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Module 5 “Work and Inventions”

Lesson 1(49)		Investigating in the World of Work p.63
Date:		Class: 11
Teacher’s name:
Learning objectives 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; 11.4.3- 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; 11.1.5 - use feedback to set personal learning objectives; 11.1.6- organise and present information clearly to others; 11.1.8- develop intercultural awareness through reading and discussion; 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; 11.3.3- explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics; 11.3.6- 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; 11.6.1 use a variety of pre- and post- modifying noun structures on a wide range of general and curricular topics; 11.6.5- use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics; 11.1.9- use imagination to express thoughts, ideas, experiences and feelings; 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 11.5.6-- 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:
		provide an overview of the module; learn vocabulary related to investigating the world of work; Most learners will be able to: provide an overview of the module; learn vocabulary related to investigating the world of work, listen for specific information; Some learners will be able to: provide an overview of the module; module; learn vocabulary related to investigating the world of work, listen for specific information, talk about what factors are important in a career
Vocabulary		Office personalities: adaptor, workaholic, procrastinator, multitasker, delegator, yes-man; Investigating the world of work: working environment, salary/wage, level of responsibility, supervisor, creativity, general job satisfaction, job recognition, future prospects, collaborative work environment, good job security, extra benefits
Assessment criteria		Learners have met the learning objective if they can: provide an overview of the module; module; learn vocabulary related to investigating the world of work, listen for specific information, talk about what factors are important in a career
Value links		Explore the world of work
Cross – curricular links		Social Science, ICT
ICT skills		Using videos & pictures, working with URLs
Previous learning		“Timekeeping Devices”
Plan
Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment	Resources
Beginning the lesson 5 minutes	Module Objectives Read the title of the module Work & Inventions and ask Ss to suggest what they think the module will be about (the module is about office personalities, work, success in business, special talents, inventions and big ideas). Go through the objectives list to stimulate Ss’ interest in the module.			Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Excel Pupils Book
Main Activties 10 minutes	Vocabulary Ex.1 p.63 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; Aim: to introduce vocabulary related to investigating the world of work • Direct Ss’ attention to the pictures and the speech bubbles, have Ss read what they say and then match the people to the office personalities in the list. • Check Ss’ answers.		Answer Key 1 A 2 E 3 C 4 B 5 D 6 F • Play the video for Ss and elicit their comments.	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Excel Pupils Book
	Listening Ex.2 p.63 11.1.5 - use feedback to set personal learning objectives; 11.1.6- organise and present information clearly to others; 11.1.8- develop intercultural awareness through reading and discussion; 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; 11.3.3- explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics; 11.3.6- 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; 11.6.1 use a variety of pre- and post- modifying noun structures on a wide range of general and curricular topics; 11.6.5- use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics; Aim: to listen for specific information • Ask Ss to read the list of job benefits and then play the recording. • Ss listen and decide which benefits each speaker’s job offers. • Check Ss’ answers.		Suggested Answer Key 1 working environment, creativity, general job satisfaction 2 collaborative work environment, general job satisfaction 3 level of responsibility, general job satisfaction	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
	OVER TO YOU! p.63 11.1.6- organise and present information clearly to others; 11.1.9- use imagination to express thoughts, ideas, experiences and feelings; 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; 11.5.2- 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; 11.5.6-- write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics; 11.6.1 use a variety of pre- and post- modifying noun structures on a wide range of general and curricular topics; 11.6.5- use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics; Aim: to personalise the topic; to express an opinion Read out the question and elicit answers from Ss around the class.		Suggested Answer Key The most important factor for me in a career is having general job satisfaction. It’s true that having a large salary is very nice, but if y ou don’t enjoy the work or hate the working environment then what’s the point? Personally, I think it’s much better to be happy with what you’re doing, and to have positive working relationships with your colleagues. I can’t think of anything better than a job you love that has a nice collaborative work environment where you feel satisfied and part of a winning team!	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
	Aim: to develop research skills; to expand on the topic • Ss research online to find out how people from various countries around the world value employee benefits. Ss present their findings to the class. • Then have the class perform peer assessment and give feedback for Ss to use to improve their performance.		Suggested Answer Key Different countries have different cultures, so the way people value employee benefits varies from country to country. These are just a few examples of places where employees think differently. In the USA, for example, there is a competitive business culture, so people prefer jobs, which offer lots of future prospects. It is also quite a modern country, so people would rather work under a supervisor who allows them to be flexible and creative with their work. In Australia, the cost of living is quite high, so people definitely need jobs with good salaries. People there are quite relaxed by nature, so they want a collaborative environment where they can share opinions and come up with new ideas. In Japan, careers are considered extremely important, so people look for jobs that offer them responsibility and lots of future prospects. Teamwork is heavily emphasised in workplaces there, too, so people prefer to work in a collaborative environment. When it comes to work, people’s preferences vary a lot. In my opinion, it is the culture of a country that determines an employee’s expectations of a job, as well as what he or she hopes to achieve from working at a particular company.	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
Ending the lesson 10 minutes	Aim: to develop research skills; to expand on the topic • Ss research online to find out how people from various countries around the world value employee benefits. Ss present their findings to the class. • Then have the class perform peer assessment and give feedback for Ss to use to improve their performance.		Suggested Answer Key Different countries have different cultures, so the way people value employee benefits varies from country to country. These are just a few examples of places where employees think differently. In the USA, for example, there is a competitive business culture, so people prefer jobs, which offer lots of future prospects. It is also quite a modern country, so people would rather work under a supervisor who allows them to be flexible and creative with their work. In Australia, the cost of living is quite high, so people definitely need jobs with good salaries. People there are quite relaxed by nature, so they want a collaborative environment where they can share opinions and come up with new ideas. In Japan, careers are considered extremely important, so people look for jobs that offer them responsibility and lots of future prospects. Teamwork is heavily emphasised in workplaces there, too, so people prefer to work in a collaborative environment. When it comes to work, people’s preferences vary a lot. In my opinion, it is the culture of a country that determines an employee’s expectations of a job, as well as what he or she hopes to achieve from working at a particular company.	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book

Module 5 “Work and Inventions” 5A

Lesson 2 (50)

Considering Success in Business pp.64-65

Date:

Class: 11

Teacher’s name:

Learning objectives that this lesson is contributing to

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;

11.4.3- 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;

11.4.9 - recognize inconsistencies in argument in extended texts 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;

11.6.5 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics;

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

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

11.1.8 - develop intercultural awareness through reading and discussion;

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;

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

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

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

11.5.3 - write with grammatical accuracy 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;

11.5.8 - 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:

listen and read for gist, read for specific information (multiple matching), learn

verb complementation;

Most learners will be able to:

listen and read for gist, read for specific information (multiple matching), learn

verb complementation, talk about advantages and disadvantages of jobs;

Some learners will be able to:

listen and read for gist, read for specific information (multiple matching), learn

verb complementation, talk about advantages and disadvantages of jobs, write/give a presentation about a successful young entrepreneur from Kazakhstan or another country

Vocabulary

Nouns: hydroponics, jumble, entrepreneurship, fleet, conversion, fiver;

Phrasal verb: branch out [into] sth;

Adjective: carbon neutral;

Adverb: naively;

Phrases: brick-and-mortar store, joint venture

Assessment criteria

Learners have met the learning objective if they can:

listen and read for gist, read for specific information (multiple matching), learn

verb complementation, talk about advantages and disadvantages of jobs, write/give a presentation about a successful young entrepreneur from Kazakhstan or another country

Value links

Explore the topic “Considering Success in Business”

Cross – curricular links

ICT

ICT skills

Using videos& pictures, working with URLs

Previous learning

Vocabulary “Work and Inventions”

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning the lesson

5 minutes

Vocabulary Ex.1 p.64

Aim: to listen and read for gist

• Ask Ss to look at the title and the subheadings and elicit which of the young entrepreneurs stands out from various Ss around the class.

• Then play the recording. Ss listen and read thetext and find out more about them.

Answer Key

Arman Toskanbayev stands out for me because he started more than one business.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Reading & Listening

Ex.2 p.64

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;

11.4.9 - recognize inconsistencies in argument in extended texts on a range of more complex and abstract general and curricular topics;

Aim: to read for specific information (multiple matching)

• Give Ss time to read the questions and the read the text again and complete the task.

• Check Ss’ answers around the class.

Answer Key

1 B 2 B 3 A 4 C 5 C 6 A 7 C

• Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

• Play the video for Ss and elicit their comments.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex.3 A p.64

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

Aim: to consolidate new vocabulary through antonyms

• Read out the list of words and then give Ss time to find the antonyms in the text.

• Check Ss’ answers.

Answer Key

Text A: unambitious ≠ aspiring

poverty-stricken ≠ wealthy

Text B: order ≠ chaos

loss ≠ profit

Text C: immovable ≠ portable

increasing ≠ reducing

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex.3 B p.64

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

Aim: to consolidate new vocabulary

• Ask Ss to work in pairs and explain the meaning of the highlighted phrases in the text using their dictionaries to help them.

• Elicit answers from Ss around the class.

Suggested Answer Key

to get stuck in a rut = to be unable to break a pattern or routine

see the bigger picture = to have a clear overview

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Grammar Verb complementation

Ex.4 p.65

11.6.5 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics;

Aim: to learn/revise verb complementation

• Ask Ss to look at the underlined examples in the text and elicit the type of verb complementation pattern.

• Refer Ss to the Grammar Reference section to check their answers.

Answer Key

has a luxurious home: transitive verb + direct object

enjoyed learning about computers: transitive verb + - ing phrase

opened (a brick-and-mortar store) in his local town: transitive verb (+direct object) + adverb/adverbial phrase (open is also intransitive e.g. The shop has just opened. – no object)

allows people to grow plants indoors without soil: transitive verb + indirect object + infinitive phrase

think that you need capital: transitive verb + clause (think is also intransitive e.g. I’m sorry, I wasn’t thinking clearly. – no object)

graduated in modern history: intransitive verb + prepositional phrase (no object)

has (since) started another company: verb + direct object (start is both transitive and intransitive – in this case it’s transitive BUT also intransitive e.g. What time does the seminar start? – no object)

seem ludicrous: linking verb + subject complement (adjective)

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Speaking Ex.5 p.65

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

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

Aim: to talk about advantages/ disadvantages of jobs; to express an opinion

• Ask Ss to work in pairs and discuss what they think are the advantages/disadvantages of the jobs in the texts.

• Then ask various Ss to share their answers with the class.

Suggested Answer Key

A: I think that in text A, the advantages are that his businesses are successful and he is making money.

B: Yes, and he is also making a difference to Kazakhstan by introducing new technology that will have a positive impact. However, he didn’t get any help in the beginning. What about the advantages in text B?

A: I think the advantages are that he received lots of investment from his friends and family and created a carbon-neutral taxi business and made

a lot of profit. But what about the disadvantages?

B: Hmm, probably just that he doesn’t have time to enjoy his hobbies. What about text C?

A: Well, the good things are that he has helped to reduce plastic waste and has helped communities in Africa get access to water.

B: Definitely, although unfortunately, he doesn’t make much money from his work.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Aim: to find specific information in a text

• Give Ss time to read the texts again to find each person’s inspiration and make some notes.

• Ask various Ss to explain using their own words.

Ex.6 A p.65

Suggested Answer Key

Arman Toskanbayev’s inspiration for starting his business was that he understood his talent was related to computers and technology.

Nicko Williamson’s inspiration for his company was his love of cars and seeing a garage that offered environmentally-friendly car conversions.

Edwin Broni-Mensah’s inspiration was the realization that he was spending a lot of money on bottled water when tap water is free.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex.6 B p.65

Aim: to personalise the topic

• Refer to the four young entrepreneurs and read out the questions.

• Give Ss a few minutes to think of their answers, then ask various Ss to tell the class.

Suggested Answer Key

The person that impressed me the most was Edwin Broni-Mensah because he uses his business to help those in need and that he managed to do it while still studying. The secret to his success is his time management skills to make sure he spent time on his business and still completed his education.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ending the lesson

10 minutes

Aim: to prepare a presentation on another successful young entrepreneur from Kazakhstan or another country

• Give Ss time to research online and find out more information about another young entrepreneur. Then give them time to use this information to prepare a presentation. The task may be given as HT.

• Ask Ss to give their presentations to the class. Have the class perform peer assessments and give feedback for Ss to use to improve their

performance if so desired.

Suggested Answer Key

My parents always say that it is never too early to make a success of yourself and in the case of Maulen Akhmetov, they’re right. He was just 15 years old when he started his first business. He is hardworking and ambitious and he wants to make a difference in the world. He is the CEO of Kunde Café. This is a business that provides adults with mental

disabilities the opportunity to work and join a community. He managed to convince the national government to provide subsidies to help pay Kunde

Café workers. As a result, 115 marginalised individuals have received training through the Kunde Café so far.

Another of his businesses is Farmil, which develops innovative indoor farming technologies. The idea is that supermarkets will be able to grow a huge variety of fruit and vegetables indoors using aeroponics. There will be no soil, no pesticides, no herbicides, 95% less water usage and no logistics costs. Maulen’s idea is not only great for the people

living in Kazakhstan, but also for the planet too!

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Module 5 “Work and Inventions” 5B

Lesson 3 (51)

Special Talents & Inventions pp.66-67

Date:

Class: 11

Teacher’s name:

Learning objectives that this lesson is contributing to

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

11.4.1 - 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;

11.4.2- understand specific information and detail in extended texts on a wide range of familiar and 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;

11.5.3 - 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;

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

11.1.8 - develop intercultural awareness through reading and discussion;

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

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

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;

11.3.3- 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;

11.3.6 - 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;

11.6.14 - 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;

11.6.1 - use a variety of pre- and post- modifying noun structures 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;

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

11.1.3- respect differing points of view;

11.1.5 - use feedback to set personal learning objectives;

11.1.6- organize and present information clearly to others;

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;

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

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

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;

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

11.6.5 - use a range of transitive and intransitive verb complementation patterns 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:

learn vocabulary relating to special talents, listen and read for specific information,

read for specific information (T/F/DS), revise clauses of concession and multi-word verbs, learn/revise pre-and post-modifying noun structures;

Most learners will be able to:

learn vocabulary relating to special talents, listen and read for specific information,

read for specific information (T/F/DS), revise clauses of concession and multi-word verbs, learn/revise pre-and post-modifying noun structures, listen and make notes;

Some learners will be able to:

learn vocabulary relating to special talents, listen and read for specific information,

read for specific information (T/F/DS), revise clauses of concession and multi-word verbs, learn/revise pre-and post-modifying noun structures, listen and make notes, write/give a presentation on a scientist with many talents who left their mark on history

Vocabulary

Special talents: study, draw, design, paint, invent, sketch;

Verbs: define, embody;

Nouns: concept, dissection, proportion, mastery;

Phrase: be apprenticed to

Assessment criteria

Learners have met the learning objective if they can:

learn vocabulary relating to special talents, listen and read for specific information,

Value links

Explore the topic of inventions

Cross – curricular links

History

ICT skills

Using videos& pictures, searching information on different web sites

Previous learning

“Considering Success in Business”

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning the lesson

5 minutes

Vocabulary Ex. 1 p.66

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

Aim: to introduce vocabulary related to special talents

• Direct Ss to the pictures and read out the verbs in the list. Give Ss time to complete the phrases under the pictures.

• Check Ss’ answers and elicit which talents Leonardo da Vinci possessed.

Answer Key

1 painted 2 invented 3 designed 4 sketched 5 studied 6 drew

Leonardo da Vinci was able to paint, invent machines, design buildings and bridges, sketch plants and animals, study human anatomy and draw maps.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Reading Ex. 2 p.66

Aim: to read for gist

• Elicit what else, if anything, Ss know about Leonardo da Vinci and elicit questions about him from Ss around the class.

• Write four of them on the board.

• Ss read the text to see if they can answer them.

Suggested Answer Key

1 What is Leonardo da Vinci’s most famous painting? (‘Mona Lisa’)

2 What sorts of things did Leonardo da Vinci invent? (a robotic knight, a parachute, a calculator, musical instruments, a bicycle and flying machines)

3 What was the name of the famous sketch of the human body that he drew? (‘Vitruvian Man’)

4 What subjects did Leonardo da Vinci study? (art, human anatomy, engineering, botany, geology, music and more)

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex. 3 p.67

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

Aim: to read for specific information (T/F/DS)

• Ask Ss to read the sentences 1-5 and then give them time to read the text again and decide on their answers.

• Check Ss’ answers around the class.

Answer Key

1 DS 2 T 3 F 4 DS 5 F

• Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

• Play the video for Ss and elicit their comments.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex. 4 p.67

Aim: to consolidate new vocabulary and practise collocations

• Explain the task and give Ss time to fill in the words to make phrases.

• Then give Ss time to use the phrases to write sentences based on the text.

• Elicit answers from Ss around the class.

Answer Key

1 dissections 2 Renaissance 3 intellectual 4 accurate 5 detailed 6 seek

Suggested Answer Key

Da Vinci carried out dissections to aid his study of human anatomy.

A lot of da Vinci’s work demonstrates Renaissance philosophy.

His intellectual capabilities allowed him to design successful inventions.

He had a talent for drawing accurate maps.

He drew lots of detailed illustrations along with his notes.

He studied a lot because he was always seeking knowledge.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex. 5 p.67

Aim: to express an opinion

Give Ss time to consider their answers to the questions and then ask various Ss to share their opinion with the rest of the class.

Suggested Answer Key

The achievements that impress me the most are the designs for a canal system and bridges which have been built and work. I was also impressed by the design for the robotic knight. This is because his

design worked despite being created so long before we had the technology to create a robot.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Grammar Clauses of concession- Multi-word verbs

Ex.6 p.67

Aim: to revise clauses of concession and multi-word verbs

• Refer Ss to the Grammar Reference section to revise the theory on clauses of concession and multi-word verbs.

• Then give Ss time to find examples in the text.

• Elicit answers from Ss around the class.

Answer Key

clauses of concession: But, despite the fact that, Although

multi-word verbs: came up with, carry out

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex.7 A p.67

Aim: to practise clauses of concession

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

• Elicit answers from Ss around the class.

Suggested Answer Key

1 Leonardo da Vinci designed a lot of machines, though few were ever actually built.

2 15 of da Vinci’s works can still be seen today, but most of them have been lost.

3 Da Vinci was a successful engineer and architect, yet he is mainly remembered as a painter.

4 Even though he lived over 500 years ago, da Vinci is still one of the world’s most famous artists.

5 While few of da Vinci’s designs were built in his lifetime, several have been built in the 21st century.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex.7 B p.67

Aim: to practise multi-word verbs

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

• Check Ss’ answers.

Answer Key

1 did away with 2 got round to 3 came up with 4 fell back on about 5 brought

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Grammar Pre-and Post-modifying noun structures

Ex.8 A p.67

11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of general and curricular topics;

Aim: to learn/revise pre- and post- modifying nouns structures

• Explain the task and give Ss time to read the summary and find and underline examples.

• Check Ss’ answers.

Suggested Answer Key

Pre-modifying noun structures: Renaissance period, fourteen-year-old boy, painting apprenticeship, leather notebooks,

Post-modifying noun structures: woman with a haunting smile, people who come from all over the world

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex.8 B p.67

11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of general and curricular topics;

Aim: to identify types of pre-/post- modifying noun structures

• Read out the list of types of pre-/post-modifying noun structures and have Ss match the underlined ones from Ex. 7a to them.

• Check Ss’ answers.

Answer Key

1 (woman) with a haunting smile

2 painting apprenticeship

3 fourteen-year-old boy

4 people who come from all over the world

5 Renaissance period

6 leather notebooks

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Listening & Speaking

Ex.9 p.67

Aim: to listen and make notes

• Play the recording and ask Ss to make notes and then ask ss to use their notes to present da Vinci to the class.

• Have the class perform peer assessments and give feedback for Ss to use to improve their performance.

Suggested Answer Key

Leonardo da Vinci was a man of many talents who mastered a huge variety of subjects. Let’s take a look at some of those areas where da Vinci excelled.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ending the lesson

5 minutes

Writing & Speaking

Ex.10 p.67

Aim: to prepare a presentation on another scientist with many talents

• Give Ss time to research online and collect information about another scientist with many talents and make notes under the headings provided. Then give them time to prepare a presentation.

• Ask Ss to give their presentations to the class.

• Assign the task as HW and ask Ss to give their presentations in the next lesson.

Suggested Answer Key

Benjamin Franklin

Benjamin Franklin was born on 17th January 1706 in Boston, in the USA. He had 16 siblings and was the 15th child in a poor family.

Franklin started to read at a very young age, but, despite doing well in school, left at age 10 to help out in his father’s candle and soap making business. Other than this, he had no formal education.

Franklin achieved many things throughout his life. His work in science is based in electricity. Despite risking his life during his experiments, Franklin was determined to continue his research. He invented the lightning rod and noted lots of phenomena surrounding electricity, even creating new words such as ‘battery’, ‘charge’ and ‘conductor’. Franklin was also an excellent writer and began writing pieces that were featured in a newspaper from the age of 12. He eventually opened his own print shop and featured proverbs, witty writing and poetry in his work. He later went on to print money. In addition to doing all of this, Franklin enjoyed inventing new things. He is known for the Franklin stove, bifocal lenses, the armonica, the rocking chair and even the American penny. In fact, the armonica, his musical instrument, was so successful that even Beethoven composed a piece to be played on it! Finally, Franklin was also a well-known political figure. He helped draw up the American Declaration of Independence, the US Constitution and the Treaty of Paris.

I think we can all agree that Benjamin Franklin was a man with many talents whose contributions have made a huge impact on the world. During his life his political work helped to end a war and his inventions still play a valuable part in today’s world.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Module 5 “Work and Inventions” 5C

Lesson 4 (52)		Big Ideas p.68
Date:		Class: 11
Teacher’s name:
Learning objectives 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; 11.4.3- 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; 11.1.8 - develop intercultural awareness through reading and discussion; 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 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: listen and read for gist Most learners will be able to: listen and read for gist, read for specific information Some learners will be able to: listen and read for gist, read for specific information (multiple matching)
Vocabulary		Nouns: nanoparticle, tumour, tissue, hammer, evaporation; Phrase: scrap materials
Assessment criteria		Learners have met the learning objective if they can: listen and read for gist, read for specific information (multiple matching)
Value links		Explore the topic of “Big Ideas”
Cross – curricular links		ICT
ICT skills		Using videos & pictures
Previous learning		“Special Talents & Inventions”, Grammar: Clauses of concession- Multi-word verbs, Pre-and Post-modifying noun structures
Plan
Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment	Resources
Beginning the lesson 15 minutes	Reading & Listening Ex. 1 p.68 Aim: to listen and read for gist • Ask Ss to read the introduction and the titles and look at the pictures. • Elicit why each person may be described as a ‘bright spark’. • Play the recording. Ss listen and read the text and find out.		Answer Key I think each person can be described as a bright spark because they are all intelligent in different ways; Angela Zhang is a scientist, Emily Cummins is an inventor and Derreck Kayongo is a community project leader.	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
	Listening & Reading Ex.2 p.68 Aim: to read for specific information (multiple matching) • Ask Ss to read the questions. • Then give them time to read the text and match the people to the questions. • Check Ss’ answers.		Answer Key 1 B 2 A 3 C 4 A 5 B 6 B 7 A 8 C • Refer Ss to the Check these words box and ask Ss to look them up in the Word List. • Play the video for Ss and elicit their comments.	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
	Ex.3 p.68 Aim: to consolidate new vocabulary • Read out the words in bold in the text and the words/phrases in the list and ask Ss to match them using their dictionaries if necessary. • Check Ss’ answers.		Answer Key stunned = shocked decode = solve promising = likely to be successful portable = easily moved potential = capability sanitise = clean	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
Ending the lesson 10 minutes	Ex.4 p.68 11.1.8 - develop intercultural awareness through reading and discussion; 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world Aim: to develop critical thinking skills; to express an opinion • Give Ss time to consider their answers and then write a few sentences in response. • Ask various Ss to share their answer with the class.		Suggested Answer Key I admire Derreck Kayongo. He is successful because he heard something that shocked him and tried to do something about it and make a difference. We can be inspired by him to make a change in world, to help others and to be more resourceful by trying to reuse or recycle materials rather than being wasteful and throwing them away.	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book

Module 5 “Work and Inventions” 5C

Lesson 5 (53)

Big Ideas p.69

Date:

Class: 11

Teacher’s name:

Learning objectives that this lesson is contributing to

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

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

11.2.4- implied meaning in unsupported extended talk on a wide range of general and 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;

11.1.1- 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;

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

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

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;

11.3.6- 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;

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

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

11.5.3- 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

11.6.5- use a range of transitive and intransitive verb complementation patterns 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:

learn/revise adjective complements, listen for specific information (multiple choice), to compare and contrast ideas;

Most learners will be able to:

learn/revise adjective complements, listen for specific information (multiple choice), to compare and contrast ideas, invent a device;

Some learners will be able to:

learn/revise adjective complements, listen for specific information (multiple choice), to compare and contrast ideas, invent a device, write/give a presentation

about an invention by a young person in Kazakhstan or another country

Vocabulary

Nouns: nanoparticle, tumour, tissue, hammer, evaporation;

Phrase: scrap materials

Assessment criteria

Learners have met the learning objective if they can:

learn/revise adjective complements, listen for specific information (multiple choice), to compare and contrast ideas, invent a device, write/give a presentation

about an invention by a young person in Kazakhstan or another country

Value links

Explore the theme of “Big Ideas”

ICT skills

Using videos& pictures, working with URLs

Previous learning

Comparing, analyzing & ranking inventions

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning the lesson

10 minutes

Grammar Adjective complements

Ex.5 A p.69

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

Aim: to revise adjective complements

• Refer Ss to the Grammar Reference section to revise adjective complements.

• Then elicit examples in the text and have Ss check in the Grammar Reference section.

Answer Key

was very shocked to be told

‘to be told’ is the passive form of the infinitive ‘to tell’

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex.5 B p.69

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

Aim: to practise adjective complements

• Explain the task and give Ss time to match the two columns.

• Check Ss’ answers.

Answer Key

1 c 2 e 3 a 4 f 5 d 6 b

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Listening

Ex.6 p.69

Aim: to listen for specific information (multiple choice)

• Ask Ss to read the questions 1-5 and the possible answers and think about what they key words might be.

• Play the recording. Ss listen and complete the task.

• Check Ss’ answers.

Answer Key

1 A 2 C 3 B 4 C 5 A

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Speaking & Writing

Ex.7 A p.69

Aim: to compare and contrast ideas

• Ask Ss to work in small groups and compare and contrast the projects in the text in Ex. 2 and then rank them in order of importance.

• Ask various Ss to share their answers with the class and give justification.

Suggested Answer Key

A: I think the idea to cure cancer is probably the most important one. It will save many lives if it works.

B: Yes, I agree. And I think the least important one is the recycled soap. I mean it’s useful, but not as important as curing cancer.

C: I see what you’re saying. But wouldn’t it be great for people in developing countries to have access to better hygiene? It could prevent a lot of diseases.

A: Hmmm, I see your point. Do you think it is more important than the portable fridge?

C: I’m not sure. Tackling hygiene will save a huge amount of lives. And the idea reduces waste which will help the environment. But then the portable fridge can keep food and medicines cool

so potentially could also save lives.

B: You’re right, but I think the cancer cure is the most important, then the recycled soap and then the portable fridge.

A: I agree.

C: Yeah. Me too.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ex.7 B p.69

Aim: to invent a device that could deal with a major problem

• Ask Ss to work in small groups and discuss ideas for a life-saving device that needs inventing.

• Give Ss time to discuss their ideas and then write a few sentences.

• Then ask various Ss to read their sentences to the class.

Suggested Answer Key

Our invention is a device that can test, purify and add vitamins to water. We want to invent a portable device similar to a vacuum flask to keep water cool. The reusable metal flask will have the

ability to test water for any dangerous substances and pathogens such as bacteria and viruses. It will also be able to filter and purify water, before running it through large vitamin stores that can

dispense vitamins into the water before someone drinks it. This would help prevent people dying from diseases related to dirty water and help reduce malnutrition by providing vitamins which will also help keep people healthy. It is also reusable, so it doesn’t create a lot of waste.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Ending the lesson

25 minutes

Ex.8 p.69

Aim: to write about an invention by a young person in

Kazakhstan or another country

• Explain the task and give Ss time to research on the Internet and collect information about an invention by a young person in Kazakhstan or another country and prepare a presentation.

• Ask Ss to give their presentations to the class.

• Assign the task as HW and ask Ss to give their presentations in the next lesson.

Suggested Answer Key

Gabit Nurumbetov

Gabit Nurumbetov is a young scientist from the Kazakh-British Technical University who has been working in a research lab at the University of Warwick in the UK. While testing medicines for the

pharmaceutical industry, he found the procedure to be expensive and time-consuming. Due to these difficulties, he began working on a new testing method with a view to making the process more

efficient.

Gabit produced some drawings and with the authorisation of the chief researcher went on to build a device that can help with the testing of pharmaceuticals. Although it does the same job as

the original testing process, Gabit’s device does it better and faster.

Gabit hopes to take his knowledge and ideas back to Kazakhstan when he gains enough experience. He is a very ambitious scientist and wants to use his research and ideas to improve the pharmaceutical industry of Kazakhstan.

Feedback:

“The praise” method

“Good job!

Well done!”

Whiteboard

PPT (With words)

Pupils Book

Module 5 “Work and Inventions” 5 D

Module 4 Lesson 6 (54)		Letters to the Editor p.70
Date:		Class: 11
Teacher’s name:
Learning objectives that this lesson is contributing to		11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics; 11.4.5- deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics; 11.5.4- use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics;
Lesson objectives		All learners will be able to: analyse a rubric, to practise register
Assessment criteria		Learners have met the learning objective if they can: analyse a rubric, practise register
Value links		Explore the topic of For-and-against essay
ICT skills		Using videos& pictures, working with URLs
Previous learning		Adjective Complements, Collecting and presenting information about an Invention
Plan
Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment	Resources
Beginning the lesson 15 minutes	Letters to the editor Writing Tip Give Ss time to read through the Writing Tip and tell them that this information will help them to write a letter to the editor successfully.			Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
	Rubric analysis Ex. 1 p.70 11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics; • Give Ss time to read through the Writing Tip and tell them that this information will help them to write a letter to the editor successfully. • Then ask Ss to read the rubric and underline the key words. Then elicit answers to the questions from Ss around the class.		Answer Key Key words: job fairs, obsolete, dead, recruiters favouring online applications, waste of time, disagree, write a letter to the editor, explaining your views, giving reasons for your opinion, 150-200 words 1 the editor and readers of the science magazine 2 to explain my views on the points raised in the article and give reasons for my opinions 3 formal style 4 2-3 – first second/third viewpoints with examples/reasons/ results	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
Ending the lesson 15 minutes	Rubric analysis Ex. 2 p.70 Aim: to analyse a model text and practise register • Give Ss time to read the model and the list of phrases A-H. • Then have Ss replace the underlined phrases in the model with suitable alternatives from the list. • Check Ss’ answers.		Answer Key 1 F 2 H 3 A 4 G 5 D 6 C 7 B 8 E	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book

Module 5 “Work and Inventions” 5D

Lesson 7 (54)		Letters to the Editor p.71
Date:		Class: 11
Teacher’s name:
Learning objectives that this lesson is contributing to		11.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 11.1.7- develop and sustain a consistent argument when speaking or writing; 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; 11.3.3- 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; 11.3.6- 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; 11.5.7 - use independently appropriate layout at text level on a wide range of 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; 11.1.4 - evaluate and respond constructively to feedback from others; 11.1.5 - use feedback to set personal learning objectives; 11.1.10- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 11.4.8 - select and evaluate paper and digital reference resources to check meaning and extend understanding; 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 11.5.3 - 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; 11.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a wide range of general and curricular topics; 11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics; 11.6.5 - use a range of transitive and intransitive verb complementation patterns 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: analyse a rubric, to practise register, comment on/react to an article, write a letter to the editor
Assessment criteria		Learners have met the learning objective if they can: analyse a rubric, to practise register, comment on/react to an article, write a letter to the editor
Value links		Explore the theme of “Letters to the editor”
ICT skills		Working with URLs
Previous learning		Rubric analysis
Plan
Part of the lesson/Time	Teacher’s activity		Student’s activity	Assessment	Resources
Beginning the lesson 10 minutes	Commenting on/Reacting to an article Ex.3 p.71 Aim: to practise commenting on/reacting to an article Ask various Ss to express their opinions on job fairs using the ideas in the model letter and their own ideas as well as the useful language.		Suggested Answer Key Personally, I don’t think that job fairs have become obsolete. Considering the fact that they provide an excellent opportunity for jobseekers to make connections and for employers to evaluate potential candidates, it’s obvious that they have value. I say this because we all know the value of a first impression and human interaction.	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
	Your turn Ex.4 p.71 11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics; Aim: to prepare for a writing task • Ask Ss to read the rubric and answer the questions. • Check Ss’ answers around the class.		Answer Key Key words: employment agencies are in decline, jobseekers turning to job boards and social networking, employment agencies, waste of time, disagree, write a letter to the editor, explaining your views, giving reasons for your opinion, 150-200 words 1 I am writing to the editor of a science magazine. 2 I will write in a formal style because I am writing to someone I do not know. 3 B because it is the most formal and polite.	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
	Ex.5 p.71 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; Aim: to match viewpoints to examples/results • Explain the task and give Ss time to match the reasons and the examples/results. • Then ask Ss to expand their answers into full sentences using phrases from the Useful Language box. • Elicit answers from Ss around the class.		Answer Key 1 b 2 c 3 a Suggested Answer Key Employment agencies can help jobseekers save time. For example, they can search the job market for suitable positions. As a result, applicants have more time to focus on other parts of the application process. Employment agencies give jobseekers increased exposure. In particular, they have a direct line to potential employers. Therefore, they can make sure that the application has not been overlooked. Employment agencies can provide constructive feedback. The reason I say this is that they can give candidates advice about their applications and interviews which will improve their performance.	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book
Ending the lesson 20 minutes	Ex.6 p.71 Aim: to write a letter to the editor • Give Ss time to complete the task using their answers in Ex. 5 and the rubric in Ex. 4 as well as the useful language box and the plan to help them. • Check Ss’ answers. • Assign the task as HW and check Ss’ answers in the next lesson.		Suggested Answer Key Dear Sir/Madam, I am writing in response to the article about employment agencies you recently published in your science magazine. I am totally opposed to the main points raised in the article. Firstly, employment agencies can help jobseekers save time. For example, they can look out for suitable positions. As a result, applicants are free to focus on other parts of the application process. Secondly, employment agencies give jobseekers increased exposure. In particular, they have a direct line to potential employers. Therefore, they can make sure that the application has not been overlooked. Finally, employment agencies can provide constructive feedback. This way, they can give candidates advice about their applications and interviews which will improve their performance. In conclusion despite the popularity of online resources, I feel that employment agencies are still highly effective as they save jobseekers’ time, give them increased exposure and provide constructive feedback. Thank you for considering my views. Yours faithfully, Aidar Zhaparov	Feedback: “The praise” method “Good job! Well done!”	Whiteboard PPT (With words) Pupils Book

Module 5 “Work and Inventions” 5 E

Lesson 8 (56)

Made in the U.K. p.72 Culture Corner

Date:

Class: 11

Teacher’s name: Penner Natalya Alexandrovna