Explain the task. Ss complete the task. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the text and choose from the sentences the one which best fits each gap. There is one extra sentences. ANSWERS 1 C 2 F 3 A 4 E 5 D Pupils listen for specific information. For question choose the answer. ANSWERS 1 B 2 C 3 B 4 C 5 C •Pupils fill the gaps. ANSWERS 1 sanitised 2 tailored 3 invested 4 decoded 5 bent 6 sought 7 embodied 8 obscured 9 achieved 10 imported |
Descriptor: - read the text - choose from the sentences Total: 3 point
Self assessment Descriptor: - listen for specific information - for question choose the answer Total: 2 point
Descriptor: - fill the gaps Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 61 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Progress check. |
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Learning objectives |
11.2.7.1 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics 11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.4.3.1 - 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 |
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Lesson objectives |
Learners will be able to: - recognize and evaluate certain points that will help comprehend the main points effectively - perform a persuasive discourse based on cause-effect pattern |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 4a P: 76 • To practise adjective complements and transitive & intransitive verb complementation patterns Explain the task. Ss complete the task. Check Ss' answers. Ex: 4b P: 76 •transitive & intransitive verb complementation patterns Explain the task. Ss complete the task. Check Ss answers. Ex:5 P: 76 •To practise pre-modifying and post- modifying noun structures Explain the task. Ss complete the task. Check Ss' answers. Ex:6 P: 76 •Explain the task and give Ss time to plan and complete their work using the prompts and then check Ss' answers. You can write the points discussed in the Suggested Answer Key on the whiteboard to help Ss. Alternatively, assign the task as HW and check Ss' answers in the next lesson. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the columns to form sentences. ANSWERS 1 d 2 e 3 b 4 a 5 c Pupils match the sentences in ex 4a to the type of complementation they show. ANSWERS A 2 B 3 C5 D1 E 4 •Pupils read the text and underline three pre-modifying and two post modifying nouns structures. ANSWERS pre-modifying: five-minute break, university lab, programming course post-modifying: spectrometer which is linked to a tablet, tablet with pre-installed apps •Pupils read the rubric and write your letter. ANSWERS Students own answer. |
Descriptor: - practise adjective complements and transitive - match the columns to form sentences Total: 2 point
Self assessment Descriptor: - match the sentences - complete the task. Total: 2 point
Descriptor: - read the text - pre-modifying and post- modifying noun structures Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 62 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Vocabulary: STEM |
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Learning objectives |
11.4.6.1 - recognise the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics 11.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics 11.6.6.1 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - assess the effectiveness of loaded language by/in two or more -respond specifically to others’ ideas, statements by evaluating and critically analyzing different perspectives |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 77 • To introduce the topic of STEM Direct Ss' attention to the title. Elicit which academic subjects/fields STEM includes. Elicit what else Ss know about STEM. Ex: 2 P: 77 •To introduce vocabulary related to STEM Direct Ss' attention to the text and ask them to read the words in the list. Then have Ss read the text and use the vocabulary to fill the gaps. Play the recording. Ss listen and check their answers. Ex:3 P: 77 •To consolidate information in a text Ask Ss to work in pairs to prepare a presentation about STEM using the information in the pie chart. Ss give their presentations and provide feedback to other pairs. Ex:4 P: 77 •To expand the topic; to develop critical thinking skills Ask Ss to talk in pairs and discuss which of the STEM careers in the text are popular in Kazakhstan and around the world. Monitor the activity around the class and then ask some pairs to share their answers with the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils answer the question. Tell the class. ANSWERS STEM includes the fields of science, technolgy. engineering and mathematics because that is what the letters stand for. Jobs related to STEM are growing in popularity. Pupils read the text. Fill the gaps. ANSWERS 1 science 2 developer 3 network 4 engineer 5 advisor •Pupils read the text again. In pairs present STEM to the class including the information in the pie chat. ANSWERS STEM is a group of subjects in the fields of science, technology, engineering and mathematics. STEM helps us to develop ideas about the world around us and create something new. It also helps us to understand and analyse various phenomena. Employment in STEM fields has grown in recent years with the USA showing an increase of 79% since 1990. There are lots of jobs in STEM fields, from laboratory-based jobs such as biochemists and forensic science technicians to financial advisors and accountants •Pupils answer the question. Discuss in pairs. ANSWERS Students own answer. |
Descriptor: - answer the question. - tell the class. Total: 2 point
Self assessment Descriptor: - read the text - fill the gps Total: 2 point
Descriptor: - read the text - present STEM to the class Total: 2 point Descriptor: - answer the question - discuss in pairs. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 63 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Intelligent Energy storage |
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Learning objectives |
11.2.1.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics; |
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Lesson objectives |
Learners will be able to: - identify the vocabulary in the context - utilize different strategies to craft specific and relevant questions |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 78 •To introduce key vocabulary relating to the topic • Read out the list of renewable and non-renewable energy sources. • Give Ss time to think about the difference between themandelicit answers from Ss around the class. Ex: 2 P: 78 •to develop critical thinking skills • Ask Ss to look at the picture and elicit which types of renewable energywind turbines and photovoltaic cells use. (Wind power and solar power). • In groups, Ss discuss how the other renewable energy sources fromEx. 1 are produced. • Monitor the activity around the class and then ask some groups tosharetheir answers with the class Ex:3 P: 78 •To introduce the topic; to listen and read for specificinformation • Read out the definition and elicit whether Ss have heard of 'energystorage' before. Student’sbook,IWB,ClassCD,Track3.10 • Ask Ss to write down two questions they have about energy storage. • Play the recording. Ss listen and check if they can answer their questions. • Ask various Ss to share their questions and answers with the class. Ex:4 P: 78 •To read for specific information (multiple choice) • Ask Ss to read the questions 1-5 and the possible answers. • Then give Ss time to read the text and choose their answers accordingto what they read. • Check Ss’ answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the list renewable and non-renewable energy sources. Answer the question. ANSWERS The difference between renewable and non-renewable energy sources is that renewable energy sources do not run out, whereas non-renewable energy sources are only available in a limited amount. Pupils look at the picture. Answer the question. Discuss in groups. ANSWERS A: I know hydroelectric power is produced using dams, waterfalls or in any place where water flows downhill. But I don’t know anything about geothermal energy. B: Geothermal energy is produced using the heat from the Earth’s core. It heats up water, turns it into steam and turns a turbine. C: That’s fascinating! I think I once saw machines in the sea that help generate energy using wave power. Every time there was a wave, the machine moved and turned a turbine. •Pupils read the definition. Listen to the text to check if you can answer your question. ANSWERS 1 How can we store 1 How can we store energy? (We can use batteries such as lithiumion batteries.) 2 What are the benefits of using energy storage? (We can have energy any time we need it.) •Pupils read the text. For question choose the correct answer. ANSWERS 1 D 2 B 3 A 4 C 5 B |
Descriptor: - read the list renewable and non-renewable energy - answer the question. Total: 2 point
Self assessment Descriptor: - look at the picture. - answer the question - discuss in groups. Total: 2 point
Descriptor: - read the definition - answers with the class. Total: 2 point Descriptor: - read the text - choose the correct answer. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 64 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Grammar: Verb complementation |
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Learning objectives |
11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.3.1.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics 11.6.5.1 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -revise verb complementation and present/past tenses, give a presentation about energy storage benefits |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 79 •Direct Ss to the words in bold in the text and give them time to match Student’s book ,IWB Student’s book, IWB,DVD them to their synonyms in the list using their dictionaries to help them if necessary. • Check Ss’ answers around the class Ex: 6 P: 79 •Refer Ss to the Grammar Reference section to review the theory on verb complementation. Then read the sentences and ask Ss to identify the type of verb complementation used in the underlined words/phrases. • Check Ss’ answers around the class. Ex:7 P: 79 • Refer Ss to the Grammar Reference section to review the theory on present and past tenses. • Then elicit examples in the text (had already discovered, has evolved, are committing, are moving, have been using, have developed) and when/how we use different present/past tenses. • Give Ss time to complete the email with the correct present/past tense. • Check Ss' answers around the class. Ss justify their answers. Ex:8 P: 79 •Ask Ss to read the text and write three questions based on it. • Ss swap papers with a partner, answer each other's questions and evaluate the answers. • Monitor the activity around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the words in bold with their meanings. ANSWERS generated – produced offshore – not on land grid – a network of electricity fluctuate – change outweighs – is more than reliable – stable reservoirs – places where water is stored capacity – available space supply – quantity produced demand – quantity required overheating – becoming too warm Pupils look at the underlined words/phrases. Identify the type of the verb complementation. ANSWERS 1 transitive verb + direct object 2 transitive verb + indirect object + infinitive phrase 3 transitive verb + -ing phrase 4 transitive verb + direct object + adverbial phrase 5 intransitive verb (no object) (BUT ‘enter’ is also transitive e.g. They entered the building by the side door. – direct object: the building) •Pupils complete the email using the correct present or past tenses. ANSWERS 1 received (past simple, action happened at a stated time – last week) 2 have been researching (present perfect continuous, emphasis on the duration of an action that started in the past and continues up to the present – for three days now) 3 had been looking into (past perfect continuous, an action which started and finished in the past, before another action – before my company's Student’s book, IWB lithium-ion battery production took off) 4 had expressed (past perfect, an action which finished before another past action – prior to our expansion in this field) 5 hadn’t considered (past perfect, an action which finished beforeanother past action – before I read your proposal) 6 are thinking (think is a stative verb – when used in a continuous tenseit means ‘consider’) 7 want (present simple, stative verb in the present) 8 had intended (past perfect, an action which finished in the past andwhose result was visible at a later point in the past – but the weather forced me to cancel it) 9 forced (past simple, an action which happened at a stated time inthepast – a few hours ago) 10 hasn’t arrived (present perfect – an action which started in the past andcontinues up to the present – the time word 'yet') •Pupils write three questions based on the text. ANSWERS 1 What is the oldest energy storage solution? (Pumped hydroelectric facilities are the oldest energy storage solution. They involve pumping water uphill from one area to another and generating energy as it flows downhill again.) 2 Why are lithium-ion batteries considered one of the best energy storagesolutions? (They can store and deliver energy and are very efficient. Theyare also becoming less expensive to produce and purchase.) 3 How has the problem of overheating been addressed? (Experts havedeveloped software that regulates the speed of charging.) |
Descriptor: - match the words in bold - complete the sentences Total: 2 point
Self assessment Descriptor: - look at the underlined words/phrases - identify the type of the verb Total: 2 point
Descriptor: - complete the email - use the correct present or past tenses Total: 2 point Descriptor: - read the text - write three questions Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 65 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Energy storage solutions |
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Learning objectives |
11.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 11.4.6.1 - recognise the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics 11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: -listen and read for cohesion and coherence (missing sentences), - revise future tenses, listen for specific information (multiple matching), - talk about energy storage solutions, write about energy storage solutions. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 80 •Direct Ss to the pictures and the list of words. • Give Ss time to label the pictures using the words in the list. Then, check Ss' answers. Ex: 2 P: 80 •Ask Ss to read the text. • Elicit how each energy storage solution works from Ss around the class. Ex:3 P: 80 • Ask Ss to read the statements A-F and think about the key words. • Give Ss time to read the text and choose the correct sentence for eachgap. • Check Ss’ answers. Ex:4 P: 81 •Explain the task. Give Ss time to complete the sentences using the words from the list. • Check Ss’ answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils label the pictures. using the words in the list ANSWERS 1 hydro 2 tower 3 air 4 batteries 5 hydrogen Pupils read the title and the subheadings of the text. Answer the question. ANSWERS Batteries contain chemicals that help store energy. Pumped hydro storage pumps water uphill in order to generate energy as it runs down again. Hydrogen energy storage keeps the energy generated by solar power as hydrogen in tanks. The energy storage tower works by storing energy by building blocks up and releasing it as they are lowered. Compressed energy storage works by compressing air underground then heating and releasing it to turn a generator. •Pupils read the text again and choose from the sentences the one which fits each gap. ANSWERS 1 E 2 B 3 F 4 A 5 D •Pupils fill the gaps. ANSWERS 1 electricity 2 impact 3 energy 4 capacity 5 consumption 6 excess 7 access 8 ambient |
Descriptor: - label the pictures - . use the words in the list Total: 2 point
Self assessment Descriptor: - read the title and the subheadings - answer the question Total: 2 point
Descriptor: - read the text - choose from the sentences Total: 2 point Descriptor: - fill the gaps. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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