Материалдар / 11 сынып КМЖ Aspect 2 токсан

11 сынып КМЖ Aspect 2 токсан

Материал туралы қысқаша түсінік

Бакытжанова Айнара

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03 Қараша 2024

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Шет тілі Сабақ жоспары 11 сынып

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Module 3

LESSON: Module 3 Lesson 1 Interviews & instructions				School:
Date:				Teacher’s name:
CLASS: 11				Number present:		absent:
Learning objectives that this lesson is contributing to		11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups 11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics 11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics 11.1.2 - use speaking and listening skills to provide sensitive feedback to peers 11.1.4 - evaluate and respond constructively to feedback from others
Lesson objectives		All learners will be able to:
		use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information
Assessment criteria		Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures
Cross - curricular links		biology
ICT skills		Using videos& pictures, working with URLs
Previous learning		Module 2
Part of the lesson/Time	Teacher’s activity		Student’s activity		Assessment		Resources
BEGINNING THE LESSON	Read the title of the module Interviews & instructions and ask Ss to suggest what they think the module will be about.		(The module is about communication styles, success in an interview, non-verbal communication, personal qualities, analysis of an interview and instructions.) Go through the objectives list to stimulate Ss’ interest in the module.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	SB Ex. 1 p. 35 To introduce the topic and new vocabulary •		Direct Ss’ attention to the diagram showing four different communication styles. • Explain the task and give Ss time to complete it. • Check Ss’ answers. Explain/Elicit the meanings of any unknown words or phrases.		Answer Key a – C amiable b – A analytical c – B expressive d – D driver (although in some groups C would be a more effective coordinator)
	Ex. 2 p. 35 To match quotes with a communication style		Explain the task and give Ss time to complete it. • Check Ss’ answers.		Answer Key 1 B 2 D 3 A 4 C
	Ex. 3 p. 35 To activate new vocabulary through personalisation Read out the rubric and elicit from various Ss which communication style most closely resembles their own. Encourage Ss to justify their opinions. Ask the other Ss if they agree and why/why not. • Alternatively, give Ss time to complete the task in pairs.		Suggested Answer Key A: I think the communication style that most closely resembles my own is probably the amiable communication style, because I really dislike confrontation. Instead, I prefer collaboration and explanation so that everyone can understand for themselves and agree how things should be.I didn’t choose analytical or expressive communication styles because I think I am somewhere in between the two, depending on the task. What do you think? Do you agree with me? B: Well, I don’t know. I kind of think that you have an analytical style of communication. After all, you always want people to back up their opinions with facts and examples. I think you’re a bit of a perfectionist, too. A: Hmmm.You’ve got a point. • Play the video for Ss and elicit their comments at the end. • Give Ss time to read the quotation and discuss, in pairs, what they think it means.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ask various Ss to tell the class. Suggested Answer Key A: I think this quotation means that you shouldn’t just wait around for something good to happen to you. Instead you should take action and make things happen for yourself. If you want something, work hard to get it. For instance, if you see that there is a gap in the market for a certain product or service, why not start a business that fills that gap?		B: I also believe that if people always follow the same routine, it’s not very likely that they’ll discover many new and exciting things. We should mix with other people, stay open-minded and create fresh experiences. That way, we’re more likely to come across interesting opportunities.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 3

LESSON: Module 3 Lesson 2

How to be successful in an interview

On the road to success.

School:

Date:

Teacher’s name:

CLASS: 11

Number present:

absent:

Learning objectives that this lesson is contributing to

11.1.9 - use imagination to express thoughts, ideas, experiences and feelings

11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding

11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics

11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives and verbs on a wide range of general and curricular topics

11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups

11.1.7 - develop and sustain a consistent argument when speaking or writing

11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.3.3 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics

11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.1.2 - use speaking and listening skills to provide sensitive feedback to peers

11.1.4 - evaluate and respond constructively to feedback from others

11.1.6 - organize and present information clearly to others

11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics

11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics

11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide range of general and curricular topics

11.6.14 - use a growing variety of more complex prepositional phrases including those relating to concession and respect;

use a variety of multi-word verbs of different syntactic types on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems

Cross - curricular links

Social life

ICT skills

Using videos& pictures, working with URLs

Previous learning

Interviews & instructions

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

BEGINNING THE LESSON

SB Ex. 1 p. 36 To introduce the topic

• Direct Ss’ attention to the article’s title, subheadings and picture.

• Ask Ss what they think the article is about and elicit answers around the class.

Suggested Answer Key

I think the article is about how to do well in a job interview.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ex. 2 p. 36 a) To introduce key vocabulary from a text

Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words. Alternatively, Ss can check the meanings of the words in their dictionaries. • Check Ss’ comprehension around the class and explain/elicit the meaning of any unfamiliar words.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

b) To consolidate new vocabulary from a text/to use new vocabulary in context

• Explain the task and give Ss enough time to complete the sentences. • Check Ss’ answers around the class.

Answer Key

1 traits 2 courtesy 3 impulse 4 attire 5 posture 6 practices

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ex. 3 p. 36 To listen and read for specific information

• Explain the task and ask Ss to read the sentences from Ex. 2b again. • Play the recording. Ss listen and read the article before answering the questions. • Check Ss’ answers around the class.

Answer Key

According to the article, sentences 1,3 and 5 are true.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ex. 4 p. 36 To read for specific information (multiple choice)

• Explain the task and give Ss time to complete it. Remind Ss to justify their answers with evidence from the text. • Check Ss’ answers.

Answer Key

1 A (lines 11-13:“Let’s look at the three key stages … and find out how we can maximise our potential …”)

2 D (lines 8-10:“… almost every great interviewee is following a plan; a recipe for success which dramatically increases their employability.”)

3 B (lines 19-22:“experts suggest ...reading up on the company, becoming familiar with its philosophy and being aware of the specific traits they find desirable.”)

4 D (lines 47-48: “A first impression can only be made once, so body language is important.”)

5 B (lines 67-68: “… companies will not bother to let applicants know their final decision...”)

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

nerve-wracking (adj): stressful breeze (through) (v): to do something easily employability (n): the skills and qualities that make someone able to gain employment potential (n): ability to develop thorough (adj): extremely detailed perception (n): opinion earmark (v): to allocate sb/sth for a specific purpose catch sb off guard (phr): to surprise sb who is unprepared or doesn’t expect sth mindset (n): mood, mentality signal (v): to suggest; to show that you are ready to do sth subconsciously (adv): related to the part of the brain that doesn’t allow us to be fully aware of sth in conjunction with (phr): combined with, done at the same time as defensive (adj): overly self-protective, anxious to avoid criticism

Ex. 5 p. 36 To read for specific information

• Explain the task and give Ss enough time to answer the questions. Remind Ss not to copy whole sentences from the text, but to try to paraphrase the information and use their own words. • Check Ss’ answers.

Suggested Answer Key

1 Don’t download anything, even if it seems safe. 2 You can pair your phone to your TV, provided that your TV has a screen mirroring feature. 3 You won’t be able to log in unless you know the password. 4 Write down the instructions, otherwise you will forget them.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ex. 7 p. 45 To analyse a rubric

• Give Ss time to read the rubric and answer the questions. • Check Ss’ answers around the class.

Answer Key

1 I will write an instructional text to a forum reader who has an IT problem. 2 I should use present tenses and imperative verb forms. 3 At the beginning of the instructional text, I should include a title or a main heading indicating the subject matter.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ex. 8 p. 45 To write an instructional text

Give Ss time to complete the task using the Useful Language box, their answers from Ex. 7 and the prompts from Ex. 8 to help them. • Ask Ss to check their piece of writing against the Checklist before they hand it in. • Check Ss’ answers.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

ENDING THE LESSON

• Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Suggested Answer Key

How to save battery power on your tablet PC It’s very easy to save power on your tablet PC.All that is required is to change a few basic settings: • First, open the Start Menu, and then go to the Control Panel page. • From there, you can open the Display file. • Click on Screen Brightness and adjust the setting to medium. This will reduce the screen’s power usage. • Click on the Apply button to keep your changes. • When not using your tablet PC for a short period of time, it is important to put it in Standby mode. • Open the Start Menu once again and click on the Control Panel. • Click on Power Options and choose What the Power Buttons Do from the menu. • Change the Power Button setting to Standby and then click Save Changes. • Now you can easily reduce your tablet’s energy usage at the touch of a button and save battery power for when you need it most.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 3

LESSON: Module 3 Lesson 10 Mnemonic devices for excellent memory				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives(s) that this lesson is contributing to		11.1.9 - use imagination to express thoughts, ideas, experiences and feelings 11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.2.4 - implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics 11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.1.6 - organize and present information clearly to others 11.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a wide range of general and curricular topics 11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide range of general and curricular topics 11.6.12 - use a wide variety of past modal forms to express appropriate functions ; use a variety of near modal structures including supposed to, bound to, due, willing to on a wide range of general and curricular topics
Lesson objectives		All learners will be able to:
		use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information
ICT skills
Assessment criteria		Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems
Previous learning		An instructional text (giving and following instructions)
Part of the lesson/ Time	Teacher’s activity		Student’s activity		Assessment		Resources
BEGINNING THE LESSON	SB Ex. 1 p. 46 To introduce the topic; to listen and read for specific information • Read the rubric aloud and ask Ss to read the title of the text. • Elicit ideas from Ss about what they think the word “mnemonic” means. Ask Ss if they know of any types of mnemonic devices. • Play the recording. Ss listen and read to find out.		Answer Key A mnemonic is a pattern that helps you remember things. There are many types of mnemonic devices. The main types are connection, image and music.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 2 p. 46 To read for specific information (T/F statements) • Ask Ss to read the sentences and underline the key words. Explain that this will help them to do the task. • Ask Ss to read the text again and mark the sentences as T (true), F (false) or DS (doesn’t say). • Check Ss’ answers.		Answer Key 1 F (“we dramatically increase our ability to remember them”) 2 T 3 F (“There are many different types of mnemonics”) 4 F (“…forms a link in the mind between something new and something we already know”) 5 DS 6 T		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Refer Ss to the Check these words box and explain/elicit the meaning of the words or ask Ss to look them up in the Word List or their dictionaries		Answer Key abstract (adj): the quality of being intangible, like an idea or feeling,rather than a material object alliteration (n): the repetition of the same sound in two or more words that are placed close together in a sentence or phrase catchphrase (n): a famous or popular phrase that is connected with sb famous or sth known abbreviation (n): a short form of a phrase or word longitude (n): the distance east or west of an imaginary line along the Earth’s surface from the North Pole to the South Pole latitude (n): the distance north or south of the equator, the imaginary line around the middle of the Earth hump (n): the raised,rounded part of a camel’s back retain (v): to keep in mind; to remember • Play the video for Ss and elicit their comments at the end.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 3 p. 46 To personalise and expand on the topic • Ask Ss to discuss in pairs which mnemonic device they think could help them remember things best. • Monitor activity around the class. • Ask various Ss to tell the class.		Suggested Answer Key A: I think that using images would best help me to remember things.As a visual learner, it’s easier for me to remember a piece of information if I can associate it with a picture. B: For me, connection works best. When I study, I try to connect something I already know with the new thing I want to memorise.I find it especially helpful when I have to remember names of people or places; I just create a mental connection with a person I already know and places I’ve visited.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 4 p. 46 To expand on the topic and conduct further research		Explain the task and give Ss time to find out more about other types of mnemonic devices. • Ask Ss to give a presentation to the class		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Alternatively, assign the task as HW and ask Ss to give their presentations in the next lesson.		Suggested Answer Key At some point in your lives you must have wondered why it’s so difficult to remember important facts and figures for your exams,while you can recall all the lyrics of your favourite songs without even trying.It’s because song lyrics often use the mnemonic device of rhyme. Rhyme mnemonics helps us to remember things by putting information into the form of a poem or rhyme. This kind of memory aid can be extremely effective because the rhyme acts as a memory trigger. I bet you can all remember the catchy nursery rhymes you learned as a child, can’t you? Rhyme mnemonics are bound to make even the most random or boring facts easy to remember. As such, they’re very commonly used in everyday life. For instance, advertising ICT agencies use rhyming jingles to make the names of their products stick in your head so that you’re more likely to buy them. Another commonly used memory aid is spelling mnemonics: patterns or phrases that can help you to remember how to spell difficult words. For example, the first letter of each word in the phrase “Big Elephants Can Always Understand Small Elephants” spells “because”. It may seem strange to remember a sequence of seven words in order to recall how to spell just one word, but in fact it’s much easier for the human brain to retain the phrase than the single word. That’s because the brain creates an image or a narrative around it, while the word“because”is just an abstract sequence of letters. Some mnemonic devices even combine rhyme and spelling.“I before E except after C” is a rhyme that’s used to remind students that the vowels ‘i’ and ‘e’ are always in this order in a word (e.g. believe and friend), unless they come after the letter ‘c’ (e.g. ceiling and receive).Easy,right? So, the next time you’re studying for an exam, try using the undeniable power of rhyme and spelling mnemonics!		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 3

LESSON: Module 3 Lesson 11 SAT 1 Culture Spot				School:
Date:				Teacher name:
CLASS:				Number present:		absent:
Learning objectives(s) that this lesson is contributing to		11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.1.6 - organize and present information clearly to others 11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide range of general and curricular topics 11.6.12 - use a wide variety of past modal forms to express appropriate functions ; use a variety of near modal structures including supposed to, bound to, due, willing to on a wide range of general and curricular topics
Lesson objectives		All learners will be able to:
		use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information
ICT skills		Using videos& pictures, working with URLs
Assessment criteria		Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems
Previous learning		Mnemonic devices for excellent memory
Part of the lesson/Time	Teacher’s activity		Student’s activity		Assessment		Resources
BEGINNING THE LESSON	Writing work SA 3 Culture Spot Sherlock Holmes and The Mind Palace Ex. 1 p. 46 To read & listen for specific information • Read the rubric aloud and elicit from Ss what they know (if anything) about the Mind Palace memory technique. • Ss read and listen to the text to answer the question. • Check Ss’ answers.		Answer Key The Mind Palace technique is a memory technique which uses location and imagery to help us remember. • Play the video for Ss and elicit their comments at the end.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 2 p. 46 To personalise and expand on the topic		Read the rubric and ask Ss to find information about another fictional character who uses the Mind Palace or another interesting memory technique. • Ask Ss to give a presentation to the class.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Alternatively, assign the task as HW and ask Ss to give their presentations in the next lesson.		Suggested Answer Key The method of loci or the Mind Palace technique is also used by the character Patrick Jane from the popular TV series The Mentalist. Jane is a professional investigator. He has an amazing understanding of the human brain and uses this knowledge to help the police to catch criminals. He uses the Mind Palace technique to remember details about suspects when investigating crimes,and this allows him to easily work out what happened.In one episode of the programme, he even attempts to teach one of his colleagues how to use this specific memory technique.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 3

LESSON: Module 3 Lesson 12

Progress Check

School:

Date:

Teacher name:

CLASS: 11

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics

11.3.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics

11.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.6.12 - use a wide variety of past modal forms to express appropriate functions ;

use a variety of near modal structures including supposed to, bound to, due, willing to on a wide range of general and curricular topics

11.6.15 - use a growing variety of more complex conjunctions to express condition concession. and contrast on a wide range of general and curricular topics

11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics

11.5.3 - write with grammatical accuracy on a wide range of general and curricular topics

11.5.4 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics

11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

11.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information

ICT skills

Using videos& pictures, working with URLs

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems

Previous learning

Culture Spot

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

BEGINNING THE LESSON

SB Ex. 1 p. 47 To read for specific information (multiple choice) • Ask Ss to quickly read the text and the questions. • Give Ss time to read the text again and underline the parts that answer the questions. • Tell Ss to choose which option best answers each question. Remind them to support their choice with material from the text. • Check Ss answers.

Answer Key

1 A (“there are ways to train our minds to be more efficient at retaining information”) 2 D (“the workplace can be hectic … it can often feel like you’re being bombarded with an infinite list of tasks to complete”) 3 B (“not everything works for everyone, so you can pick and choose which ones best suit your individual learning style.”) 4 B (“By turning seven pieces of information into two, we can maximise the usefulness of the brain’s short-term memory.”) 5 A (“These days, when attempting to juggle responsibilities at work, a good old-fashioned to-do list simply doesn’t cut it.”)

• Play the video for Ss and elicit their comments at the end.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ex. 2 p. 47 To revise everyday English expressions

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

Answer Key

1 b 2 a 3 a

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ex. 3 p. 48 To listen for specific information (T/F statements) • Ask Ss to read the sentences and underline the key words. Explain that this will help them to do the task. • Play the recording twice and remind Ss to pay attention to the underlined words as they listen. • Ss listen and complete the task. • Check Ss’ answers.

Answer Key

1 T 2 F (“I had to stop as they started touring all over the country. I couldn’t go with them.”) 3 F (“I deal with customers phoning in with enquiries.”) 4 F (“I’m good at water sports,too,if that would be a help!” “Very possibly”) 5 T

Ss evaluate each other and encourage classmate with phrases like:

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Pupils Book

Ex. 4 p. 48 To revise vocabulary from the module

• Explain the task and give Ss time to choose the correct words. • Check Ss’ answers.

Answer Key

1 constructive 2 raised 3 poise 4 articulate 5 centre 6 quaking 7 farsighted 8 against

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ex. 5 p. 48 To consolidate grammar from the module

• Explain the task and give Ss time to rewrite the sentences. • Check Ss’ answers.

Answer Key

1 Nurlan may have quit his job because it was too stressful. 2 She needn’t have come so early yesterday. 3 They must have informed the boss about the problem. 4 You should have paid attention. 5 They can’t have prepared the documents. 6 You could have asked for her advice. 7 We are supposed to wear a suit to work. 8 You are bound to feel nervous about your interview.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ex. 6 p. 48 To consolidate grammar from the module

• Explain the task and give Ss time to underline the correct items. • Check Ss’ answers.

Answer Key

1 Despite 2 Even though 3 but 4 in case

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

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Pupils Book

Ex. 7 p. 48 To write an instructional text

Explain the task and refer Ss to the Writing section of the unit (3e) for a model, plan and useful language. • Give Ss time to plan and complete their work and then check Ss’ answers.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

ENDING THE LESSON

Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Suggested Answer Key

How to transfer files from a USB stick to a computer Transferring files has never been easier. In fact, it can be done in just 6 simple steps: • First,insert your USB stick into an available port on your computer.The correct port will have a symbol which corresponds with the one on your device. • Next, use the control panel on your computer to open the devices folder. There you can access your USB stick. • Open the folder containing the files you wish to transfer. • Highlight the files by clicking on them. You can then ‘drag and drop’ the files by clicking on them, keeping the mouse button pressed and pulling the files from one folder to the next. • Release the mouse button and your files have been transferred! • Lastly, right click on the USB device icon and click ‘eject’.This will allow you to safely remove the device without corrupting any of the files on it. That’s it. Now you can transfer files quickly and easily whenever you like. Competences Ask Ss to assess their own performance in the module by using ticks according to how competent they feel for each of the listed activities. Ss can use this feedback to set personal learning objectives.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 4

Short-term plan

Module 4 Lesson 1: Timekeeping Devices

School

Date:

Teacher name:

Grade: 11

B, v,

Number present:

absent:

Theme of the lesson: The History of Timekeeping Devices p.49

Learning objectives

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups

11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.1.6 - organize and present information clearly to others

Lesson objectives

All learners will be able to

identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support

Most learners will be able to

identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support

Some learners will be able to

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Assessment criteria

Pupils can give an opinion of the module, introduce key vocabulary, talk about timekeeping devices

Plan

Part of the lesson/

Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning the Lesson

What’s in this module?

Read the title of the module “Timekeeping devices” and ask Ss to suggest what they think it means.
Go through the objectives list and stimulate a discussion to prompt Ss’ interest in the module to introduce the topic

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

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Pupils Book

1 a) Aim To introduce new vocabulary

* Direct Ss’ attention to the texts and the words in the list and give Ss time to read the texts and complete the gaps with the appropriate word,

* Check Ss’ answers around the class and explain/ elicit the meaning of any unknown words.

Answer Key 1 ancient 2 vertical 3 track 4 flow 5 seconds

6 precise 7 mechanics 8 predetermined 9 principles

10 structures

Ss evaluate each other and encourage classmate with phrases like:

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b) Aim To match pictures to texts

* Explain the task and give Ss enough time to match the pictures to the texts.

* Check Ss’ answers around the class.

Answer Key 1C 2A 3D 4B 5E

* Play the video for Ss and elicit their comments at the end.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

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Pupils Book

2 Aim To personalise a topic and expand on the topic

* Ask Ss to discuss in pairs which of the timekeeping devices they find most interesting. Remind SS to justify their answers.

Monitor the activity around the class
Ask various Ss to tell the class

3 Aim To expand on the topic; to conduct further research; to develop presentation skills

* Explain the task and give Ss time to use the Internet (if available) to find more about other types of timekeeping devices

* Ask Ss to give a presentation to the class about one timekeeping device.

* Alternatively, assign the task as HW and ask Ss to give their presentations next lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Words of wisdom

Give Ss time to read the quotation and discuss, in pairs, what they think it means.
Monitor activity around the class offering help if necessary.
Ask various Ss to tell the class.

Suggested Answer Key I think this quotation means that every experience is worth something, even if it doesn't seem so at the time. For instance, if a person makes a mistake, it's not a waste of time as long as they learn from it and don't do the same thing again. In fact, making mistakes actually saves time in the long run, as next time they will know what to do, or at least what not to do.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ending the lesson

Reflection: a minute paper (IW)

Fill in the following reflective car

3words from the lesson_______________________

__________________________________________

2 adjectives describing the lesson_______________

__________________________________________

1 activity from the lesson you like best___________

Module 4

Short-term plan

Module 4 Lesson2: Timekeeping Devices

School

Date:

Teacher name:

Grade:11

Number present:

absent:

Theme of the lesson: The Star Clock of Ancient Egypt pp.50-51

Learning objectives

11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding

11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics

11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics

11.3.3 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

Lesson objectives

All learners will be able to

identify some specific information and key ideas from the text and use some target vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a range of target vocabulary to recount some main points from the story

Some learners will be able to

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Assessment criteria

Pupils can discuss the importance of the merkhet in ancient Egypt, research, write and present information about the shadow clock

Previous learning

Types of timekeeping devices

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the Lesson

Aim To introduce key vocabulary from a text

- Refer Ss to the Word List or their dictionaries and give them time to look up the meanings of the words,

-Check Ss’ comprehension around the class and explain/elicit the meaning of any unfamiliar words,

Suggested Answer Key

millennia (n): plural of millennium, 1000 years milestone (n): a significant event

align (v): to bring sth into a line with sth else meridian (n): an imaginary line drawn on maps between the North Pole and the South Pole, used to show the position of a place

accuracy (n): exactness; correctness

precise (adj): exact, definite

hieroglyphs (n): a symbol or picture that represents a word

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Aim To prepare for a reading task

* Read out the Study Skills box and explain the task. Give Ss time to complete it in pairs.

* Elicit what the Ss know (if anything) about how people kept track of time at night in ancient times.

* Ask Ss to think of and write down three questions about what they would like to know about the topic.

Suggested Answer Key

I don't know much about the topic but I guess people used the stars or the Moon to tell the time at night.

1 Did people have a device for telling the night in ancient times?

2 What special knowledge did people ne the time at night in ancient times?

3 Is it possible to see any ancient timekeeping devices?

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

a) Aim To read for cohesion an coherence (missing sentences)

* Ask Ss to read the text and fill the gaps 1-6 with the correct sentence.

* Remind Ss to pay attention to discourse markers as well as general meaning and to read through the whole text again when they have completed the task to check that it makes sense.

* Check SS’answers around the class.

Answer key

1C 2F 3E 4A 5D 6B

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

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Pupils Book

b) Aim To read and listen for specific information

* Explain the task and play the recording. Ss read the text and listen.

* Ask Ss around the class if text answered their questions from Ex. 2

Suggested Answer Key

1 There were a few devices for telling the time at night, such as the water clock and the merkhet.

2 People needed some knowledge of astronomy to use the merkhet.

3 Yes, people can see an authentic merkhet in the Science Museum in London.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

4 Aim To consolidate information from a text

*Explain the task and give Ss enough time to complete the sentences in their own words. Remind Ss to give evidence from the text and not to copy exact phrases but to paraphrase the information and use their own words.

*Check Ss’ answers.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

5 Aim To consolidate vocabulary through synonyms

*Explain the task and give Ss enough time to complete it. *Check Ss’ answers around the class.

Answer Key

idea = concept

pursuit = quest

successfully = effectively

examining = studying

period = era

ineffective = useless

not curved = straight

contemporary = modern-day

places of worship = tem;

exhibition = display

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

6 Aim To consolidate vocabulary from the text

* Explain the task and give Ss time to fill the gaps with the correct form of the verb.

* Check Ss' answers.

Answer key:

1 has fascinated

2 have been rendered

3 have depicted

4 has taken

5 aligned

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Writing Aim To expand on the topic and conduct further research; to develop presentation skills

* Explain the task and give Ss time to use the Internet (if available) or other sources to find out about the shadow clock.

* Ask Ss to give a presentation to the class about it.

* Alternatively, assign the task as HW and ask Ss to give their presentations in the next lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ending the lesson

Speaking Aim To consolidate information from the text through discussion

* Explain the task and give Ss time to discuss the importance of the merkhet in pairs.

* Monitor the activity around the some pairs of Ss to tell the class.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 4

Short-term plan

Module 4 Lesson 3: Timekeeping Devices

School

Date:

Teacher name:

Grade: 11

Number present:

absent:

Theme of the lesson: Units of Time p.52-53

Learning objectives

11.6.13 - use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics

11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.6.14 - use a growing variety of more complex prepositional phrases including those relating to concession and respect; use a variety of multi-word verbs of different syntactic types on a wide range of general and curricular topics

11.1.3 - respect differing points of view

11.1.9 - use imagination to express thoughts, ideas, experiences and feelings

11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

Lesson objectives

All learners will be able to

use some language from the module to express views and pose some relevant activity accurately

Most learners will be able to

use a range of language from the module to express views and pose a range of relevant activity accurately

Some learners will be able to

use a wide range of language from the module to express views and pose a range of relevant activity accurately

Assessment criteria

Pupils can use vocabulary related to time and timekeeping, use collocations, idioms related to time, phrasal verbs, prepositions and word formation.

Previous

learning

The history of timekeeping devices

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the Lesson

To introduce the topic of the lesson

Setting objectives by the students and comparison with the lesson objectives

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

1 Aim To consolidate vocabulary from a text

* Explain the task and give Ss enough time to complete the sentences.

* Check Ss’ answers around the class.

Answer Key

1 quest 2 leap 3 context 4 milestone 5 rotation

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

2 Aim To consolidate vocabulary from a text

* Explain the task and give Ss enough time to complete the sentences.

* Check Ss’ answers around the class.

Answer Key

1 accurate 2 pinpoint 3 precise

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

3 Aim To practise using prepositions

* Explain the task and give Ss enough time to complete the sentences. Remind Ss that they can check their answers in Appendix I.

* Check Ss’ answers around the class.

Answer Key

1 to 2 from/at 3 in 4 at 5 on

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

4 Aim To present and practise topic-related vocabulary

* Explain the task and give Ss enough time to complete the sentences. Direct Ss’ attention to the table for reference. Explain/elicit the meaning of any unknown words.

* Check Ss’ answers around the class.

Answer key 1 century 2 decade 3 fortnight 4 leap year

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

5 Aim To present and practise vocabulary related to timekeeping devices

* Explain the task and give Ss enough time to label the pictures. Explain/elicit the meaning of any unknown words.

* Check Ss’ answers around the class.

Answer Key

1 digital clock 2 analogue clock 3 pendulum

4 minute hand 5 chronometer 6calendlar

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

6 Aim To present and practise topic-related vocabulary

* Explain the task and give Ss enough time to complete the sentences.

* Ask Ss to check their answers by looking up the words in the dictionaries.

Answer key:

1 bicentennial 2 annual 3 Biennial 4 momentary 5 decennial

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

7 Aim To present and practise topic-related vocabulary

* Explain the task, refer Ss to the Word List and give them time to underline the correct items.

* Check Ss’ answers around the class.

Answer Key

1 era 2 aeons 3 season 4 age 5 period

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

8 Aim To present and practise topic-related vocabulary

* Explain the task and give Ss enough time to complete the gaps.

* Check Ss’ answers,

Answer Key

1 standard 2 sunrise 3 daylight 4 solar

5 timekeeping

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

9 Aim To present and practise collocations related to time

* Explain the task and give Ss enough time to complete the gaps.

* Check Ss’ answers.

Answer Key

1 waste 2 spend 3 pass 4 lose

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

10 a) Aim To present and practise idioms related to time

* Explain the task and give Ss en complete the gaps with the correct idioms.

* Check Ss’ answers.

Answer Key

1 call it a day 2 eleventh hour 3matter of time 4 better late than never 5 time flies 6in good time

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

b) Aim To personalise and expand on the topic

Ask various Ss to tell the class whether they're an early bird or a night owl and explain why.

Suggested Answer Key:

A: I'm a night owl for sure, I never go to bed before 7 am and I hate getting up early!

B: I'm always in bed by 11 pm , sometimes earlier. I have to get up at 6 school.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

11 A im To practise phrasal verbs

* Explain the task and give Ss enough time to complete the sentences.

Answer key:

1 into 2 aside 3 behind 4 in, out

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

12 Aim To practise using prepositions

*Explain the task and give Ss enough time to fill in the correct prepositions. Remind Ss that they can check their answers in Appendix Il.

* Check Ss’ answers.

Answer Key

1 for 2 in 3 on 4 at

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

13 Aim To practise word formation

* Explain the task and give Ss enough time to complete the gaps.

* Remind them to check first what part of speech each missing word is (noun, verb, adjective, etc.) and think of possible prefixes/suffixes that are used to form various parts of speech.

* Check Ss’ answers.

Answer Key

1 timely 2 timeless 3 lifetime 4 meantime

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 4

Short-term plan

Module 4 Lesson 4: Timekeeping Devices

School

Date:

Teacher name:

Grade: 11

Number present:

absent:

Theme of the lesson: Flow Clocks pp.54-55

Learning objectives

11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics

11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics

Lesson objectives

All learners will be able to

identify some specific information and key ideas from the text and use some target vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a range of target vocabulary to recount some main points from the story

Some learners will be able to

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Assessment criteria

Pupils can practice the Passive Voice, personal/impersonal constructions, key word transformation

Previous

learning

Vocabulary

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the Lesson

1 Aim To present and practise the passive form

* Explain the task and give Ss enough time to read the text and identify the passive forms in bold. Refer Ss to the Grammar Reference section for more information.

* Once Ss have identified all of the passive forms, ask them to work in pairs to identify the tense of each and to explain how they're formed.

* Monitor activity around the class and provide help if necessary.

* Check Ss' answers.

Answer Key

are based - present simple passive

were being used — past continuous passive

had been fascinated — past perfect passive

is regulated - present simple passive

is fitted — present simple passive

is collected — present simple passive

is dropped — present simple passive

to be pulled - passive infinitive

is being filled - present continuous passive

must be — passive modal

was installed — past simple passive

have been admired - present perfect passive

will be enjoyed — future simple passive

have been designed - present perfect passive

We form the passive with the verb to be in the appropriate tense and the past participle of the main verb.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

2 Aim To practise the passive form

* Explain the task and give Ss enough time to fill in the correct passive forms of the verbs,

* Check Ss' answers.

* Ask Ss to read the completed again, paying attention to which sentence have an agent and which don't.

* Elicit from Ss when the agent can be omitted.

Answer Key

1 was broken into (no agent)

2 was constructed (agent: by Saudi and international companies)

3 were recovered (no agent)

4 are displayed (no agent)

5 was designed (agent: John L. Franklin)

Suggested Answer Key

We can omit the agent when the agent is unimportant, obvious or unknown. For example, we don't know who broke into the National Watch and Clock Museum.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

3 Aim To practice the passive with by/with

* Write the following sentences on the board: The trees were planted by the students, The trees were planted with a shovel. Elicit from Ss what the difference in meaning is between by and with when using the passive (i.e. by + agent shows who did an action while with + instrument/material/ingredient shows what the agent used).

*Explain the task and give Ss time to complete it.

*Check Ss’ answers around the class.

Answer key

1 by 2 with 3 by 4 with

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

4 Aim To practise using the passive form

* Explain the task and give Ss enough time to put the verbs in the correct passive form.

* Check Ss’ answers.

Answer Key

1 was built 2 is made 3 was designed

4 is located 5 to be stopped 6 was finished

7 has been regarded 8 is visited

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

5 Aim To practise using the passive form with verbs which take two objects

* Write on the board: Ulan gave Guinara some books. The verb gave has two objects: Gulnara and books. This means that we can turn this sentence into the passive form in two different ways. Gulnara was given some books by Ulan. Some books were given to Guinara by Ulan.

* Remind Ss that verbs that take two objects are: bring, tell, send, show, teach, promise, buy, throw, write, award, hand, sell, owe, allow, feed, pass, post, read, take, offer, give, pay and lend.

*Allow Ss time to rewrite the sentences in the passive voice. * Check Ss’ answers,

Answer Key

1... was awarded to him for his competition entry. .

…was awarded a prize for his competition entry.

2... has been offered by the museum to the university.

... has been offered the collection of ancient clepsydrae by the museum.

3... will be given to them by the Society of Watch and Clock Makers for the grandfather clock.

... will be given £500 by the Society of Watch and Clock Makers for the grandfather clock.

4... was granted to Serik by the college. .

…was granted a scholarship to study watchmaking in Switzerland by the college.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

6 Aim To present personal and impersonal constructions

* Direct Ss’ attention to the theory box and read the examples.

*Elicit from Ss how personal and impersonal constructions differ. Explain Ss such as think, believe, say, report, understand, etc. are used in personal and impersonal constructions.

* Refer Ss to the Grammar Reference section for more information.

Suggested Answer

The two structures differ in form.

Impersonal structures: it + passive verb + that-clause

Personal structures: subject + passive verb + to-infinitive

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

7 Aim To practice personal and impersonal constructions.

* Explain the task and give Ss enough time to complete it. *Check Ss’ answers.

Answer key

1 ... Is expected to have been renovated by the end f the year. ... that the clock tower will have been renovated by the end of the year. etc.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

8 Aim To pracise key word transformations

* Explain the task and remind Ss to use two to five words, including the given word.

* Give Ss time to complete the task.

*Check Ss’ answers.

Answer Key

1 were put forward by

2will be developed by

3 is being given

4had to be renovated

5is believed to have been

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 4

Short-term plan Module 4 Lesson 5: Timekeeping Devices				School
Date:				Teacher name:
Grade: 11				Number present:		absent:
Theme of the lesson: PowerPoint Presentation p.56
Learning objectives		11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups 11.1.2 - use speaking and listening skills to provide sensitive feedback to peers 11.1.4 - evaluate and respond constructively to feedback from others 11.4.5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics 11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.1.7 - develop and sustain a consistent argument when speaking or writing 11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some unfamiliar topics 11.4.3- skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics
Lesson objectives		All learners will be able to use some language from the module to express views and pose some relevant activity accurately
		Most learners will be able to use a range of language from the module to express views and pose a range of relevant activity accurately
		Some learners will be able to use a wide range of language from the module to express views and pose a range of relevant activity accurately
Assessment criteria		Pupils can evaluate PPT slides based on info from the text, practice and use cleft sentences/impersonal constructions, how to ask for opinions, express uncertainty, express opinions and agree/disagree, act out a dialogue, research and write a set of rules for preparing a successful PPT presentation
Previous learning		Clauses of Purpose
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
	1 a) Aim To introduce the topic * Explain the task and ask the Ss to tick the characteristics that they find important and compare their answers with a partner, * Ask various Ss to tell the class.		Suggested Answer Key A:I think it's important to use visuals sparingly because if you use too many, they might distract from what you're saying. B: That's a good point. I think it's important to keep things simple, otherwise your audience might become confused. A: I agree. I didn't tick ‘use a range of fonts and colours for variety’ as I think it’s best to stick to black and white on most occasions. B: Yes, it looks more professional. b) To listen and read for specific information * Explain the task and play the recording. * Ss listen and read the article to see if their answers to Ex. 1a were correct. * Check Ss’ answers around the class.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 Aim To read for specific information (T/F statements) * Explain the task and give Ss enough time to read the text again and mark the statements as T (true), F (false) or DS (doesn't say). * Check Ss’ answers.		Suggested Answer Key 1 F (“Only include information that is essential’ 2: F 3 DS 4 DS 5 T 6 F (‘Ask friends for honest feedback’)		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3 Aim To evaluate PPT slides Explain the task and give Ss enough time to evaluate PPT slides in pairs. Monitor activity around the class, offering help if necessary.		Ask Ss to tell the class.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ss assess each group presentation.				Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4

Short-term plan

Module 4 Lesson 6: Timekeeping Devices

School

Date:

Teacher name:

Grade: 11

Number present:

absent:

Theme of the lesson: PowerPoint Presentation p.57

Learning objectives

11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding

11.1.9 - use imagination to express thoughts, ideas, experiences and feelings

11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics

11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics

11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

11.1.6 - organize and present information clearly to others

11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics

11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics

Lesson objectives

All learners will be able to

identify some specific information and key ideas from the text and use some target vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a range of target vocabulary to recount some main points from the story

Some learners will be able to

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Assessment criteria

Pupils can evaluate PPT slides based on info from the text, practice and use cleft sentences/impersonal constructions, how to ask for opinions, express uncertainty, express opinions and agree/disagree, act out a dialogue, research and write a set of rules for preparing a successful PPT presentation

Previous learning

Skills

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

4 a) Aim To introduce a listening activity

* Explain the task and give Ss enough time to check the words in the Word List or a dictionary,

* Elicit Ss’ ideas about what they think the speaker will talk about.

* Play the recording. Ss listen and check their answers.

Suggested Answer Key I think the speaker will talk about how to master the art of PowerPoint presentations.

Word List

highlight (v): to emphasise

detract (v): to take away; to make sth look less important clutter (v): to fill sth in a disorganised way

discerning (adj): able to make good judgements about the quality of things

amendments (n): corrections; alterations

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

b) Aim To listen for specific information (note taking)

* Explain the task and play the recording.

* Ss listen and complete the gaps. Play the recording again if necessary.

* Check Ss’ answers around the class.

Answer Key 1 captured 2 five-by-five 3 bombard 4 whole presentation 5 large enough 6 relevant 7 right order

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

5 Aim To practise using cleft sent impersonal constructions

* Explain the task and give Ss time to rewrite the sentences, * Check Ss' answers.

Answer Key 1... easy to create a PPT presentation

2... do is keep your PPT simple.

3. ...is believed that a high-resolution picture can have a great impact on the audience.

4. ...you all need to do is practise it as much as possible.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

6 a) Aim To prepare for a speaking task

*Explain the task and give Ss time to read the dialogue and replace the underlined phrases with other appropriate ones form the language box.

* Check Ss’ answers around the class.

Answer Key

1 What's your opinion about ...?

2 What do you think about ...?

3 I feel that...

4 What do you mean exactly?

5 It seems to me that...

6 I suppose that's true.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

b) Aim To act out a dialogue about a PPT presentations

* Explain the task and ask Ss to act out a dialogue similar to one in

Ex. 6a in pairs. Remind Ss to use the ideas and the language box to help them.

*Monitor activity around the class.

*Ask some pairs to act out their dialogue in front of the class,

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 4

Short-term plan

Module 4 Lesson 7:Timekeeping Devices

School

Date:

Teacher name:

Grade: 11

Number present:

absent:

Theme of the lesson: A For-and-Against Essay p.58

Learning objectives

11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics

11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

11.5.3 - write with grammatical accuracy on a wide range of general and curricular topics

11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics

Lesson objectives

All learners will be able to

identify some specific information and key ideas from the text and use some target vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a range of target vocabulary to recount some main points from the story

Some learners will be able to

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Assessment criteria

SS can write a for-and-against essay

Previous learning

skills

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the Lesson

To introduce the topic of the lesson

Setting objectives by the students and comparison with the lesson objectives

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

1 Aim To analyse a rubric

* Give Ss time to read the rubric, underline the key words and answer the questions.

* Check Ss' answers around the class.

Suggested Answer Key You have had a class discussion about Daylight Saving Time. Now your teacher has asked you to write an essay discussing the advantages and disadvantages of observing Daylight Saving Time. Write your essay justifying your ideas (150-200 words).

1 I have to write an essay discussing the advantages and disadvantages of observing Daylight Saving Time for my teacher.

2 The essay should be written in a formal style.

3 The advantages and disadvantages of the topic replace topic sentences should be discussed in separate paragraphs. 4 Each argument should be supported with Ss’ answers around the class. justifications and examples.

5 The writer's opinion should appear in the final paragraph.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

2 a) Aim To analyse a model text

* Give Ss enough time to read the model and answer the questions,

* Check Ss’ answers around the class.

Answer Key

1C 2D 3B 4A

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

b) Aim To analyse a model text

* Elicit from Ss whether they think the writer is in favour of or against the topic.

* Ask Ss to justify their answers.

Suggested Answer Key The writer is against the topic because in the final paragraph he says that he thinks the economic benefits of DST fail to outweigh the health and environmental concerns that are associated with it.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

c) Aim To find examples to formal style

* Ask Ss to read the model again and took for examples of formal style.

Check Ss’ answers around the class.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

d) Aim To identify and replace topic sentences

* Explain the task and give Ss time to complete it.

Check Ss’ answers around the class.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

3 Aim To practise using linkers

*Explain the task and give Ss time to complete it.

*Check SS’ answers around the class.

Answer key

Firstly = First of all

For instance = For example

As a result = Consequently

Moreover = Furthermore/What’s more

On the other hand = However

To sum up = To conclude

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

4 Aim To practise using linking words/phrases

*Explain the task and give Ss time to choose the correct linking words/phrases.

*Check Ss’ answers around the class.

Answer Key

1 however

2 Although

3 Despite

4 As a result

5 This means that

6 This is due to the fact that

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ending the lesson

Ss’ own sentences with linking words

Reflection

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 4

Short-term plan

Module 4 Lesson 8:Timekeeping Devices.

School

Date:

Teacher name:

Grade: 11

Number present:

absent:

A For-and-Against Essay p.59

Summative Assessment for the Unit 4 “Timekeeping Devices”

Learning objectives

11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics

11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.5.3 - write with grammatical accuracy on a wide range of general and curricular topics

11.5.4 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics

11.5.5 - develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics

11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics

11.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy

11.1.2 - use speaking and listening skills to provide sensitive feedback to peers

11.1.4 - evaluate and respond constructively to feedback from others

11.1.5 - use feedback to set personal learning objectives

11.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a wide range of general and curricular topics

Lesson objectives

All learners will be able to

identify some specific information and key ideas from the text and use some target vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a range of target vocabulary to recount some main points from the story

Some learners will be able to

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Assessment criteria

SS can write a for-and-against essay

Previous learning

Writing a for-and-against essay

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the Lesson

To introduce the topic of the lesson

Setting objectives by the students and comparison with the lesson objectives

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

5 Aim To expand prompts into complete sentences and to write appropriate topic sentences

* Explain the task and give Ss time to complete it.

* Check Ss’ answers,

Suggested Answer Key

A *In the Internet era, the world is getting smaller and we should be adapting our idea of time to fit this.

* Time zones are confusing and some countries don't follow geographical rules.

B *It wouldn't necessarily make doing business more efficient as people would still have to figure out what time of the day it was in other countries.

* It would take a lot of time for people to adjust to new time. Topic sentence A; There are a number of arguments in favour of abolishing time zones. Topic sentence B: However, there are a number of disadvantages to abolishing time zones that we need to take into consideration.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

6 a) Aim To analyse a rubric and prepare for the writing task *Explain the task and give Ss enough time to read the rubric and underline the key words.

Suggested Answer Key

You have a class discussion about the importance of time management in the workplace. Now your teacher has asked you to write an essay discussing the advantages and disadvantages of time management. Write your essay justifying your arguments (150-200 words)

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

b) To match the arguments to the justifications

*Explain the task and give Ss time to complete it.

*Check Ss’ answers.

Answer Key

1b 2a 3d 4c

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

c)Aim To identify arguments for and against

* Ask Ss to identify which arguments from Ex.6b are for time management, and which are against it

*Check Ss’ answers around the class

Answer Key

Arguments for –2,3

Arguments against – 1,4

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

7 Aim To practise introducing examples/justifications *Explain the task and give Ss time to complete it. Remind Ss to use phrases from the Useful Language box to help them.

Check Ss’ answers.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

8 Aim To write for-and-against essay about time management

*Explain the task and give Ss enough time to complete it. Remind Ss to use their answers from Ex 7 the plan and Useful Language box to help them.

Check Ss’ answers.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ending the lesson

To discuss the plan for the essay in groups

group work

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 4

Short-term plan

Module 4 Lesson 9:Timekeeping devices

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Theme of the lesson: Timekeeping in Ancient Rome p.60

Learning objectives

11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups

11.1.3 - respect differing points of view

11.1.8 - develop intercultural awareness through reading and discussion

11.1.5 - use feedback to set personal learning objectives

11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics

11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics

11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

Lesson objectives

All learners will be able to

use some new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Some learners will be able to

use a range of new language learnt in the Module to respond to prompts and produce more detailed creative outcomes correctly

Assessment criteria

Ss can present information on timekeeping in ancient Greece, a famous clock tower in Kazakhstan

Previous learning

Writing for-and-against essay

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the Lesson

1 a) Aim To introduce the topic

* Explain the task and give Ss time to discuss the statements in pairs and decide whether they think the sentences are true or false.

* Monitor the activity around the class.

Suggested Answer Key

A: I know that sentence 5 isn't true because I saw the Tower of the Winds when I was on holiday in Greece.

B: I think that sentence 3 is true because I read about sundials and water-clocks online.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

b) Aim To read and listen for specific information (T/F statements)

* Explain the task and give Ss time to read the statements again.

* Play the recording. Ss listen and read to check their answers from Ex. 1a.

* Check Ss’ answers around the class.

Answer Key

1 F (because of the fact that the time between sunrise and sunset changed depending on the season, the length of an hour changed accordingly)

5R (...Andronicus’ Tower in Athens, Greece... Known as the Tower of the Winds)

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

* Refer Ss to the Check these words explain/elicit the meanings of the word or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

comprise (v): to consist of; to be made of

night watch (n): a guard kept overnight:

alternative (n): the other possible

estimate (n): an approximate calculation

feature (v): to have

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

2 Aim To consolidate information from the text

* Ask Ss what three things they, learned from the text.

* Elicit answers around the class

Suggested Answer Key

Before reading the text, I didn’t know that the length of an hour changed the season in ancient Rome. I've learn the Roman army used water-clocks to divide night into organised night watches. I’ve also learned that there is a famous ancient clock in Athens, G reece called Andronicus’ Tower or the finds.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ending the lesson

3 Aim To expand on the topic and conduct further ; to develop presentation skills

*Explain the task and give Ss time to use the Internet or other sources to find out about out about timekeeping in ancient Greece.

* Ask Ss to give a presentation to the class,

*Alternatively, assign the task as HW and ask Ss to their presentations in the next lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 4

Short-term plan

Module 4 Lesson 10:Timekeeping devices

School

Date:

Teacher name:

Grade: 11

Number present:

absent:

Theme of the lesson: London’s Timekeeper p.60

Learning objectives

11.1.8 - develop intercultural awareness through reading and discussion

11.1.9 - use imagination to express thoughts, ideas, experiences and feelings

11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups

11.1.6 - organize and present information clearly to others

11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics

11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to

use some new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Some learners will be able to

use a range of new language learnt in the Module to respond to prompts and produce more detailed creative outcomes correctly

Assessment criteria

Ss can present information on timekeeping in ancient Greece, a famous clock tower in Kazakhstan

Previous learning

CLIL

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the Lesson

To introduce the topic of the lesson

Setting objectives by the students and comparison with the lesson objectives

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

1 To read & listen for specific information

* Read the rubric aloud and elicit from Ss what they know (if anything) about Big Ben.

* Ss re to the text to answer the question.

*Check Ss’ answers.

Suggested Answer Key

Big Ben’s name refers to the clock’s bell.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

2 Aim To personalise and expand on the topic; to develop presentation skills

*Ask Ss to find information about a famous clock tower in their country and give a short presentation to the class.

Suggested Answer Key

Kostanay Clock Tower is in the centre of Kostanay, a city located on the Tobo! River in northern Kazakhstan. The tower was designed by the architect Joseph Iskakov and was built in the late 1980s. The clock tower is clearly visible from all points of the city and is a meeting place for the city’s residents. Inside the building, there's a chess club which opened in 1987.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ending the lesson

To personalise the topic

Ask Ss to discuss the questions in pairs

Monitor the activity around the class

Ask various Ss to share their answers with the rest of the class

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 4

Short-term plan

Module 4 Lesson 11 :Timekeeping devices

School

Date:

Teacher name:

Grade: 11

Number present:

absent:

Theme of the lesson: Progress Check pp 61-62

Learning objectives

11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics

11.3.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics

11.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.1.5 - use feedback to set personal learning objectives

11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics

11.6.7 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics

11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics

11.5.3 - write with grammatical accuracy on a wide range of general and curricular topics

11.5.4 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics

11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

11.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy

Lesson objectives

All learners will be able to

use some new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Some learners will be able to

use a range of new language learnt in the Module to respond to prompts and produce more detailed creative outcomes correctly

Assessment criteria

Ss can present information on timekeeping in ancient Greece, a famous clock tower in Kazakhstan

Previous learning

Summative Assessment for Unit 4

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the Lesson

To introduce the topic of the lesson

Setting objectives by the students and comparison with the lesson objectives

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

1 Aim To read for main idea (missing subheadings)

* Explain the task and give Ss enough time to read the text and match the headings to the paragraphs.

* Check Ss’ answers around the class.

Answer Key 1D 2A 3 F 4C 5 E

* Play the video for Ss and elicit their comments at the end.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

2 Aim To revise everyday English expressions

* Explain the task and give Ss time to complete it.

* Check Ss' answers.

Answer Key

1a 2b 3a

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

3 Aim To listen for specific information (T/F statements)

* Ask Ss to read the sentences and underline the key words. Explain that this will help them to do the task.

* Play the recording twice and remind Ss to pay attention to the underlined words as they listen,

* Ss listen and complete the task.

* Check Ss' answers.

Answer Key

1F 2T 3 T 4T 5 F

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

4 Aim To revise vocabulary from the module

* Explain the task and give Ss time to choose the correct words,

* Check Ss' answers.

Answer Key 1 pinpoint 2 principles 3 era 4 quest 5 into

6 features 7 wasted 8 estimate

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

5 Aim To consolidate grammar from the module

* Explain the task and give Ss time to put the verbs into the correct passive form,

* Check Ss’ answers.

Answer Key 1 is located 2 is being given 3 will be sent 4 was painted 5 has not been repaired 6 had been checked 7 will have been found 8 be handed

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

6 Aim To practise the passive

* Explain the task and give Ss enough time to rewrite the sentences in the passive.

* Check Ss’ answers.

Answer Key

1 Big Ben is said to be the most famous clock tower in the world. / It is said that Big Ben is the most famous clock tower in the world.

2 The rare pocket watch has been appraised by an expert.

3 The watch trade show in Geneva was thousands of visitors. 4 He will be presented with an a ./Ana will be presented to him.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

7 Aim To write a for-and-against essay

*Explain the task and refer Ss to the Writing section of the Unit form the model, plan and useful language.

*Give Ss time to plan and complete their work and then Ss’answers.

*Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ending the lesson

To personalise the topic

Ask Ss to discuss the questions in pairs

Monitor the activity around the class

Ask various Ss to share their answers with the rest of the class

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Ресми байқаулар тізімі

Республикалық байқауларға қатысып жарамды дипломдар алып санатыңызды көтеріңіз!

LESSON: Module 3 Lesson 5 Modals				School:
Date:				Teacher’s name:
CLASS: 11				Number present:		absent:
Learning objectives that this lesson is contributing to		11.6.12 - use a wide variety of past modal forms to express appropriate functions ; use a variety of near modal structures including supposed to, bound to, due, willing to on a wide range of general and curricular topics
Lesson objectives		All learners will be able to:
		use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information
ICT skills		Using videos& pictures, working with URLs
Assessment criteria		Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems
Previous learning		Introvert vs Extrovert
Plan
Part of the lesson/Time	Teacher’s activity		Student’s activity		Assessment		Resources
BEGINNING THE LESSON	To revise modals				Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	SB Ex. 1 p. 40 To present modals • Write the following sentences on the board: Sezim is stressed about her exams.She told me./Sezim must be stressed about her exams. She looks unhappy. Nurlan usually comes with us./OK,Nurlan can come with us. Elicit from Ss what the difference between the sentences in each pair is. (e.g.the first sentences in each pair are facts while the second contain a modal and express opinion or attitude).Point out that modals do not have tenses in the normal sense and are followed by the infinitive without to. • Elicit from Ss as many modal verbs as they can think of and write them on the board. (e.g. can, could, may, might, must, have to, ought to, shall, should, would, will, can’t, mustn’t, needn’t, don’t have to,etc). Refer Ss to the Grammar Reference section for more information. • Ask Ss to read the forum entries and match the modals in bold to their functions. • Give Ss time to complete the task and then check their answers. Write the modals and their functions on the board.		Answer Key might: possibility would: logical may: possibility assumption can’t: logical assumption should: advice shouldn’t: criticism have: necessity		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 2 p. 40 To practise modals • Explain the task and give Ss time to complete it. • Check Ss’ answers.		Answer Key A: 1 d 2 c 3 b 4 a These phrases express possibility in a variety of tenses. B: 1 d 2 a 3 b 4 e 5 c These phrases express necessity in a variety of tenses. C: 1 e 2 b 3 d 4 a 5 c These phrases express obligation in a variety of tenses.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 3 p. 40 To differentiate between the meanings of similar modals • Refer Ss to the Grammar Reference section and give them time to complete the task in pairs. • Check Ss’ answers around the class.		Answer Key 1 a Criticism of a particular action.Nursultan stayed up too late last Sunday. b General advice. It would be a good idea if Nursultan went to bed earlier on Sundays. 2 a Possibility. I believe that it was possible for me to beat my record, but I didn’t. b Ability in a specific situation in the past. I have managed to beat my record. 3 a Obligation. It is necessary for me to work overtime because my boss says so. b Obligation.It is necessary for me to work overtime because I really want to finish the report on time. 4 a Absence of necessity. It is not necessary for you to attend the meeting. b Prohibition. You are not allowed to attend the meeting. .		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Practice moduls exercises				Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

LESSON: Module 3 Lesson 7 Interview Analysis				School:
Date:				Teacher’s name:
CLASS: 11				Number present:		absent:
Learning objectives that this lesson is contributing to		11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics 11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 12.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics 11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.3.3 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics 11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics 11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide range of general and curricular topics 11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives and verbs on a wide range of general and curricular topics 11.6.14 - use a growing variety of more complex prepositional phrases including those relating to concession and respect; use a variety of multi-word verbs of different syntactic types on a wide range of general and curricular topics
Lesson objectives		All learners will be able to:
		use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information
ICT skills		Using videos& pictures, working with URLs
Assessment criteria		Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems
Previous learning		Complex prepositional phrases
Part of the lesson/Time	Teacher’s activity		Student’s activity		Assessment		Resources
BEGINNING THE LESSON	SB Ex. 1 p. 42 To introduce the topic and to read for gist • Direct Ss’ attention to the article’s title and subheadings. • Ask Ss what they think the article is about and elicit answers around the class.		Suggested Answer Key I think the article is about what a job interview consists of and the specific skills the candidates need to display.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 2 p. 42 To read for cohesion and coherence (missing sentences); to listen for confirmation • Ask Ss to read the text again and fill the gaps 1-5 with the correct sentence. • Remind Ss to pay attention to discourse markers as well as general meaning, and to read through the whole text again when they have completed the task to check that it makes sense. • Play the recording. Ss listen and check.		Answer Key 1 E 2 C 3 F 4 A 5 D		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 3 p. 42 To consolidate vocabulary from the text through antonyms • Explain the task and give Ss enough time to complete it. • Check Ss’ answers.		Answer Key 1 succeed 2 nervous 3 common 4 specific 5 benefit • Refer Ss to the Check these words box and explain/elicit the meanings of the words, or ask Ss to look them up in the Word List or their dictionaries. Suggested Answer Key craft (v): to make carefully or skillfully back-and-forth (idiom): repeatedly moving in one direction and then the opposite direction 1.16 articulate (adj): able to speak clearly and effectively engaging (adj): interesting drive (n): initiative; energy poise (n): self-confidence quake (v): shake collected (adj): in control of your feelings fidget (v): to move around a lot excessive (adj): more than what is necessary insight (n): deep understanding grasp (v): to understand		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 4 p. 42 To expand on the topic /to express a personal opinion		Read the question and ask Ss to discuss it in pairs. Remind Ss to justify their opinion. • Monitor the activity around the class.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ask various Ss to tell the class.		Suggested Answer Key A: I think poise is the most difficult characteristic for an interviewee to master because when a person is nervous, they’re more likely to speak quickly and move around a lot. It can be tricky to control your nerves,especially when you’re trying to concentrate on what the interviewer is saying while also trying to think of a good answer. I’m sure most people don’t even realise that they’re fidgeting so much, but it can be really distracting for the interviewer. B: It can be difficult, but I think with enough practice you can train yourself to sit still and speak clearly – it’s all about self-awareness. I think that answering the question about motivation is the hardest. I always hate being asked these types of questions as it’s difficult to answer in a way that doesn’t sound vague or arrogant.Your answer needs to be personal but professional, honest but not too revealing.You can’t just say,“I need to earn some money”, for example, even if it’s true. A: I guess you’re right. I think you need to find a way of relating the job to your interests and skills and talk about that.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

LESSON: Module 3 Lesson 8 A job interview				School:
Date:				Teacher’ s name:
CLASS: 11				Number present:		absent:
Learning objectives that this lesson is contributing to		11.1.9 - use imagination to express thoughts, ideas, experiences and feelings 11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.2.4 - implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics 11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.1.2 - use speaking and listening skills to provide sensitive feedback to peers 11.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups 11.1.3 - respect differing points of view 11.1.6 - organize and present information clearly to others 11.1.4 - evaluate and respond constructively to feedback from others 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics 11.6.4 - use a range of affixes with appropriate meaning and correct spelling on a wide range of general and curricular topics 11.6.13 - use a variety of dependent prepositions with less common nouns, adjectives and verbs on a wide range of general and curricular topics 11.6.14 - use a growing variety of more complex prepositional phrases including those relating to concession and respect; use a variety of multi-word verbs of different syntactic types on a wide range of general and curricular topics
Lesson objectives		All learners will be able to:
		use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate text; Most learners will be able to: use most target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate text; Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information of the text;
Assessment criteria		Learners have used vocabulary, read effectively and worked in pair researching online, prepared their own reports about stadiums.
ICT skills		Using videos& pictures, working with URLs
Previous learning		Interview Analysis
Plan
Part of the lesson/Time	Teacher’s activity		Student’s activity		Assessment		Resources
BEGINNING THE LESSON	SB Ex. 5 p. 43 a) To prepare for a listening task • Ask Ss to check the meaning of the phrases in the Word List or in a dictionary. • Ask Ss what aspects of interviews they think the talk will be about and elicit answers around the class.		Suggested Answer Key I think the talk will be about how to stand out during an interview. transferable skills (phr): non-specific talents and abilities that someone can use in different jobs and situations stand out from the crowd (phr): to be more noticeable than other people unconventional (adj): different from the usual think outside the box (phr): think in a creative way with a different perspective than usual		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	b) To listen for specific information (multiple choice) • Ask Ss to read the questions and underline the key words. Remind them that this will help them to do the task. • Play the recording twice and remind Ss to pay attention to the underlined words as they listen. • Ss listen and complete the task. • Check Ss’ answers.		Answer Key 1 B 2 A 3 B 4 C 5 B		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 6 p. 43 To complete a situational dialogue • Explain the task and give Ss time to read the phrases and complete the dialogue. • Remind Ss to pay attention to the words before/ after each gap as they will help them decide on the missing sentences. • Check Ss’ answers.		Answer Key 1 Thanks for coming in 2 Tell me about yourself 3 Why should I consider you for the job 4 Do you have any relevant work experience 5 when can you start		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 7 p. 43 a) To act out a job interview		Explain the task and ask pairs of Ss to take roles and act out a dialogue similar to the one in Ex. 6 using their own ideas and the useful language in the box. • Write this diagram on the board for Ss to follow. 1.17 • Monitor the activity around the class offering help if necessary. • Ask some pairs to act out their dialogue in front of the class.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	b) To evaluate a speaking task		Play the recording. • Ss listen and evaluate the performance in pairs. Explain to Ss that they need to check for grammar, appropriate vocabulary, natural manner of speech and whether they covered all the points as shown in the example in Ex. 6. Ss should make note of specific examples.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Ex. 8 p. 43 To expand on the topic and conduct further research;		to prepare an interviewer’s questionnaire • Explain the task and give Ss enough time to complete it in groups. • Check Ss’ answers. • Allow Ss time to evaluate other groups’ questionnaires and provide feedback.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	• Elicit answers from Ss around the class. Suggested Answer Key Suggested Answer Key Both speakers sounded very natural throughout the recording and covered all the points as they were shown in the example. They also used appropriate vocabulary: educational background,part-time position, living expenses, committed, course in life-saving, work experience, available to start, etc. Also they used a variety of grammar structures: various present,past and future tenses, conditional (if I were to hire you, when would you be available...),etc. 8 To expand on the topic and conduct further research; to prepare an interviewer’s questionnaire • Explain the task and give Ss enough time to complete it in groups. • Check Ss’ answers. • Allow Ss time to evaluate other groups’ questionnaires and provide feedback. • Alternatively, assign the task as HW and check Ss’ answers in the next lesson.				Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book